iMap Centre

iMap Centre Independent school standard inspection report

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DfE registration number 896/6028 Unique Reference Number (URN) 131792 URN for social care SC407800 Inspection number 348723 Inspection dates 13–14 October 2010 Reporting inspector Ramesh Kapadia Social care inspector Karen Forster achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk No. 090070 Independent school standard inspection report

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Purpose and scope of the inspection

This inspection was carried out by Ofsted under Section 162A of the Education Act 2002, as amended by schedule 8 of the Education Act 2005, the purpose of which is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school. 1, 2

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Purpose and scope of the inspection

An inspection of the care provision was carried out under the Care Standards Act 2000 having regard to the national minimum standards for children’s homes. This inspection took place at the same time but the full report is published separately on Ofsted’s website and should be read in conjunction with this report which covers the educational registration of the school.

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Information about the school

The iMap Centre is an independent residential special school for students aged 11–19 years. Students currently in school are aged 13–19 years. The site includes a large manor house and a lodge, with teaching blocks, situated in 10 acres of grounds. It provides education and care facilities for students who have severe autism, severe learning difficulties, and challenging behaviour; all have a statement of special educational needs, and many require 52 week placements as a result of their very complex needs. There are fourteen boarders and one day student. The school is dually registered as a residential school and a children's home, and has more boys than girls. The centre is committed to increasing the participation of young people with autism in all aspects of living and learning and helping them to make a positive contribution to society by developing their independence and decision-making skills.

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Information about the school

The school was formerly called Lambs Grange School and was last inspected in July 2007, with a follow-up inspection in November 2009. Its new owner took over the school in December 2009, and it has been re-named in line with its rationale of ‘individuals making autism positive’. This is the first inspection of the residential care provision since it was re-registered following the change of ownership.

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Evaluation of the school

The iMap Centre meets its aims. It provides a satisfactory quality of education and a good quality of residential care. It has made a significant number of improvements since its last inspection in 2007, especially in arrangements for welfare, health and safety which are good, and recent significant refurbishment of the facilities. Safeguarding procedures are robust. All other areas are satisfactory and all regulations are met; this is a significant improvement from the previous inspection. The school meets the learning needs of its students well, especially through its promotion of joint educational and residential provision and support.

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Evaluation of the school

1 www.opsi.gov.uk/acts/acts2002/ukpga_20020032_en_14#pt10-ch1-pb4-l1g162 2 www.opsi.gov.uk/ACTS/acts2005/ukpga_20050018_en_15#sch8 Independent school standard inspection report

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Quality of education

The curriculum, which is satisfactory, is broad and balanced for students of compulsory school age, including regular lessons in English and mathematics. Other areas such as science, technology, information and communication technology (ICT), creative and physical development are covered. Religious education promotes the coverage of spiritual and moral issues, while physical education is linked to students’ interests such as swimming or golf. There is a strong emphasis on personal, social, health and citizenship education, which is included both as a discrete subject and in a cross-curricular way. The schemes of work are based on a commercial scheme, which is adapted further to meet the complex needs of students. Their needs are met with very high levels of structure and support throughout their day. The personalised approach with joint targets agreed by education and care staff promotes the effective 24-hour curriculum increasingly well. There is speech and

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Quality of education

language therapy, as well as music therapy.

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Quality of education

The school has moved from compatibility grouping to grouping students in three age-related classes, to which the teaching staff and students are adapting. There are plans to involve residential care staff as teaching assistants on a regular basis in all classes in the school. The class for the oldest students aims to plan for transition into adult life and includes a range of varied activities; some students also follow vocational courses and attend a local college. Careers education is provided and there is an effective partnership agreement with the Connexions service and appropriate opportunities for work experience which have been effectively utilised. The range of extra-curricular activities at lunchtime is not extensive, but is developing. External visits and some holidays are also arranged by the care staff, as part of the 24-hour curriculum.

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Quality of education

Teaching and assessment are satisfactory. Teachers plan individual tasks for students in sessions, but occasionally these are not matched as well as they could be to students’ individual needs. There is occasional group work but this is limited and sometimes difficult to implement with regards to varying students’ needs. The school intends to extend the range of group work over the year. A lesson with good features included practical activities in technology to engage students. Teachers are making good use of the new facilities of interactive whiteboards in teaching small groups.

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Quality of education

Students’ progress is satisfactory. Care is taken at the start of sessions to orient students to work, sometimes including a walk outside. Students’ learning is restricted by their short span of concentration and there are occasional lapses in behaviour. However, this is well managed and there are well-understood systems for managing behaviour, such as the ‘Go’ system, where students can go to an alternative place to reduce their anxiety level. Over time, behaviour management does have a positive effect, as was evident with one student who had learnt how to plan an external trip to an art gallery, and also developed extensive skills in ICT. For other students, the process of increasing their independence and decision-making skills is slower. Work in students’ files is sometimes sparse because of their limited written skills, but Independent school standard inspection report evidence of their progress is supplemented by other evidence to show their

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Quality of education

attainment. A new assessment system with smaller steps has been introduced, but teachers recognise that the assessments have to be moderated and are moving towards more consistency. Assessments have already been made in English and mathematics but are yet to be made for other subjects of the curriculum. Entry level and other accredited courses are used to enable students to gain externally recognised accredited qualifications in a variety of areas including literary, numeracy and science.

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Spiritual, moral, social and cultural development of pupils

The provision for spiritual, moral, social and cultural development is satisfactory. Students are learning to recognise differences between right and wrong. Spiritual development is promoted in religious education, which also deals with moral issues sensitively. A strong emphasis is put on social development by care and education staff who share information as necessary and work well together. Cultural development is fostered, for example, by trying food from different countries and the overall provision to develop cultural awareness and tolerance amongst all students is satisfactory. Lessons in personal, social, health and citizenship education provide some opportunities for students to learn about other cultures and religions. Students are developing positively their awareness of public institutions and responsibilities through topics taught within citizenship, such as banks and post offices. Economic

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Spiritual, moral, social and cultural development of pupils

well-being is supported by the emphasis on literacy and numeracy, as well as other activities such as opening a bank account. In questionnaire returns, adapted to their needs, students stated that they enjoy school; they also attend regularly. They sometimes find it hard to manage their own behaviour, which is satisfactory overall.

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Welfare, health and safety of pupils

The provision for the welfare, health and safety of students is good. Arrangements for ensuring the welfare, health and safety of students, which were judged inadequate a few years ago, have been considerably improved and supported with appropriate training, such as a course on safer recruitment. Child protection procedures are in place and given a high priority, with regular training for all staff, and enhanced training for several members of the senior management team. Risk assessments are undertaken, including for educational trips and other activities.

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Welfare, health and safety of pupils

The positive ethos in the school ensures that students feel safe and are well-cared for. Arrangements for first aid and monitoring health and welfare of students are systematic, with many staff trained in first aid. Students learn to cook healthy meals, such as one student who used recipes from the British Heart Foundation. They are also prompted to adopt a healthy life style by staff. They have raised money for charities such as Macmillan Nurses and also the Forestry Commission. The school meets the requirements of the Disability Discrimination Act 1995, as amended. Independent school standard inspection report

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Suitability of staff, supply staff and proprietors

The school maintains a single central record of checks on staff and undertakes vetting checks systematically, in line with statutory requirements. Criminal record checks are renewed every three years and so all staff have had an enhanced criminal records check.

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Premises of and accommodation at the school

The school is set in peaceful grounds and provides a safe and supportive environment for students with autism and learning difficulties. The three main classrooms are of a suitable size and there are some specialist facilities such as rooms for music therapy and speech and language therapy. Facilities for teaching practical subjects like science and technology are supplemented by staff bringing materials into the classroom to allow experiments to be undertaken. There is a sensory room, though this was not used during this inspection. Toilet provision is sufficient and changes have been made to provide a medical room for students who are ill. There are areas which can be used for horticultural purposes and recreation. The school is near open country and well located so that students can undertake leisure walks and outdoor pursuits.

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Provision of information

There are good channels of communication with students and their families to ensure that information relating to education and care is shared quickly. Returns from the parental questionnaire for the inspection indicated their satisfaction with the school. Regular progress reports are completed to support individual education plans, which are completed for all students. Annual written reports are provided to parents and carers. The school’s brochure includes all the required information, as does its web- site.

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Manner in which complaints are to be handled

The school’s complaints policy complies with the regulations.

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Effectiveness of the boarding provision

The care provision was judged to be good and national minimum standards were met. A full report on the care provision is available on Ofsted’s website and should be viewed in conjunction with this report.

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Compliance with regulatory requirements

The proprietor has ensured that the school meets The Education (Independent School Standards) (England) Regulations 2010, schedule 1 (‘the Regulations’). Independent school standard inspection report Please see the report on Ofsted’s website relating to the care provision in the children’s home which should be read in conjunction with this report.

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What the school could do to improve further

While not required by regulations, the school might wish to consider the following point for development.

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What the school could do to improve further

 Use the new system of assessment to plan learning tasks which offer an appropriate level of challenge to engage students and help them to make incremental steps of progress on a regular basis. Independent school standard inspection report Inspection judgements outstanding Good satisfactory Inadequate

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The quality of education

How well the curriculum and other activities meet the range of needs and interests of pupils 

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The quality of education

How effective teaching and assessment are in meeting the full range of pupils’ needs 

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The quality of education

How well pupils make progress in their learning 

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The quality of education

Pupils’ spiritual, moral, social and cultural development Quality of provision for pupils’ spiritual, moral, social and cultural development 

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Welfare, health and safety of pupils

The overall welfare, health and safety of pupils 

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provision)

Effectiveness of boarding provision  Independent school standard inspection report

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School details

Type of school Residential special school for students with autism and severe learning difficulties

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School details

Number on roll (full-time pupils) Boys: 13 Girls: 2 Total: 15

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School details

Number on roll (part-time pupils) Boys: 0 Girls: 0 Total: 0

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School details

Number of boarders Boys: 12 Girls: 2 Total: 14

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School details

Number of pupils with a statement of special educational needs Boys: 13 Girls: 2 Total: 15

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School details

Number of pupils who are looked after Boys: 10 Girls: 2 Total: 12

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School details

Email address enquiries@imapcentre.co.uk

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