Setting

Aviation House 125 Kingsway London WC2B 6SE T 0300 123 1231 F 020 7421 6855 enquiries@ofsted.gov.uk www.ofsted.gov.uk

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Ms K Bedford Headteacher Swiss Cottage Specialist SEN School 7 The Avenue Brondesbury London NW6 7YG

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education in schools

Thank you for your hospitality and cooperation, and that of the staff and pupils, during my visit on 5 July 2011 to look at work in enterprise education.

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education in schools

The visit provided valuable information which will contribute to our national evaluation and reporting. Published reports are likely to list the names of the contributing institutions but individual institutions will not be identified in the main text without their consent.

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education in schools

The evidence used to inform the judgements included: interviews with staff and pupils; scrutiny of relevant documentation; analysis of pupils’ work; observation of parts of four lessons and of an assembly.

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education in schools

The overall effectiveness of enterprise education in promoting pupils’ economic and business understanding and enterprise and financial capability is outstanding.

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Achievement in enterprise education

Achievement in enterprise education is outstanding.

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Achievement in enterprise education

 As a result of the school’s exceptionally well-planned provision, pupils are developing excellent enterprise-related skills as appropriate to their individual starting points. In particular, there was clear evidence of pupils developing highly effective communication skills, self-confidence, an ability to work with others, to make choices, to contribute to decision-making and to develop appropriate interpersonal skills.  Year 11 pupils are very well prepared for their futures in terms of developing highly effective work-related skills and independence as appropriate to their individual starting points.  Pupils who are members of the Student Leadership Team are able to talk convincingly about the way in which they are empowered to contribute to the school’s decision-making process and in particular to the selection of new staff. Members of this team learn how to manage responsibilty and develop their leadership, negotiating and report-writing skills.

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Achievement in enterprise education

 Past pupils reflect thoughtfully on how very effectively the skills they developed at school have prepared them for their future lives.

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Quality of teaching in enterprise education

The quality of teaching in enterprise education is outstanding.

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Quality of teaching in enterprise education

 Teachers have very high expectations of pupils. They are totally committed to encouraging and providing opportunities in all lessons and at all key stages for pupils to develop enterprise-related skills including decision-making, problem-solving, communication and teamworking.  Teachers know pupils exceptionally well and plan lessons and activities to ensure that their highly individual needs are met. As a result, all pupils have the opportunity to develop enterprise-related skills according to their individual starting points.  Information and communication technology is used exceptionally well as a tool to enhance teaching and learning, to develop communication skills and to engage and challenge pupils.  Good use is made of role play to develop pupils’ understanding of different jobs and real-life situations, such as purchasing items or returning unwanted goods to a shop.

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Quality of the curriculum in enterprise education

The quality of the curriculum in enterprise education is outstanding.

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Quality of the curriculum in enterprise education

 The promotion of enterprise-related skills is an integral part of the curriculum and many excellent opportunities exist for all pupils. These include sports leadership training and a range of exciting residential trips, where pupils learn to work together in teams, to take the lead, to take risks, to solve problems and to make decisions, often in unfamiliar surroundings and contexts.  Links with the local community, businesses and other adults are strong and are used very effectively to enhance the provision for enterprise education and to enable pupils to learn about different jobs.  The work-related learning curriculum at Key Stage 4 is highly effective. Pupils have very good opportunities for work experience. New mentors in the organisations in which pupils are placed are well-briefed and the placements are carefully tailored to ensure that pupils gain maximum benefit.  Key Stage 4 pupils also have very good opportunities to try out vocational

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Quality of the curriculum in enterprise education

skills in school and in college and engage in a variety of enterprise projects. Formally assessed courses, for example AQA’s Preparation for Working Life and ASDAN modules, ensure that Key Stage 4 pupils are challenged very effectively and receive formal accreditation for their impressive achievements.  There is good focus throughout the curriculum on developing pupils’ understanding of money and their financial capability, from basic coin recognition at Key Stage 1 to budgeting and learning to be critical consumers at Key Stage 4.  Excellent careers support ensures that pupils are very well prepared for the transition to further education and vocational training.

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Effectiveness of leadership and management in enterprise education

The effectiveness of leadership and management in enterprise education is outstanding.

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Effectiveness of leadership and management in enterprise education

 Excellent leadership and management of the provision for enterprise education ensure that the development of relevant skills and capabilities is given a prominent position throughout the school curriculum. An entrepreneurial ‘can do’ culture and all staff’s shared understanding of the importance of ensuring that pupils develop relevant skills and capabilities contribute to the success of the provision and to pupils’ achievements.  The highly coherent provision to develop enterprise-related skills and financial capability is the result of a carefully tailored and personalised approach that involves detailed individual targets, close monitoring of progress and suitable and timely interventions.  Pupil voice and parental views contribute exceptionally well to the rigorous self-evaluation that ensures continual improvement of this provision.

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Areas for improvement, which we discussed, include:

 There are no major areas for development.

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Areas for improvement, which we discussed, include:

I hope that these observations are useful as you continue to develop enterprise education in the school.

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Areas for improvement, which we discussed, include:

As I explained previously, a copy of this letter will be published on the Ofsted website. It may be used to inform decisions about any future inspection. Except in the case of academies, a copy of this letter is also being sent to your local authority.

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