Tees Valley College

7KS Tees Valley Youth Achievement Foundation Independent school standard inspection report

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DfE registration number 806/6002 Unique Reference Number (URN) 136259 Inspection number 385135 Inspection dates 30 November–1 December 2011 Reporting inspector Christine Inkster HMI 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

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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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Information about the school

7KS Tees Valley Youth Achievement Foundation is part of 7KS Ltd which is a national provider of activity-related learning and is now becoming known as ‘Youth Can Ltd’. It is an independent day school which opened in September 2009. It is located on a small industrial estate in Middlesbrough. The school is an alternative learning provider for girls and boys who are referred from their mainstream schools where they remain on roll and attend 7KS on a full-time or part-time basis either on the premises or in work placements. The school is registered for up to 100 pupils attending full- or part-time but there are no more than 60 pupils on the premises at any one time. There are currently 15 full-time and 33 part-time pupils attending the provision. Most of these pupils have behavioural, emotional and social difficulties and have been excluded or are at risk of exclusion from mainstream secondary schools.

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Information about the school

There are 16 pupils with a statement of special educational needs and four who are looked after children. The school caters for pupils aged 11 to 19 years from a number of local authorities in the Tees Valley area. The school aims to, ‘provide a non-formal learning environment leading to formal qualifications’. This is the first inspection of the school.

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Evaluation of the school

The school provides a good quality of education and is successful in achieving its aims. It has successfully reintroduced pupils to education using a good curriculum and good quality teaching which enable pupils to make good progress. Pupils’ spiritual, moral, social and cultural development and their behaviour are good. The school’s procedures for safeguarding are rigorous and the welfare, health and safety of the pupils are good. It meets all the regulations for registration.

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Quality of education

The quality of the curriculum is good. The curriculum provides a range of vocational courses which lead to recognised qualifications in addition to developing pupils’ basic skills in literacy, numeracy and information and communication technology. The curriculum is planned effectively to ensure that pupils develop a range of skills to meet their individual needs and interests in addition to providing the required range of experiences. Appropriate long- and medium-term plans are in place. Daily plans

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Quality of education

1 www.legislation.gov.uk/ukpga/2002/32/contents . 2 www.legislation.gov.uk/ukpga/2005/18/contents .

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are adapted to cater for the pupils in each particular group as different pupils attend each day. A number of external contractors have been engaged to provide courses in hair and beauty therapy, construction skills, and motor vehicle maintenance. These are experienced professionals who have their own businesses and they are also able to provide work placements for pupils within their businesses. Pupils attending these work placements are carefully chosen, supervised and monitored to ensure success in developing their skills. Martial arts are taught by well-qualified instructors from the local community. Members of staff lead courses in science, art, woodwork, media studies and basic skills. The school acknowledges there is a need to extend the curriculum further to address the needs of all pupils, including those with special educational needs and/or disabilities and those who are gifted and talented, and

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there are plans in place, for example, to provide training in plumbing, fabrication and electrical work in the near future. There is a strong focus on personal, social, health and citizenship education which does much to promote pupils’ good personal development. Pupils who have special educational needs and/or disabilities and those with a statement of special educational needs are provided with a range of curricular opportunities that match the requirements of their individual education plans which are provided by their own school. Similarly, those pupils who are gifted and talented are encouraged to extend their skills as shown by the support for pupils in creative media use and editing. Wherever possible, pupils are encouraged to develop their basic skills through the vocational courses provided.

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The quality of teaching and assessment is good. Pupils are taught in small groups. Staff share learning objectives with pupils at the beginning of each session so they know what they are to learn. Pupils have individual learning and behavioural targets and they are able to assess for themselves how well they are doing. However, while staff write evaluations on how well pupils have behaved, they do not always evaluate how well pupils have understood their learning in order to provide suitable challenge or support. In the lessons seen, there was a strong focus on ensuring that pupils fully understood the health and safety rules for that particular aspect of work, for example, in motor vehicle maintenance in respect of the use of tools. There were good relationships between staff and pupils and pupils mostly had positive attitudes towards their learning. They responded well to the open questions asked. In some

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lessons, pupils worked well as a team, shared equipment and helped one another. They were able to work well independently.

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Pupils make good progress overall from their individual starting points, particularly in practical aspects of the vocational subjects and in their personal development. The progress of some pupils in developing basic skills is sometimes a little slower bearing in mind the fact that most have missed a great deal of education and have not had positive attitudes to learning previously.

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Spiritual, moral, social and cultural development of pupils

Pupils’ spiritual, moral, social and cultural development is good. The school provides a welcoming environment where pupils are taught to respect each other and their environment. Pupils were observed cooperating well with each other in practical

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lessons, sharing equipment and working effectively as a team to complete tasks. Their spiritual development is promoted effectively through creative and artistic pursuits. Their cultural development is satisfactory but is less well developed as they do not have many opportunities to meet with and learn about people whose backgrounds may be different to their own. Pupils’ attendance has improved in most cases as they are motivated to learn as the activities on offer interest and engage them. Pupils are able to make decisions about the qualifications they wish to pursue and, for example, when they repair customer’s cars, they choose to invest their earnings in new equipment. Pupils are prepared effectively for their future education and lives. They develop workplace skills in a variety of areas and most go on to suitable employment or further education and training as appropriate. There are effective relationships with the police and fire service and pupils learn about the

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government and democracy through their citizenship lessons.

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Pupils’ behaviour is good. Staff challenge any inappropriate behaviour and tackle any incidents of racism or bullying, explaining to pupils why this is not acceptable. As a result, pupils manage their anger well, lessons are calm and pupils contribute effectively to lessons, particularly in practical sessions.

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Welfare, health and safety of pupils

The school makes good provision for the welfare, health and safety of pupils and it is a safe place to work and learn. The school has devised and effectively implemented a wide range of policies, which include those on safeguarding, behaviour, health and safety, including the safety of pupils on educational visits, and anti-bullying. The staff are vigilant about safety and there are detailed risk assessments for every activity as well as a revision of safety rules at the beginning of every practical session. Pupils also carry out their own risk assessments. Procedures for fire safety are good with well-documented fire risk assessments and regular fire drills; all equipment is regularly maintained. A suitable first aid policy is in place and sufficient staff are trained in first aid. All staff have up-to-date child protection training. The school meets the requirements of the Equality Act 2010 and has drawn up an appropriate

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Welfare, health and safety of pupils

three-year plan. Pupils know how to keep themselves safe as shown by their responses to questions during each practical lesson and the way in which they handle equipment safety. They have an awareness of ‘e’safety. Pupils are aware of how to lead healthy lifestyles and enjoy opportunities to participate in a range of different sports, including martial arts and going to the local gym and other sports facilities nearby.

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Suitability of staff, supply staff and proprietors

The school undertakes the full range of required checks, including Criminal Records Bureau checks, to ensure the suitability of staff prior to appointment to work with these highly vulnerable pupils. This includes the providers of work placements. The required information is held on a single central register.

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Premises and accommodation at the school

The school consists of two buildings which are securely surrounded by a high fence. One building houses the hair and beauty, and art departments as well as a basic skills room. The other building houses workshops for motor vehicle maintenance, martial arts and woodwork. The areas are spacious and well equipped to deliver these areas of the curriculum. There is a yard between the two buildings for recreational use and canteen facilities in the main building. The premises are well maintained, clean and well decorated. There are suitable facilities for pupils who may be unwell. The school also uses a local gym and other sports facilities.

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Provision of information

The school provides parents, carers and others with the required information through the prospectus and an attractive website. There is regular communication between the schools where pupils are on roll and the staff at this school, including through written reports which are also provided for parents and carers.

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Manner in which complaints are to be handled

The school has a policy and set of procedures which fully meet the regulations.

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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’).

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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 points for development.

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What the school could do to improve further

 Improve the quality of assessment by evaluating how well pupils have learned in each lesson and use this information to plan more precisely for the needs of individual pupils to ensure a suitable level of challenge.

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What the school could do to improve further

 Further develop the curriculum to provide more varied opportunities to cater for the needs of pupils of all abilities including those with special educational needs and/or disabilities and those who are gifted and talented.

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What the school could do to improve further

 Provide further opportunities for pupils to learn from people from different backgrounds and cultures in order to develop their understanding of diversity.

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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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School details

Type of school Alternative education for pupils

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School details

Number on roll (full-time pupils) Boys: 11 Girls: 4 Total: 15

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School details

Number on roll (part-time pupils) Boys: 23 Girls: 10 Total: 33

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School details

Number of pupils with a statement of special educational needs Boys: 15 Girls: 1 Total: 16

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School details

Number of pupils who are looked after Boys: 2 Girls: 2 Total: 4

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School details

Address of school Sotherby Road Middlesbrough TS3 8BT

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to share with their children. It describes Ofsted’s main

findings from the inspection of their school.

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Middlesbrough, TS3 8BT

Thank you very much for the warm welcome that you gave me when I visited your school recently. I enjoyed my visit very much and I am very grateful for the time you spent talking to me.

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Middlesbrough, TS3 8BT

 Your school is a good school and you make good progress in your learning because teaching and the curriculum are good.  You are very aware of how to keep yourselves safe as you are taught health and safety rules at the beginning of each session and you write your own risk assessments.  Your personal development is good because you often work well together, taking turns and sharing equipment.  You are developing important workplace skills and many of you go on to further education, training or employment.  All the staff care about you very much indeed and they work very hard to help you to achieve your best and keep you safe and healthy.

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Middlesbrough, TS3 8BT

All schools need to improve and so I have suggested that the staff check how well you are learning and use this information to plan lessons to better match your individual needs so that work is even more challenging for you. I have asked them to consider developing the curriculum even further so that there are more choices of activities for you. It is also important that you fully understand about those who come from different backgrounds and cultures to your own so that everyone can show tolerance and understanding towards each other. Thank you once again for all your help. I wish you much success in the future.

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Middlesbrough, TS3 8BT

Christine Inkster Her Majesty’s Inspector

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