Southwark Inclusive Learning Service (Sils)

Age group 11–16 Inspection date(s) 28–29 February 2012 Inspection number 381855 Southwark Inclusive Learning Service Inspection report

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Unique reference number 135260 Local authority Southwark Inspection number 381855 Inspection dates 28–29 February 2012 Lead inspector Kathleen (Kay) Charlton

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Pupil referral unit School category Pupil referral unit Age range of pupils 11–16 Gender of pupils Mixed Number of pupils on the school roll 103 Appropriate authority The local authority Headteacher Yomi Adewoye and Krishna Purbhoo (co-headteachers) Date of previous school inspection 22 September 2008 School address 2 Davey Street Southwark London SE15 6LF Telephone number 020 7525 1150 Fax number 020 7525 1190 Email address sonia.white@southwark.gov.uk 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

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after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of pe ople. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when.

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You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

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Introduction

Kathleen (Kay) Charlton Additional inspector

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Introduction

This inspection was carried out with two days’ notice. Twenty lessons were observed and 16 teachers seen. Nine lessons were joint observations undertaken with senior staff. Meetings were held with groups of students, the management committee, representatives of the local authority and staff. Inspectors took account of the responses to the on-line questionnaire (Parent View) in planning the inspection, observed the school’s work, and looked at documentation such as the improvement plan, assessment information, students’ records and work, the minutes of meetings of the management committee, as well as school policies. They listened to students from the different centres read. Nineteen questionnaires from parents and carers were scrutinised as well as 38 from students and 34 from staff.

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Information about the school

Southwark Inclusive Learning Service is an average-sized pupil referral unit that caters for students who have been excluded from their mainstream schools, often after a period of disrupted education. Students arrive at different times and throughout Key Stage 3 are often reintegrated into mainstream schools. Once in Key Stage 4, they remain until age 16. The Service is made up of three distinct centres on three separate sites. One is for Key Stage 3 students, one for Key Stage 4 students and the third, which is a new provision and has only a small number of students, is for young parents. All students have special educational needs, usually related to behavioural, social and emotional difficulties, and an increasing number have mental health issues. A few students have a statement of special educational needs related to these. Students are largely from Black African, Black Caribbean or White British backgrounds. None is at the early stage of speaking English as an

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Information about the school

additional language. The proportion of students known to be eligible for free school meals is very high. The school has Advanced Healthy Schools status and a London Council’s Safer Schools award. Two co-headteachers were appointed in 2010 to replace the post of executive headteacher. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Key findings

 Southwark Inclusive Learning Service (SILS) provides a good quality of education. It has improved its effectiveness since its previous inspection and is continuing to do so but is not yet outstanding because improvements needed in teaching and attendance are preventing achievement from being higher. Its strong links with other agencies support students’ development and also school improvement well.  Across all centres, achievement and progress are good because students’ interest in learning is rekindled. Students are keen to improve their learning and older ones gain accreditation in a range of subjects, which ensures that virtually all move on to further education, training or the world of work.  Teaching has improved and is now good. Students are set challenging tasks, know what is expected of them and make good progress towards the planned learning intentions. In a few lessons, staff do not check students’ understanding

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Key findings

often enough or give them sufficiently discerning feedback for learning to be of the highest quality.  Behaviour is good, with students showing great improvement from when they first start. They feel safe in the very harmonious atmosphere. Attendance for most students improves rapidly once they join the service. However, the attendance of a small number of students is still not as good as it should be. The service has clear plans in place to address this issue, including more intensive work with targeted students by the Family Support Service and mental health professionals.  Leadership and management are good. The co-headteachers work together very effectively. They have high expectations of students and staff, with a key focus on improving students’ life chances. Rigorous monitoring, good staff performance management and a well-thought-out programme of staff development ensure continuing improvement in classroom practice.

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Key findings

Safeguarding is extremely robust and SILS is well placed to improve in future. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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What does the school need to do to improve further?

 Ensure that staff check students’ understanding on a regular basis in all lessons and give them specific feedback about how to improve their work.

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What does the school need to do to improve further?

 Raise overall attendance by implementing fully the planned intensive programmes for targeted students, including input from the Family Support Service and mental health professionals.

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Achievement of pupils

Students of different ages and abilities make good progress. The starting points for most on entry are low and all catch up quickly once they join SILS. At Key Stage 3, there is a high level of successful reintegration into mainstream schools. By the end of Key Stage 4, students’ attainment is broadly average and they make a successful transition to life after school. Initial assessment is accurate and students are set challenging targets so that they achieve equally well, irrespective of their special educational needs or disabilities. Different groups of students, for example in terms of gender or ethnic background, make similarly good progress.

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Achievement of pupils

The high focus given to the development of students’ basic skills, particularly in language and literacy, pays off and helps them to develop the confidence to address new learning in a positive way. Across the school, students make particularly good progress in developing their skills in speaking and listening. They are asked their opinions and they learn to express their views effectively. They develop confidence in reading and writing for a wide range of purposes and are proud of their achievements. At age 16, students do particularly well in English examinations, with some showing good insight into the author’s choice of particular wording, for example in the novel Of Mice and Men. Across the curriculum, students’ skills in numeracy are developed effectively as seen in a science lesson where Year 9 students made systematic measurements when comparing catalysts. By age 16, their achievements in mathematics are good and noticeably improved in recent years.

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Achievement of pupils

Students of all ages enjoy working with information and communication technology (ICT) and use it successfully in different contexts. In a number of lessons, they used it successfully to demonstrate to others what they had achieved in the lesson.

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Achievement of pupils

Across a range of subjects, students make good progress. They especially enjoy practical subjects and they are proud of their achievements in food technology, art and physical education. In personal, health, social and citizenship education (PHSCE), they develop very good awareness of their rights and responsibilities and a belief in themselves. Virtually all parents and carers are pleased with the good progress their children make, and inspectors agree that progress is good. Students leaving SILS greatly appreciate the awards ceremony at Southwark Cathedral affirming their achievements. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Quality of teaching

Across all centres, the well-planned curriculum provides a clear structure for all aspects of learning. Teachers use assessment well when planning their lessons so that the work is pitched at the right level. They have good subject knowledge, and relationships between all staff and students are excellent. The work of support staff is integral to the success students achieve, both in lessons and in one-to-one sessions, for example in reading. Staff use praise and rewards very effectively to build students’ confidence and self-esteem and ensure that students behave well. This contributes very well to the promotion of students’ spiritual, moral, social and cultural development. Teachers use resources, including ICT, well to support students’ learning and they often inject a sense of fun into lessons. Senior staff provide very good role models to staff, as seen in an outstanding PHSCE lesson where the Key Stage 3 deputy headteacher used extremely imaginative approaches

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Quality of teaching

to check students’ understanding about the misuse of alcohol. With very skilful questioning and feedback, she not only deepened students’ awareness but elicited comments indicating their total disgust at some of the issues raised. Opportunities to extend learning in this way, and also through very judicious marking, are not always used to best advantage.

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Quality of teaching

Staff are successful in improving students’ skills in speaking and listening and students are clear that ‘teachers here take time to listen to us’. Across the school, adults are adept at helping students develop confidence in reading and gains in their reading ages reflect this. The comprehensive system of record keeping and very well presented exercise books in all subjects effectively demonstrate teachers’ conscientious approach, as well as students’ good progress over time. Parents and carers are overwhelmingly of the opinion that teaching is good at SILS, a view supported by inspection evidence.

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Behaviour and safety of pupils

Behaviour is good and greatly improved since the previous inspection. There are no permanent exclusions and an overall decline in fixed-term exclusions, with fewer students involved. Students respond well to the behaviour targets they are set and, in discussion, acknowledge that the dramatic improvement each one makes is because ‘the staff make sure you know it’s all down to you in the end’. Incidents of bullying or harassment, including those based on race, gender or sexuality, are rare, and, as confirmed in discussion with students, are dealt with quickly and effectively if they do occur. Students are very aware of the importance of keeping safe, for example from knife crime and drugs, with particularly helpful input from the school’s safety officer and visiting drama groups.

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Behaviour and safety of pupils

Indicative of students’ positive attitudes and behaviour is how well they care for the school, with displays of work respected and appreciated. Students are considerate and respectful to staff and appreciate the high expectations they set. They show very positive attitudes to learning and lessons proceed in a calm and orderly manner, often with a sense of fun. Students say that they like coming to SILS and their Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Behaviour and safety of pupils

punctuality has improved, particularly with the introduction of a breakfast club.

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Behaviour and safety of pupils

Although a few parents and carers have reservations about lessons being disrupted by bad behaviour, this was not the case during the inspection. They invariably agree, as do the students and staff, that their children are safe in school. Students also confirm that ‘everybody works when they come here’. Attendance is a priority at SILS and through the use of rigorous first day absence calls, home visits and the work of the education welfare officer, much has been achieved to date. Some students now attend every day week after week. Even so, SILS has rightly identified that there is still further to go with a small number who have a history of persistent absence in their previous schools.

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Leadership and management

Leadership ensures that staff work as a cohesive and effective team. Senior leaders communicate high expectations and ambition and their actions are based on accurate self-evaluation. The ways in which they support and develop the staff ensure consistent improvement in classroom practice and an enthusiasm from staff about wanting to improve further. These staff lead by example and in assemblies they spell out the SILS ethos very effectively, for example that ‘we all learn from our mistakes’ and ‘that we need to be resilient’. The school has responded well to the issues raised at the previous inspection. It has ensured good improvement in virtually all aspects of school life, showing that it has strong capacity to improve further.

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Leadership and management

The good curriculum ensures the systematic development of students’ basic skills. Increasing use of vocational courses, such as car mechanics and construction, is ensuring that the curriculum is being adapted well to meet students’ needs. The programme at the Young Parents’ Education Centre keeps a clear focus on students gaining qualifications as well as on helping them to become effective parents. A wide range of enrichment activities, including residential visits, enhance the provision across all centres and add to students’ enjoyment of school. The promotion of students’ spiritual, moral, social and cultural development is particularly effective, ensuring a positive ethos for learning. Students from a wide range of backgrounds work and socialise together very well. The principles of equality of opportunity are at the heart of everything the school does and there is an absence of discrimination.

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Leadership and management

The school ensures through careful monitoring that all groups, including the many whose circumstances may make them vulnerable, achieve equally well.

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Leadership and management

Leaders at all levels are aware of the strengths and weaknesses of the school and show clear commitment to future improvement. Middle leaders are rightly extending their roles and responsibilities so that they make even more effective use of their skills across all centres. The management committee plays an important role in strategic leadership. It makes certain that the policies to promote equality and tackle discrimination meet statutory requirements and have a positive impact on school life. Safeguarding arrangements are extremely robust, as evident in the very rigorous child protection and vetting procedures. Partnerships with schools, colleges and other agencies are very effective, particularly in supporting students’ reintegration into Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

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Leadership and management

mainstream schools and their smooth transition to college. The school works well with parents and carers giving them regular updates about their child’s progress using the much improved tracking system. Homework is effectively organised, with after-school sessions available for all students.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 46 46 8 0 Primary schools 8 47 40 5 Secondary schools 14 38 40 8 Special schools 28 48 20 4 Pupil referral units 15 50 29 5 All schools 11 46 38 6

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Primary schools include primary academy converters. Secondary schools include secondary academy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools.

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Type of school Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and development taking account of their attainment.

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Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Attendance: the regular attendance of pupils at school and in lessons, taking into account the school’s efforts to encourage good attendance.

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Common terminology used by inspectors

Behaviour: how well pupils behave in lessons, with emphasis on their attitude to learning. Pupils’ punctuality to lessons and their conduct around the school.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving based on its self-evaluation and what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the governors and headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils’ attainment at the end of a key stage with their attainment when they started.

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Common terminology used by inspectors

Safety: how safe pupils are in school, including in lessons; and their understanding of risks. Pupils’ freedom from bullying and harassment. How well the school promotes safety, for example e-learning.

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

main findings from the inspection of their school.

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Inspection of Southwark Inclusive Learning Service, London SE15 6LF

Thank you for your warm welcome and the help you gave us when we came to inspect your school. We judged SILS to be a good school where you make good progress. You gain a wide range of qualifications which prepare you well for your life once you leave school. Many of you told us that you learn a lot in lessons, both when we talked to you and, also, through the survey you filled in.

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Inspection of Southwark Inclusive Learning Service, London SE15 6LF

Teachers help you to learn well and they plan lessons that are closely matched to your levels of understanding. We could see that you make particularly good progress in speaking and listening and that, by age 16, you do especially well in your English examinations. You clearly enjoy some of the extra activities you take part in, for example the residential visits.

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Inspection of Southwark Inclusive Learning Service, London SE15 6LF

Your behaviour is good and you try hard in lessons. We were impressed with your behaviour in assemblies, in the dining room and in the playground where you help each other a lot. You feel safe at school and you say there is little or no bullying and you are clear that any member of staff will help you if you have a problem.

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Inspection of Southwark Inclusive Learning Service, London SE15 6LF

SILS is led and managed well and the staff are keen to make it even better. We have asked them to make sure that, in every lesson, your learning is as good as it possibly can be by checking your understanding on a more regular basis and giving you clear feedback about how to improve your work. We have also asked them to make sure that attendance improves. There are a small number of you who can really help here by making sure you join the increasing number of students who now manage 100% attendance each week.

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Inspection of Southwark Inclusive Learning Service, London SE15 6LF

Kay Charlton Lead inspector procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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