John Jamieson School

Age group 2–19 Inspection date(s) 29 February 2012–1 March 2012 Inspection number 377701 Unique Reference Number 108119 Local authority Leeds Inspection number 377701 Inspection dates 29 February 2012–1 March 2012 Lead inspector Jane Austin HMI

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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 Special School category Community special Age range of pupils 2–19 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 181 Of which number on roll in the sixth form 62 Appropriate authority The governing body Chair Roger Cannon Headteacher Diane Reynard Date of previous school inspection 31 March 2009 School address Hollin Hill Drive Leeds LS8 2PW Telephone number 0113 2930236 Fax number 0113 2930237 Email address reynarde01@leedslearning.net 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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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.

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T: 0300 123 4234 Textphone: 0161 618 8524 enquiries@ofsted.gov.uk www.ofsted.gov.uk

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Introduction

Jane Austin Nancy Walker Her Majesty's Inspector Additional inspector Bobbi Mothersdale Additional inspector

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Introduction

This inspection was carried out with two days’ notice. Inspectors observed 25 lessons taught by 25 teachers as well as making a number of shorter observations of learning. They held meetings with senior leaders, staff, a group of parents and carers, the school council, and governors. Inspectors observed the school’s work, including that of the Hospital and Home Teaching Service and that based in four partner institutions. They looked at documentation such as the school’s self-evaluation, information about students’ progress, safeguarding procedures, and outcomes of quality-assurance processes. The responses in 71 parental questionnaires, 58 completed by students and 96 returned by staff were analysed. There were no responses to Ofsted’s on-line questionnaire, Parent View.

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Information about the school

John Jamieson provides for students with moderate, severe, complex or profound and multiple learning difficulties. All have a statement of special educational needs and a number are looked after by the local authority. Boys outnumber girls. The majority of students are White British. The proportion from minority ethnic backgrounds is above average, with the largest single group being of Pakistani heritage. An above average proportion of students speak English as an additional language. The percentage of students known to be eligible for free school meals is high. Recently, following a period during which there were no very young children on roll, the school has admitted a number to the Early Years Foundation Stage. Fifty three students are educated permanently in the two primary schools, one high school or the further education college with which the school works in close partnership. The school has gained an array of awards including Healthy School status, the Inclusion

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Information about the school

Charter Mark and the Stephen Lawrence Award. It is recognised as an Investor in People and an Investor in Pupils.

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Information about the school

The school is the Specialist Inclusion Learning Centre (SILC) for the eastern part of Leeds. It is responsible for the management of the Physical and Medical Difficulties Service for Leeds. The Hospital and Home Teaching Service also forms part of the SILC’s work. The Principal is a National Leader in Education and John Jamieson is a National Support School. It has recently been designated a National Teaching School. 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

 John Jamieson is an outstanding school with inclusion at the heart of its life. Securing equality of opportunity for students is pivotal to its work, permeating all its planning and decision-making. Every student has a personal plan for their learning and provision is very closely matched to individual needs. Consequently, students’ achievement is outstanding. Excellent care, alongside wide-ranging and rich experiences, ensures that students’ spiritual, moral, social and cultural development is outstanding.

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Key Findings

 The quality of teaching, including in the Hospital and Home Teaching Service, is outstanding so students make excellent progress. Very detailed, thorough lesson planning takes account of the learning and personal development targets for every student. The curriculum matches students’ needs closely, making a highly positive contribution to their progress. Appropriately, there is a strong emphasis on developing students’ communication and numeracy skills, supported where appropriate by information and communication technology. Overall, teaching in the Early Years Foundation Stage is outstanding but the school recognises that the setting at John Jamieson lacks the range of resources needed for children at this stage, particularly the ready and continuous access to an outdoor classroom. Steps are underway to remedy this.

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Key Findings

 Students are enthusiastic about learning and, overall, their behaviour is outstanding. Staff follow agreed strategies for managing behaviour with high levels of consistency and this supports students’ personal development very effectively. The curriculum contributes well to students’ understanding of what constitutes risk, including issues linked to e-safety. Attendance is average overall, although higher than this for students with less severe medical needs; students are punctual to lessons.

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Key Findings

 The sixth form is outstanding. Students follow individually-tailored pathways, gaining a range of qualifications that prepare them for adult life. They have the opportunity to take on responsibilities, for instance in supporting Year 7 students and in running a sandwich bar. There are extensive community links which afford them work-related opportunities. In addition, where appropriate, some gain the educational and social benefits of learning at a further education college.  Leadership and management are outstanding. The principal is dynamic and determined in her pursuit of the very best for students, including those who benefit from the services which the SILC manages. In this she is fully supported by a very able leadership team and the commitment of staff at all levels. The school’s ambitious vision is realised through sharp management systems that are tightly delivered. Analysis of detailed monitoring of teaching and learning is used well to identify priorities for

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Key Findings

development and these are tightly linked to performance management. Governance is expert. The school was judged outstanding at its previous inspection. It has further improved and expanded its reach, so demonstrating continued outstanding capacity to improve.

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What does the school need to do to improve further?

  Develop the indoor and outdoor provision for children in the Early Years Foundation Stage so that is challenging and engaging.

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Achievement of pupils

Almost every parent and carer who returned an inspection questionnaire agreed that their child is making good progress. The comment of one parent is typical, ‘My child has come on in leaps and bounds since she started here.’ Inspection evidence supports this overwhelmingly positive response. Students’ achievement is outstanding. There is a keen focus on developing students’ communication skills, including those using new technologies, and post-16 students follow accredited courses in basic skills if appropriate. There are no marked differences in the performance of various groups of students or between the performance of those on the main site and those learning in partner institutions. All have challenging targets, supported by goals for their personal development, towards which their progress is monitored and analysed regularly. Interventions are put in place to address dips in learning if appropriate. Rigorous systems are in place to moderate assessments and

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Achievement of pupils

Students’ learning is outstanding because activities are very well matched to the small steps they need to make as they work towards their targets. Tasks and resources are engaging and reflect students’ preferences and interests; consequently, students are highly enthusiastic learners. For example, in a Key Stage 4 French lesson, students showed sustained concentration when playing a matching game which they thoroughly enjoyed. Through this they learned to communicate which leisure activities they liked or disliked. In another lesson, using model animals linked to a favourite book, helped Key Stage 3 students focus for a sustained period on adding or subtracting one. The progress of a student who has recently begun to receive home teaching has accelerated considerably because both tasks and resources are carefully matched to the needs of the individual. Good routines have helped children in the Early Years Foundation Stage class at John Jamieson to settle

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Achievement of pupils

well in a very short period. Activities, almost entirely adult-led at this stage, are well matched to the developmental needs of each child. However, the current facilities restrict outdoor activities and appropriate resources are limited.

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Quality of teaching

Overall, the quality of teaching is outstanding. It is consistently so across the school’s various bases, in the Hospital and Home Teaching Service, for children in the Early Years Foundation Stage and for post-16 students. Excellent relationships between adults and students are the bedrock of this. Teachers know students very well and use the wealth of information available to plan learning with precision so that it matches the needs of individuals closely. They have consistently high expectations and classes are managed very well. Learning support staff play a significant role in this, as well as in ensuring that students participate in learning as much as possible. They are deployed well, contribute to lessons to great effect and promote students’ independence. There is a relentless focus on developing students’ communication skills and questioning is carefully tailored to support this. Speech and language therapists, based in the school, work with individual students as well as

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Quality of teaching

sharing techniques that staff can use in lessons. Teachers model technical vocabulary well, giving opportunities for students to rehearse words. For instance, in a Key Stage 4 science lesson students identified the scientific equipment being used in an experiment and had repeated opportunities to practise naming the items. Where teaching is comparatively less effective, tasks and resources are not fully matched to the needs of all students.

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Quality of teaching

Teaching makes a considerable contribution to students’ spiritual, moral, social and cultural development by generating lots of enthusiasm and enjoyment for learning. In the main students have learned to listen to each other and to give their classmates time to answer questions. Through activities such as games, students learn to take turns and to cope with both winning and losing. Students are encouraged to support one another and to develop an understanding of what is required for learning by evaluating the progress and conduct of their classmates at the end of lessons.

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Quality of teaching

Inspection evidence endorses the views of the parents and carers who returned questionnaires, all of whom agree that their child is taught well.

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Behaviour and safety of pupils

Students are polite and friendly and, overall, their behaviour is outstanding. This makes a very considerable contribution to their learning. The school uses opportunities, such as lunchtimes, to foster social skills well. Post-16 students display mature attitudes, seeing themselves as role models for younger students. There is a system of rewards to which, in the main, students respond positively. Very effective routines, supported by high levels of supervision, are established well and this consistent structure helps students understand what is expected of them. Since staff know students and their conditions very well, they are adept at managing behaviour.

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Behaviour and safety of pupils

Trends in incidents of disruptive behaviour are monitored and suitable steps taken in response. For students who experience particular problems, individual behaviour plans are implemented to good effect. There are weekly opportunities for staff to share expertise in managing the challenging behaviours of some students. Parents who spoke to inspectors were very positive about the school’s management of behaviour and their view is supported by responses in the parental questionnaires. In discussions and in questionnaire responses students say that they feel very safe in school and are absolutely confident that there is an adult they can turn to for help. Various areas of the curriculum, including personal and social education, science and food technology all help students understand what constitutes risk and how to stay safe.

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Leadership and management

The Principal has a highly ambitious and coherent vision for the school. She articulates this with great clarity and is very successful in gaining the commitment of a wide range of stakeholders to realising this. A strong sense of moral purpose permeates the work of the school: inclusion is the watchword for the vision and partnership is a key to delivering this. Very successful partnerships are in place with mainstream primary and secondary schools, as well as with a further education college. These expand opportunities for inclusion as well as broadening the horizons of students. Partnerships with other services, and through leadership of the Hospital and Home Teaching Service, facilitate the sharing of expertise and resources. A feature of this same philosophy is the work recently initiated as a National Teaching School.

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Leadership and management

The leadership structure of the school is carefully designed to support the diverse range of its work, with the leadership of post-16 and Early Years Foundation Stage provision fully integrated into senior team remits. Responsibilities are dispersed effectively, with clear roles for leaders. Systematic tracking of students’ progress, alongside regular monitoring of provision, contribute to the school’s accurate self-evaluation and mechanisms for holding staff to account. There is a culture of continuous improvement in which change is embraced in order to provide the best for students. The school is adept at using charter marks as a mechanism for driving improvement and widening opportunities for students. It strives successfully to ensure that equality of opportunity for students is increasingly refined. The leadership of teaching and learning is being enriched as the National Teaching School agenda develops. For instance, the approach to professional development for staff is

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Leadership and management

The governing body provides a high level of challenge to the school and the SILC. The wealth of expertise and experience governors bring to their role mean they are well placed to do this. The governing body ensures that comprehensive safeguarding procedures are fully in place. The vetting of staff and visitors is thorough: the very informative ‘Visitors Guide’ ensures that visitors are alert to safeguarding students.

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Leadership and management

The outstanding curriculum is carefully designed so that students can access learning at their own levels and experience success. It makes a significant contribution to students’ outstanding spiritual, moral, social and cultural development. The school has a range of international contacts, for instance with South Africa and Ghana, and effective use is made of technology to foster these. Extensive community links widen opportunities so that students, especially those who are post-16, can learn, for instance, about horticulture and try sports such as bowling. Students are enthusiastic about lunchtime and after school activities, such as the steel band and cheer leading, which support their social development.

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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.

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Type of school Outstanding Good Satisfactory Inadequate

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 ).

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Type of school Outstanding Good Satisfactory Inadequate

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.

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Type of school Outstanding Good Satisfactory Inadequate

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

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

findings from the inspection of their school.

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Inspection of John Jamieson School, Leeds LS8 2PW

Thank you very much for making us so welcome when we visited your school. We enjoyed talking to you and looking at the questionnaires lots of you filled in. Our discussion with the school council was very interesting. You helped us decide that John Jamieson is an outstanding school. The provision made by the Hospital and Home Teaching Service is also outstanding.

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Inspection of John Jamieson School, Leeds LS8 2PW

These are some of the best things about your school:  activities in lessons are just right for each one of you  targets set for each of you help you to do your best  your enthusiasm for learning and for the clubs you attend  your excellent behaviour and the way the school keeps you safe  the opportunities older students have to prepare for life after school  the excellent care provided by staff who know you all very well  the expert support provided at the school to help you to stay healthy  the Principal and staff who are always looking for ways to make things even better for you.

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Inspection of John Jamieson School, Leeds LS8 2PW

Some very young children joined the school recently. We could see that they were having fun in the sensory room. We have asked the Principal to make sure that their classroom, indoors and outdoors, has lots of stimulating games and toys to help them play and learn. I know that the Principal, staff and the governing body are already working hard on this.

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Inspection of John Jamieson School, Leeds LS8 2PW

Our best wishes to you for a happy and healthy future.

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Inspection of John Jamieson School, Leeds LS8 2PW

Jane Austin Her Majesty's 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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