West Sussex Alternative Provision College

The Links College South Inspection report

p.1

Unique Reference Number 131182 Local Authority West Sussex Inspection number 360223 Inspection dates 15–16 February 2011 Reporting inspector David Marshall

p.1

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

p.1

Type of school Pupil referral unit School category Pupil referral unit Age range of pupils 5–16 Gender of pupils Mixed Number of pupils on the school roll 184 Appropriate authority The governing body Chair n/a Headteacher Julia Vincent Date of previous school inspection Not previously inspected School address The Links College South Littlehampton, West Sussex East Street BN17 6AW Telephone number 01903278211 Fax number 01903 278212 Email address julia.vincent@westsussex.gov.uk

p.1

Age group 5–16 Inspection dates 15–16 February 2011 Inspection number 360223 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.

p.1

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 people. 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 .

p.2

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 documentation 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'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.2

Introduction

This inspection was carried out by three additional inspectors. Twenty-three lessons and 18 different teachers were observed. Discussions were held with the consultant headteacher, advanced skills teacher, teaching, support and administrative staff, managers, and pupils. The college's documentation was scrutinised carefully and included improvement plans, the tracking of pupils' progress, staff and management meeting records and safeguarding documentation. In addition, questionnaires from 16 parents and carers, and others from staff and pupils were analysed. The inspection team reviewed many aspects of the college's work. It looked in detail at a number of key areas.  The effectiveness of the college's assessment and tracking procedures and how well they are used in planning for individual pupils' needs.  The impact of the college's provision on pupils' personal development in enhancing their ability to become independent and take responsibility for themselves and their

p.3

Introduction

own work.  How well the curriculum and additional activities meet individual pupils' needs and contribute to their overall outcomes.  In the light of the changes to the Links organisation since the last inspection, how successfully the leaders and managers at all levels are now enabling continuity and improvement.

p.3

Information about the school

Referral Service consisting of seven centres with additional provision through the Key Stage 4 Engagement programme, individual tuition and an e-learning service. One of these centres is currently closed. A consultant headteacher leads the service overall, with each centre having its own head and staff. All pupils who receive provision within The Links College South have behavioural difficulties, are emotionally vulnerable or have complex medical needs. For most pupils there is a high level of multi-agency involvement. The large majority of pupils in The Links College South are boys. The large majority of pupils entering the college are White British. The proportion of pupils known to be eligible for free college meals is above the national average. Currently the majority of referrals to The Links College South are in Key Stages 3 and 4. Much of The Links College South accommodation has been rebuilt, or refurbished,

p.3

Information about the school

recently. The Willows Tuition Centre, Lancing, moved into refurbished accommodation at Freshbrook, Lancing in February 2010. A new Worthing pupil referral unit (PRU) is being built on the site of Northbrook Further Education College. It is due to open in September 2011. The Links College South is governed by a management committee comprising of members of the county council, community partners, agencies, parents, carers and staff.

p.3

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

p.4

Main findings

The Links College South is an outstanding pupil referral service that is highly effective in meeting the complex and diverse needs of its pupils. The college's success is due to the outstanding knowledge, understanding and efficiency of the management, the high quality of care provided and the excellent relationships with all agencies involved. The consultant headteacher, advanced skills teacher, heads of centre and management committee provide highly effective leadership. They know the college's strengths very well and what needs to be refined further. Over the last two years, their track record of galvanising all staff and carefully, continuously and swiftly improving their provision to meet the needs of all pupils shows that the college has an excellent capacity for sustained improvement. On entry to the centres, the vast majority of pupils are disaffected with their education and have lost interest in their learning. This new, pioneering and innovative provision

p.4

Main findings

successfully re-engages them with learning and rebuilds their confidence and self-esteem, to the extent that the majority achieve well enough to return to mainstream schools or go on to study meaningful courses at colleges of further education. This is a remarkable achievement. The parents and carers of these pupils are delighted. As one wrote, 'Due to this college and the staff, I have my daughter back!' The most obvious and affecting aspect of the college, that visitors rightly recognise, is the dedication and commitment of all staff, at all times. Through their consistent working practices, staff promote their belief that each pupil is unique and a valued individual with the right for respect and a positive self-image. The pupils' individual profiles and records seen actively support this commitment and show just how successful they are being. Teaching is never less than good and, in most instances, is outstanding. The college has

p.4

Main findings

developed an exemplary use of a range of assessment data so that the pupils' progress, across a variety of complex needs, can be systematically demonstrated. As a result, any modifications for their needs are made instantly and effectively. This has been accomplished so successfully that pupils are moving forward rapidly in all subjects. Owing to the short-term nature of the education provided, few pupils sit GCSEs or other examinations while at the college. College data show that many pupils acquire skills and knowledge in line with those expected for their age, often from a low start. The provision is remarkably successful in supporting pupils with their emotional and mental health difficulties. As a result, their behaviour is outstanding. As one pupil observed, 'It is easy to do the right thing here as they (the staff) all respect us, and so we respect them.' The college has a strong emphasis on the implementation of thorough and

p.4

Main findings

practical behaviour plans. Given the number of medical conditions some pupils have, their attendance overall is above average. The outstanding leadership team's latest, carefully planned initiative is to promote individual teachers to the role of lead learners. These members of staff take responsibility

p.4

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

p.5

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

for instigating, recording and modifying certain, mutually agreed developments across the whole of the provision. The first of these, the coaching initiative, is very successful. The leadership team is aware that to consolidate their successes and build on what they have already achieved, these lead learner plans have now to be fully embedded. The centres' careful audits of community cohesion clearly illustrate how much they achieve in preparing pupils for the outside world. While links with the different local communities are excellent, pupils' awareness of, and preparation for, living and working in a culturally diverse United Kingdom are still being developed in the planning of the curriculum.

p.5

What does the school need to do to improve further?

 Ensure that, by July 2012, the changes in the management structure known as lead learners are embedded so all members of staff are able to make the maximum contribution to the provision of the different centres.  Enhance pupils' cultural understanding, especially of their place in a culturally diverse United Kingdom, by: drawing together and instigating the findings of the analysis of the college's context putting into practice the planned modifications of the curriculum.

p.5

Outcomes for individuals and groups of pupils 1

Although there are variations, often due to their earlier non-attendance, pupils generally join the different centres with attainment that is well below average. Thanks to the immediate and very careful early assessments, all groups of pupils begin to achieve exceptionally well. Observations of lessons during the inspection confirmed that, throughout the different centres, all groups of pupils make excellent progress. It was impressive to observe, in all lessons, impeccable behaviour and the excellent skills pupils acquire in working independently or with their classmates. This helps to create the high quality climate for learning that was evident in all classes. In all lessons observed pupils were enabled to consolidate and build on their previous learning. On all occasions, this was done in an enjoyable, but challenging, atmosphere. The art lessons seen showed that the multi-disciplinary approach adopted helped pupils

p.5

Outcomes for individuals and groups of pupils 1

appreciate and thrive in their learning. As one pupil said, 'This is the first place I have been to that understands how I learn.' Pupils talk positively about how well they are doing and clearly appreciate the support they get. There is a great deal of enthusiasm for all activities, especially the art and sporting activities in which they are all involved. Pupils are very clear about the importance of keeping fit and have an excellent awareness of healthy foods. They are very positive about the quality of the college meals. The way in which the pupils cooked and served the healthy meals at the Littlehampton centre was particularly impressive. Pupils have a very clear understanding of what is right and wrong and, through the effective systems within college, learn to improve their behaviour, which is of a very high standard. As one pupil recalled, new pupils struggle to conform but the college's rewards

p.5

Outcomes for individuals and groups of pupils 1

system and keen participation in the activities 'changes people straight away'. Pupils recognise that there are problems sometimes but they are clear about who they should go

p.5

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

p.6

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

to and are confident that staff will address any issues they may have. Links with the different local communities are strong. The vast majority of pupils, by the time they are ready to re-integrate into mainstream schools, are responsible young adults who have developed good skills that will support them well in the world of work and college.

p.6

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

p.6

Pupils' achievement and the extent to which they enjoy their learning 2

Taking into account: Pupils' attainment¹

p.6

Pupils' achievement and the extent to which they enjoy their learning 2

The quality of pupils' learning and their progress 1

p.6

Pupils' achievement and the extent to which they enjoy their learning 2

The quality of learning for pupils with special educational needs and/or disabilities and their progress

p.6

2

Taking into account: Pupils' attendance¹

p.6

The extent of pupils' spiritual, moral, social and cultural development 1

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

p.6

How effective is the provision?

Observations of teaching confirmed that throughout the different centres, pupils make excellent progress regardless of their starting points because of the highly effective approach adopted by teachers. Curriculum planning is exceptionally helpful to staff in that it links very closely to assessment criteria so it is very clear what steps each pupil needs to take next. This assessment is of exceptionally high quality, both in its accuracy and regularity. Completely individual lesson plans are constantly being adapted to take account of the stages at which individual pupils are working. The excellent use of e-learning means that pupils are constantly able to be in touch and learning despite the many difficulties they may face. The provision of home tuition is as thorough and effective as the rest of the provision. Consistently high expectations of behaviour and academic progress ensure that pupils continually strive to do their very best. In all lessons, work is especially well planned, with

p.6

How effective is the provision?

highly skilled teaching assistants supporting learning exceptionally well. This was typified in an English lesson where the teaching assistant helped all pupils to reach the expected

p.6

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

p.7

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

conclusion of writing a witches' spell in Macbeth, and joined in the sharing of ideas at the end. Throughout the college, there are very positive relationships between staff and pupils, which contribute to the supportive ethos for study. The impact of the college's outstanding support, guidance and care is evident in the pupils' excellent standards of behaviour and in their exceptionally strong spiritual, moral and social development. If there is one aspect of their work that is particularly impressive it is that of the inclusion manager and her team. This initiative, brought in by the consultant headteacher, works across the whole of the six centres and is focused on those pupils in mainstream schools at risk of exclusion (AROE). The team's relationships with over 60 schools and colleges is exemplary and records show they have successfully intervened on many occasions to defuse potential crises and enable pupils to have a break from their schools prior to

p.7

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

p.7

The quality of teaching 1

Taking into account: The use of assessment to support learning

p.7

How effective are leadership and management?

The college's success in providing excellent equality of opportunity for each pupil is due to outstanding leadership and management and high quality teamwork. The way that the provision has been restructured over the last two years has been exceptional. Thanks to the example of the consultant headteacher and the senior team, all staff have a shared vision for how the college can best provide for its pupils together with the strong commitment to achieve this. Excellent monitoring and support for teaching, such as the excellent coaching scheme carefully introduced last year, has meant that all staff swiftly adjusted to the college's systems and procedures. Each centre knows itself very well and its evaluation of its work is honest and accurate. The outstanding management committee is fully involved in this process, challenging decisions and requesting explanations where necessary. It holds the overall provision to

p.7

How effective are leadership and management?

account in a challenging but supportive manner. Excellent attention is paid by managers at all levels to ensure the highest quality of safety and care for the pupils. Pupils' safety and well-being are paramount at all times, ensuring that the centres are very safe and supportive places. Pupils are further protected by rigorous staff recruitment and selection procedures, which show a careful vetting and a robust selection process undertaken. The senior managers, supported well by all staff, are effective in promoting equality of opportunity and tackling discrimination for all pupils across all aspects of each centres work, as seen in all groups of pupils, especially those

p.7

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

p.8

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

most vulnerable, making outstanding progress and re-engaging with their education. The contribution that the centre's make to community cohesion is good. The management team is in the process of implementing plans for greater national links in order to raise this aspect of community cohesion and cultural understanding to the outstanding level of the rest of its provision.

p.8

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

p.8

1

Taking into account: The leadership and management of teaching and learning

p.8

Views of parents and carers

The overwhelming majority of the small proportion of parents and carers who returned the questionnaires are very happy with the centres and the provision their children are receiving. They consider that each centre has a dedicated team of staff and the headteacher leads and manages the provision exceptionally well. They agree that the college has a very warm, supportive and friendly atmosphere and that their children make outstanding progress. Inspectors fully endorse these views. The very small number of constructive concerns, for example about exercise and the pupils' access to learning about healthy lifestyles, were followed up during the inspection as part of the general gathering of evidence, and discussed with the consultant headteacher.

p.8

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at The Links College South to complete a questionnaire about their views of the college. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the college.

p.9

Responses from parents and carers to Ofsted's questionnaire

The inspection team received 16 completed questionnaires by the end of the on-site inspection. In total, there are 184 pupils registered at the college.

p.9

Total % Total % Total % Total %

My child enjoys school 5 31 6 38 2 13 1 6 The school keeps my child safe 9 56 7 44 0 0 0 0

p.9

Total % Total % Total % Total %

My school informs me about my child's progress 8 50 8 50 0 0 0 0

p.9

Total % Total % Total % Total %

My child is making enough progress at this school 6 38 9 56 1 6 0 0

p.9

Total % Total % Total % Total %

The teaching is good at this school 5 31 9 56 1 6 0 0

p.9

Total % Total % Total % Total %

The school helps me to support my child's learning 5 31 11 69 0 0 0 0

p.9

Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 3 19 9 56 3 19 0 0

p.9

Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 4 25 8 50 0 0 0 0

p.9

Total % Total % Total % Total %

The school meets my child's particular needs 7 44 6 38 1 6 0 0

p.9

Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 5 31 9 56 1 6 0 0

p.9

Total % Total % Total % Total %

The school takes account of my suggestions and concerns 6 38 10 63 0 0 0 0

p.9

Total % Total % Total % Total %

The school is led and managed effectively 8 50 8 50 0 0 0 0

p.9

Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 8 50 8 50 0 0 0 0

p.9

Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

p.9

Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

p.10

Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

p.10

Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

p.10

Grade Judgement Description

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.

p.10

Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 August 2010 and are consistent with the latest published official statistics about maintained school inspec tion outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

p.10

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

p.11

Common terminology used by inspectors

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

p.11

Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

p.11

Common terminology used by inspectors

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

p.11

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.

p.11

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. The following judgements, in particular, influence what the overall effectiveness judgement will be.

p.11

Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

p.11

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.

p.11

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

main findings from the inspection of their school.

p.12

Inspection of The Links College South, Littlehampton BN17 6AW

I am writing to thank you all for making us so welcome when we came to the college recently. We did enjoy our visit. Yours is an outstanding college with many strengths, and we agree with what you told us it is a really great place to learn. Here is a list of some of the things that we think are really good.  The college looks after you extremely carefully and you all make excellent progress.  You behave brilliantly, get along with each other and feel very safe in college.  You have very good ideas about how to make things better and you have an excellent understanding of how to live healthily.  You find lessons interesting and really enjoy college.  There are plenty of exciting things for you to do, in college, on visits and through the internet.  The headteacher and staff manage the college extremely well. Even in excellent colleges, some things can be even better. We want the managers to

p.12

Inspection of The Links College South, Littlehampton BN17 6AW

make sure that the changes in the roles of staff to allow them to bring in and support new initiatives are implemented as soon as possible. We have also asked the teachers to make sure that you are given the chance to look at and understand about how children and adults live in places in the United Kingdom that are different from where you live. Finally, we would like to thank you once again for all your help. We wish you well in the future.

p.12

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 .

p.13