Children's Support Service

Children's Support Centre Langdon Hills Basildon Inspection report

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Unique Reference Number 136035 Local Authority Essex Inspection number 360792 Inspection dates 24–25 January 2011 Reporting inspector Gulshanbir Kayembe

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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 5–16 Gender of pupils Mixed Number of pupils on the school roll 65 Appropriate authority The local authority Headteacher Sharon Wilson Date of previous school inspection Not previously inspected School address High Road Langdon Hills, Basildon SS16 6HG Telephone number 01268 542367 Fax number 01268 492376 Email address sharon.wilson@essex.gov.uk

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Age group 5–16 Inspection dates 24–25 January 2011 Inspection number 360792 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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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 .

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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

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Introduction

This inspection was carried out by two additional inspectors. They made visits to 18 lessons taught by 16 teachers and held meetings with groups of pupils, the headteacher of a local secondary school, members of the management committee and staff. Visits were also made to the cr che on-site and off-site provision at a farm. Inspectors observed the unit's work, and looked at documentation such as the school improvement plan, assessment records and safeguarding policies. They analysed completed questionnaires from staff and pupils, as well as 19 from parents and carers. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  The extent to which students and pupils are making enough progress in developing their basic skills in literacy, numeracy and information and communication technology (ICT).  Whether the unit is doing all it can to raise attendance levels.

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Introduction

 The effectiveness of senior staff in assessing and evaluating the impact of the school's work on the outcomes for pupils and students.

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Information about the school

The Children's Support Service Langdon Hills provides education for up to 100 primary and secondary aged pupils and students who are out of education for a variety of reasons as well as those that are at the risk of being excluded. Pupils of primary age, and some secondary-aged students, are primarily in the unit either because they have been excluded or are at the risk of being excluded. Other secondary aged groups include: pregnant girls, young mothers, anxious school refusers as well as students with medical needs including mental health needs. Most of the students are in Key Stage 4 with only a handful that are primary aged. Numbers fluctuate considerably throughout the year as more pupils and students are referred or placed at Langdon Hills and others are reintegrated into mainstream schools. The great majority of pupils and students are White British and a very small number are from minority ethnic groups. The proportion of pupils and students

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Information about the school

with special educational needs and/or disabilities is high as is the number with a statement. An above-average proportion of pupils and students are known to be eligible for a free school meal. A small number are looked after. A cr che, catering for up to six babies, is available for girls returning, after giving birth, to complete their education. Because the mothers are always on site when their babies are in the cr che, and its limited operating times, the cr che is not registered. Langdon Hills was part of a larger service, which included two other units, and which was inspected in November 2009. Following reorganisation about a year ago, the unit has been operating as a stand-alone facility, and this is its first inspection as such. The service is undergoing further re-organisation. 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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Main findings

The Children's Support Service Langdon Hills provides well for its pupils and students. It meets its aims to return them to mainstream schools where appropriate, support those who are unable to take part in mainstream classes. It prepares students suitably for the future if they complete their compulsory education at Langdon Hills. The care, support and guidance that pupils and students receive are outstanding. This contributes significantly to their good progress and the high success rate of reintegration into mainstream schools. This also enables the great majority who leave at 16 to enter further education, training or employment. Attendance is satisfactory. Before joining, many pupils and students have not attended school for extended periods of time but they make rapid and significant improvement in their attendance once here. This is because of the very effective and comprehensive strategies for monitoring and raising attendance. Outstandingly strong

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Main findings

partnerships with parents and carers and the proactive work of key staff, including the home school liaison worker, have also helped to promote regular attendance and good punctuality. There is a strong sense of community within which pupils and students feel, and their parents and carers agree that they are, exceptionally safe and well cared for. The outstanding attention given to safeguarding ensures they are very safe indeed. Attainment is broadly in line with national averages by the end of Key Stage 4. Pupils and students develop good oral skills and targeted action by the unit has considerably improved reading skills where these have been particularly weak. Whilst progress in writing is often good, many pupils and students do not write well and make more limited progress. Primary and Key Stage 3 students find it particularly difficult to complete extended pieces of writing. Pupils and students make good progress in developing their

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Main findings

skills in numeracy and ICT. The curriculum offers good opportunities to use computers to support learning but opportunities are often missed to practise and improve writing both in English and other subjects. Practical work in art is of a very high standard. Teaching and learning are good overall and outstanding in some instances. Diligent planning ensures that good account is taken of the needs of individuals. Staff provide good oral feedback to help identify what has been done well and what needs to be improved. Pupils and students know the levels and grades they are working at but are less sure about how to make their work better. This is because written feedback when work is marked is less consistent in giving clear guidance on how the work can be made better. The unit is well led and managed. The headteacher provides a very clear sense of direction and has established a strong sense of team amongst the staff. She is well

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Main findings

supported by other senior staff and together they have an accurate understanding of how good the provision is and its impact on pupils and students. Performance management and ongoing monitoring are used well to identify and improve issues in teaching and learning. Middle leaders are involved in reviewing and assessing the quality of the school's 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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Main findings

work but are not engaged sufficiently in checking the quality of teaching and learning in the areas they manage. Nonetheless, the good and improving provision and the improving GCSE results are a good indication that the capacity to improve further is good.

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What does the school need to do to improve further?

 Provide regular opportunities for pupils and students to practise and develop their skills of independent writing in English and other subjects to enable them to write at length and achieve better writing standards.  Develop written feedback to pupils and students so that they have a clearer idea of how to improve their work.  Involve middle leaders more actively and systematically in reviewing the quality of teaching and learning.

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Outcomes for individuals and groups of pupils 2

When pupils and students join the unit, their overall attainment is low especially in literacy and numeracy. Social skills are poor for a significant number. They achieve well whilst at the unit and make good progress in improving the standards of their work. Pupils and students make exceptionally good progress in speaking and listening and reading. However, the quality of their written work often does not match their ability to discuss ideas and put forward views orally. Students develop confidence in solving problems in mathematics and in using a range of programs and ICT devices. GCSE results are improving especially the proportions of students gaining five or more GCSEs at grades A* to C and gaining GCSEs in English and mathematics. Students usually leave with a qualification in literacy and numeracy. Those who are reintegrated into mainstream schools leave with much improved behaviour and social skills and better literacy,

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Outcomes for individuals and groups of pupils 2

numeracy and ICT. Given their satisfactory attendance and largely sound basic skills of literacy, numeracy and ICT, students are satisfactorily prepared for future life. There are some differences between different groups, but few sustained patterns in performance. Students with medical needs and anxious school refusers performed better at GCSE last year than other groups. Expectant mothers did less well and the unit's tracking from last term identified that they are making slightly slower progress. Students with special educational needs and/or disabilities achieve well due to the individual support they receive and because work is tailored well to their needs. Pupils and students work well in most lessons. They are keen to learn and maintain good concentration. Practical work is often of a good standard. For example, in a science lesson on refraction, students set up the equipment accurately so that they could measure how a

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Outcomes for individuals and groups of pupils 2

ray of light changed direction when it went into a glass block and at which angle it was reflected back. In art, the practical work is vibrant and imaginative, and, as a result, has striking visual impact. Pupils and students enjoy healthy eating and know the importance of exercise. They behave well in and around the unit which is normally calm and orderly. Behaviour in lessons is usually good. Pupils and students are supportive of one another. Bullying or racism are very rare and pupils and students have every confidence in staff's ability to deal with these should they occur. Those from different backgrounds get on well with one another. Pupils and students readily engage in discussion about moral issues and 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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Outcomes for individuals and groups of pupils 2

dilemmas. Their self-confidence and self-esteem undergo a remarkable and positive transformation during their time at the unit. For example, often for the first time, they make a positive contribution such as helping in a primary school, performing to elderly local residents or participating in the school council. This is reflected in the following comment from a parent: 'The staff need to know how very special all of their efforts have been and have made my son become the very happy, confident young man he is today.'

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Outcomes for individuals and groups of pupils 2

These are the grades for pupils' outcomes

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Outcomes for individuals and groups of pupils 2

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

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Outcomes for individuals and groups of pupils 2

Taking into account: Pupils' attainment¹

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Outcomes for individuals and groups of pupils 2

The quality of pupils' learning and their progress 2

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Outcomes for individuals and groups of pupils 2

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

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Outcomes for individuals and groups of pupils 2

The extent to which pupils adopt healthy lifestyles 2

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Outcomes for individuals and groups of pupils 2

The extent to which pupils contribute to the school and wider community 2

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Outcomes for individuals and groups of pupils 2

The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being

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Outcomes for individuals and groups of pupils 2

Taking into account: Pupils' attendance¹

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Outcomes for individuals and groups of pupils 2

The extent of pupils' spiritual, moral, social and cultural development 2

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Outcomes for individuals and groups of pupils 2

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

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How effective is the provision?

Teachers work in partnership with teaching assistants to ensure that pupils and students are well supported in lessons. Occasionally, especially during one-to-one sessions, too much help is provided preventing pupils or students from developing greater independence. Learning objectives are clear and shared with pupils and students so all know what they are learning. In most lessons, activities are well structured to promote good learning. Teachers assess pupils and students effectively through questioning and checking their work both as they work and when they mark their books. Oral feedback is used well to steer pupils' and students learning. Examination-related coursework is well marked with precise pointers for improvement. However, other work is not always as precisely marked leaving pupils and students uncertain at times of their next steps in learning. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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How effective is the provision?

Please turn to the glossary for a description of the grades and inspection terms

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How effective is the provision?

A good range of subjects are supplemented well by off-site provision which is tailored to individual needs. The farm is an excellent placement for students who are interested in a career in farming or with animals. Some older students spend a day or two per week on a work placement. Students in Key Stage 4 choose from a good variety of academic, and an increasing range of vocational, qualifications. Cross curricular projects, and visits and visitors make the curriculum more interesting and widen pupils' and students' horizons, for example raising awareness of global issues. There are good opportunities for using ICT across the curriculum but writing opportunities are less well developed. A well-developed programme for personal, social, citizenship and health education makes a strong contribution to students' personal, social and emotional development. Pupils and students are exceptionally well supervised. Staff know them and their families

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How effective is the provision?

very well and provide outstanding support to those who are more vulnerable. Induction and assessment for new arrivals is sensitively managed as so many students are very fragile or troubled when they join. The support for reintegration into mainstream is highly effective and praised by senior staff from local schools. The importance of good attendance is emphasised continuously and there is nothing the unit is not doing to continue to improve it. Not only are social and emotional development carefully nurtured but toast at breakfast and a healthy, home-cooked lunch sustain pupils and students physically. Young mothers and their babies are well supported by qualified staff in the cr che. Babies are effectively looked after and cared for. A stimulating and interesting environment with colourful toys encourages good development. Students are shown how to care for their babies and prepare healthy meals when they are ready for solids.

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How effective is the provision?

Communication between cr che staff and mothers is very good and the latter are well consulted about their baby's needs. Successfully maintained log books and assessment records document key developments for mothers.

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How effective is the provision?

These are the grades for the quality of provision

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How effective is the provision?

Taking into account: The use of assessment to support learning

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How effective is the provision?

The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships

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How effective is the provision?

The effectiveness of care, guidance and support 1

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How effective are leadership and management?

The local authority provides a strong strategic steer for the future development of Langdon Hills. It monitors and supports the unit well. The headteacher has created a strong sense of purpose and a unified team who are rightly proud of the unit and what it achieves. Senior staff have an accurate picture of the quality of teaching and learning across the school and for individuals. They are proactively working with other pupil referral units to secure further improvements. The roles of middle leaders are developing 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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How effective are leadership and management?

gradually. However, their roles in monitoring teaching and learning are not systematic or robust enough. The management committee has developed its role well over the last year and maintains a good, and active, oversight of the unit's work. Informative reports provide a useful basis for the committee to question and challenge senior leaders in the unit and the local authority. Safeguarding procedures fully meet requirements. Off-site safeguarding arrangements are monitored extremely successfully, for example, to make sure that adults working with students have all undertaken police checks. Risk assessments are exceptionally robust, for example, cr che staff complete a daily risk assessment. Responses to potential child protection issues are rapid and liaison with other relevant professionals, such as social workers, is excellent. Equality of opportunity is good. The unit monitors well pupils' and students' participation

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How effective are leadership and management?

rates and outcomes by different groups. Most students achieve equally well. New data systems have given the unit greater facility to analyse, explore and tackle the small differences between different groups. Community cohesion is strongly promoted at school and local community level. The global dimension is developing well through links with Bangladesh and Ghana. The curriculum provides a range of opportunities to learn about people from other ethnic and religious backgrounds in Britain. However, not enough first-hand opportunities to meet and work with students from different ethnic and religious backgrounds mean that the impact on pupils' and students' understanding is limited. The unit has a detailed plan which it evaluates and intends to establish links with a school that has a more diverse intake. The unit works extremely closely with parents and carers, external agencies and other professionals/specialists for the benefit of students. There are good and improving

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How effective are leadership and management?

partnerships with other pupil referral units and local schools as well as external providers.

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How effective are leadership and management?

These are the grades for leadership and management

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How effective are leadership and management?

The effectiveness of leadership and management in embedding ambition and driving improvement

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How effective are leadership and management?

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

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How effective are leadership and management?

The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met

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How effective are leadership and management?

The effectiveness of the school's engagement with parents and carers 1

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How effective are leadership and management?

The effectiveness of partnerships in promoting learning and well-being 2

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How effective are leadership and management?

The effectiveness with which the school promotes equality of opportunity and tackles discrimination

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How effective are leadership and management?

The effectiveness of safeguarding procedures 1

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How effective are leadership and management?

The effectiveness with which the school promotes community cohesion 2

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How effective are leadership and management?

The effectiveness with which the school deploys resources to achieve value for money 2 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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Views of parents and carers

Parents and carers are very positive about what their children receive at Langdon Hills and this is reflected in their written comments. For example, one parent wrote: 'Since my son has been attending the school he has overcome many of his issues and has grown in confidence. The school has given my son the very best start to continue with his future education.' Though a few parents and carers indicate that their children do not like school, discussion with students and the school suggest that most are pleased to be at Langdon Hills. However, for some, their schooling has not been a positive experience.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Children's Support Centre Langdon Hills Basildon to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 19 completed questionnaires by the end of the on-site inspection. In total, there are 65 pupils registered at the school.

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Responses from parents and carers to Ofsted's questionnaire

Statements Strongly agree Agree Disagree Strongly disagree Total % Total % Total % Total % My child enjoys school 8 42 6 32 4 21 0 0 The school keeps my child safe 12 63 7 37 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

My school informs me about my child's progress 15 79 4 21 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

My child is making enough progress at this school 8 42 11 58 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The teaching is good at this school 12 63 7 37 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school helps me to support my child's learning 9 47 10 53 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school helps my child to have a healthy lifestyle 7 37 12 63 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

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) 7 37 11 58 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school meets my child's particular needs 12 63 7 37 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school deals effectively with unacceptable behaviour 13 68 6 32 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school takes account of my suggestions and concerns 12 63 7 37 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school is led and managed effectively 14 74 5 26 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

Overall, I am happy with my child's experience at this school 14 74 5 26 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

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%.

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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.

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Grade Judgement Description

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

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Grade Judgement Description

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

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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.

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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.

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Common terminology used by inspectors

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

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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

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.

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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.

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

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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.

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

main findings from the inspection of their school.

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6HG

Thank you for your help and for taking the time to give us your views during the recent inspection. We think that the unit provides you with a good education. Most of you achieve well and grow in confidence as your learning improves. The calm, warm and friendly atmosphere in the school gives you a strong sense of belonging. The outstanding care, guidance and support you receive help you to feel exceptionally safe and encourage and support your attendance. The school has established excellent relationships with your parents and carers and this helps with communication between home and the unit. The headteacher is working closely with staff to support your needs and to make the provision the best it can be. You develop exceptionally good art skills during your time at the Langdon Hills and make significant progress in developing your speaking and reading skills. In order to make provision even better, we have asked the school to help you to develop

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6HG

your writing skills and to provide you with more written guidance on how you can improve your work. We have also asked the headteacher to involve staff with management responsibilities more in checking the quality of teaching and learning. We think that you can help by continuing to work hard and attending as regularly as you can. We wish you well for the future.

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6HG

Gulshanbir Kayembe Lead inspector 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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