The Linden Centre

Unique Reference Number 123349 Local Authority Telford and Wrekin Inspection number 368247 Inspection dates 8–9 June 2011 Reporting inspector Sue Aldridge

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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 6–14 Gender of pupils Mixed Number of pupils on the school roll 36 Appropriate authority The local authority Headteacher Patricia Orton Date of previous school inspection 19 June 2009 School address North Road Wellington, Telford TF1 3ET Telephone number 01952 385601 Fax number 01952 385603 Email address Patricia.orton@taw.org.uk

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Age group 6–14 Inspection dates 8–9 June 2011 Inspection number 368247 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, one of whom was in the centre for half a day. Altogether, inspectors observed seven lessons and saw all teachers teach at least once. Six observations were jointly carried out with senior leaders. A further three lessons were visited for short periods as part of an observation of pupils' learning. Meetings were held with staff, pupils, representatives of the local authority and the management committee. A telephone conversation was held with a headteacher of a local secondary school. Inspectors observed the centre's work and looked at a range of documents linked to the school's arrangements for keeping pupils safe, the centre's improvement plan, teachers' planning and analysis of data collected by staff showing the gains made by pupils in their time at the centre. Completed questionnaires from four parents and four pupils were scrutinised.

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Introduction

The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas.  How effectively does the curriculum foster awareness of cultural diversity in the United Kingdom, meet the needs of girls, encourage boys' writing skills and prepare pupils in Key Stage 3 for the demands of Key Stage 4 studies?  What is the impact of the new leadership team on the quality of teaching and learning and the centre's capacity to improve?  Does the local authority set challenging targets for the centre and hold it to account for its performance, including the impact of its partnerships with schools on re- integration rates and exclusions?

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Information about the school

Since the last inspection, pupils in Key Stage 3 have been admitted to the centre as part of a re-organisation within the local authority. Most of the 36 pupils are dual registered, and attend the centre for a half-day each weekday as well as their own schools. There are 13 pupils registered solely at the centre: most of these have been permanently excluded from mainstream or special schools in the local authority. Almost all pupils are of White British heritage. There is a very small number in public care. There are far more boys than girls. Nine pupils have statements of special educational needs which describe behavioural, emotional and social difficulties. An above average proportion, almost two third of pupils, are known to be eligible for free school meals. Since the merger, the centre has recruited two assistant headteachers, one of whom has been at the centre for a year. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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Information about the school

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

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Main findings

The centre's overall effectiveness is satisfactory. Since the last inspection, the merger of two settings has been well managed. It is a credit to the headteacher and senior leaders that the centre has retained its strengths and responded well to the demands created by the admission of Key Stage 3 pupils. There is a calm, nurturing and purposeful atmosphere which creates a good climate for learning. Pastoral care is a particularly strong feature. Pupils feel safe and say that there is little bullying. There have been no exclusions in the last two years. Pupils' behaviour is good. Lessons are rarely disrupted by poor behaviour and pupils generally get on well together outside lessons. Attendance is average with several pupils improving on previously poor attendance in other settings. The centre successfully returns dual-registered pupils to full time education in mainstream, but is less successful with those who have been permanently excluded in Key Stage 3. This is

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Main findings

because partnerships within the local authority are not consistently effective in supporting this process. Most pupils enter with low attainment, especially in literacy. The teaching is good and so pupils make good progress. Teaching ranges from satisfactory to outstanding. The features that prevent learning and progress from being better than satisfactory in some lessons are linked to challenge, pace and the quality of feedback given to pupils. In the time that they are at the centre, pupils make impressive gains in their reading, spelling and mathematics skills. Despite this, their attainment remains low by Years 6 and 9, and so their achievement is satisfactory. The curriculum is satisfactory. It meets the needs of boys and girls equally well and prepares secondary-aged pupils satisfactorily for their studies at Key Stage 4. Staff have worked effectively with local authority advisory staff to develop topics that are common

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Main findings

across the centre. A strong feature of these is that, when each topic is introduced, pupils have opportunities to influence what they learn about and how they go about this. Topics successfully combine basic skills and link subjects together to make learning meaningful and relevant to pupils' ages and interests. This development is recent and is soon to be evaluated to check that topics cover all that they should, so that no student is disadvantaged in preparing for later studies. At Key Stage 3, the accommodation limits what can be done, and restricts opportunities to encourage pupils to adopt healthy lifestyles; there is no planned programme of careers education and guidance, and little work-related learning. The leadership team has been strengthened through the recruitment of two assistant headteachers. The local authority has provided valuable training for staff, as well as support for developing the curriculum and assessment procedures. The local authority

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Main findings

provides strategic direction. However, although it checks on re-integration rates and exclusions, it does not set targets to improve re-integration rates or provide consistently 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

good support for reintegration of all pupils. Although the needs of pupils with statements of special educational needs are broadly met, a few have more complex needs that are not easily met with current resources. Self-evaluation is good. The analysis of data enables leaders to identify areas in need of improvement. Staff know where the strengths and weaknesses lie and have clear plans for further development. The centre's capacity for further improvement is good. Up to 40% of the schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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What does the school need to do to improve further?

 Secure good or better teaching and learning in all lessons by ensuring that: there are clear learning outcomes that are different for pupils of different abilities pupils are engaged in purposeful activities throughout marking of work is carried out consistently well and pupils are involved in evaluating what they have learned.  Match the curriculum more closely to the needs of pupils in Key Stage 3 by ensuring that: there is a planned programme of careers education and guidance and opportunities to learn about the world of work topic planning is evaluated and modified to ensure that it covers all the content that it should in this key stage.  The local authority should: ensure that the accommodation is suitable for pupils in Key Stage 3 and does not compromise pupils' well-being or privacy set realistic and challenging targets for the re-integration of permanently excluded pupils and support the centre in achieving these

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What does the school need to do to improve further?

support the centre so that it can meet all the needs described on pupils' statements.

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Outcomes for individuals and groups of pupils 3

All groups of pupils, including those with statements of special educational needs, make equally good progress, although this is adversely affected for a few individuals by their persistent absence. The centre has effective provision to help pupils with reading and spelling difficulties, and in these areas many make dramatic gains, such as an increase in reading age of five years in less than a year. Gains in mathematics are good too, and exceed those made in English. The centre has identified the need to encourage boy's writing and recent curriculum development has included topics carefully chosen to motivate boys to write, such as reporting on a crime scene. The success of these is already evident in some pupils' work, and a full evaluation is scheduled later this term. Progress in science is less marked than in English and mathematics, and the centre has identified this as a focus for evaluation of topics this July.

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Outcomes for individuals and groups of pupils 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

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Outcomes for individuals and groups of pupils 3

Learning and progress in lessons is most often good, and occasionally outstanding. Pupils know that they are at the centre to learn and usually settle quickly in lessons. They are well motivated and remain purposefully engaged throughout lessons. Refusals to work are rare. When tasks are challenging, pupils rise well to this. They challenge themselves too, such as when they use information and communication technology (ICT) to improve their 'previous best' time taken to recall their multiplication tables. Occasionally pupils find work is too easy, though they still complete this properly. Their work is usually neatly presented. They know what their goals are and track their progress towards these. However, in Key Stage 3 pupils are not always successfully encouraged to evaluate their progress during lessons. Pupils contribute in the centre by taking on responsibilities. They also distribute harvest

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Outcomes for individuals and groups of pupils 3

goods to local people and raise funds for charities of their choice. Their confidence and self-esteem are well developed through their interactions with staff, such as regular recognition of good behaviour, attendance and achievements. However, secondary pupils do not develop well their awareness of their personal skills and qualities, relevant to future careers, as there is not a programme for this. Pupils' awareness of cultural diversity in the United Kingdom is satisfactorily developed through the subjects of art, humanities and music, and the celebration of a variety of festivals.

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Outcomes for individuals and groups of pupils 3

These are the grades for pupils' outcomes

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Outcomes for individuals and groups of pupils 3

Pupils' achievement and the extent to which they enjoy their learning 3

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Outcomes for individuals and groups of pupils 3

Taking into account: Pupils' attainment¹

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Outcomes for individuals and groups of pupils 3

The quality of pupils' learning and their progress 2

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Outcomes for individuals and groups of pupils 3

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 3

The extent to which pupils adopt healthy lifestyles 3

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Outcomes for individuals and groups of pupils 3

The extent to which pupils contribute to the school and wider community 3

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Outcomes for individuals and groups of pupils 3

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 3

Taking into account: Pupils' attendance¹

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Outcomes for individuals and groups of pupils 3

The extent of pupils' spiritual, moral, social and cultural development 3

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Outcomes for individuals and groups of pupils 3

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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Outcomes for individuals and groups of pupils 3

is low 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 is the provision?

Staff form very positive relationships with pupils. They show consideration and respect for them and this is generally returned. When they enter, pupils are assessed using a software package and this information is used to set challenging targets for pupils. These are known to pupils because they are up on classroom walls or inside their exercise books and pupils highlight those that they meet. Teachers often refer to pupils' personal targets during lessons too. Staff are skilful in managing pupils' behaviour and so they are successful in engaging pupils throughout most lessons. Staff vary activities during lessons, so that pupils maintain their motivation, and they take good account of the learning styles of pupils. Good use is made of ICT as a teaching and a learning tool. Occasionally, staff occupy pupils but the activity is not purposeful or challenging enough to ensure that all pupils are learning and progressing. Learning objectives are shared with pupils and in the

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How effective is the provision?

most effective lessons they provide a challenge for all. However, the practice of setting different objectives to take account of the full ability range is not yet consistent. Similarly, marking varies in its quality and usefulness. It is best in Key Stage 2, where pupils are always involved in evaluating how well they have done in a lesson and a record is shown in their books. In Key Stage 3, although next steps are always identified, pupils do not evaluate their work in every lesson. Teaching assistants provide good support for individuals and groups and they often intervene in a timely way to refocus pupils who are having a difficult day. A good deal of work has gone into planning topics that motivate pupils, such as 'Crime Scene Investigations'. However, work set in Key Stage 2 and Key Stage 3 is occasionally too similar, such as in science. The centre has identified that progress in science is not as

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How effective is the provision?

good as in other subjects and has made this a focus for development. Without specialist science facilities, practical work is limited to investigations that can safely be carried out in classrooms. The curriculum for Key Stages 1 and 2 is good, but in Key Stage 3 it lacks a work-related dimension and teaching about careers. The lack of separate toilets, changing and showering facilities means that pupils cannot change into sports kit for physical education sessions, nor can they shower afterwards. They do not like this, or having to share toilets with younger children. The centre has a good range of strategies for encouraging good behaviour and attendance. It can demonstrate well how it has worked with parents and carers, as well as external agencies, to improve these and other outcomes for pupils. Staff know each student as an individual and pastoral care is particularly strong. They also provide good role models for pupils.

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How effective is the provision?

Pupils are well supported by staff in making transitions back into mainstream schools, but this is not always matched by support from the local authority, particularly for secondary- aged pupils who have been permanently excluded. There is currently no access to guidance from the Connexions service for pupils in Key Stage 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

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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 3

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How effective are leadership and management?

The headteacher sets the tone for the centre and leads well by example. The two assistant headteachers have brought additional skills, such as secondary teaching experience and expertise. Staff training and advisory support from the local authority have added considerably, making it possible to retain and build on the centre's existing strengths. All staff have clearly defined responsibilities and they contribute to school evaluation and improvement planning. Leaders have sensibly concentrated on developing the centre as a unit and recognise that there is more to be done to extend links with the local, national and international communities. The whole-centre approach to curriculum development has helped to bring staff together. They are a mutually supportive team and the centre is a cohesive community. Monitoring of teaching is well established and the centre's evaluation of this is accurate. Leaders revisit lessons to check that areas for improvement have been addressed. Staff

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How effective are leadership and management?

are well supported in developing their skills, including formal training and opportunities to share good practice. Governance by the local authority is satisfactory. It sets challenging targets for raising attainment and attendance, and holds the centre satisfactorily to account for these through a management committee. Although there are strengths in the way that the local authority supports the centre, there are also weaknesses. For instance, a few pupils with statements of special educational needs have highly specific needs, such as for therapy or multi-sensory approaches, and the centre does not have the resources for this. Staff at the centre strive to ensure that all pupils are equally well served, for example by carrying out analysis of the performance of different groups, but permanently excluded pupils are occasionally disadvantaged, such as when a pre-arranged 'managed move' does not materialise.

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How effective are leadership and management?

Arrangements to keep pupils safe are satisfactory. All staff are suitably trained in child protection and staff recruitment procedures meet current requirements. Records are correctly kept, risks are assessed and suitable action is taken to reduce these to a minimum. The centre involves parents and carers effectively from the start, and keeps them well informed through review meetings and newsletters. For those in Key Stages 1 and 2, there is daily information in the form of a home-school book. This celebrates behaviour and achievement and enables parents and carers to communicate well with staff. 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?

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 2

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How effective are leadership and management?

The effectiveness of partnerships in promoting learning and well-being 3

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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 3

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How effective are leadership and management?

The effectiveness with which the school promotes community cohesion 3

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How effective are leadership and management?

The effectiveness with which the school deploys resources to achieve value for money 3

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Views of parents and carers

The proportion of questionnaires completed by parents and carers was low for a centre of this type. Some who responded felt unable to answer all the questions, in a few cases because pupils had not been at the centre for long. Parents and carers were most positive about children's enjoyment of the centre and the way that the centre keeps them informed about their child's progress. Inspection findings confirm these views. No parents or carers wrote about any concerns on their questionnaires.

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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 Admaston Centre 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 stateme nts about the school. The inspection team received four completed questionnaires by the end of the on-site inspection. In total, there are 36 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 1 25 2 50 1 25 0 0 The school keeps my child safe 1 25 2 50 1 25 0 0

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Responses from parents and carers to Ofsted's questionnaire

My school informs me about my child's progress 1 25 3 75 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 1 25 1 25 1 25 0 0

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Responses from parents and carers to Ofsted's questionnaire

The teaching is good at this school 1 25 1 25 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 1 25 1 25 1 25 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 1 25 1 25 1 25 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) 2 50 0 0 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 2 50 0 0 1 25 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school deals effectively with unacceptable behaviour 2 50 0 0 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 1 25 1 25 0 0 0 0

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Responses from parents and carers to Ofsted's questionnaire

The school is led and managed effectively 1 25 1 25 1 25 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 2 50 0 0 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 2010 to 31 December 2010 and 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. 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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Inspection of Admaston Centre, Telford, TF1 3ET

Thank you for making us welcome when we visited, especially those who spoke to us about their views and work. We judged that the centre is satisfactory overall. There are some good features too. Your behaviour is good and this means that the centre has a pleasant atmosphere which helps you all to learn. Good teaching means that almost all of you make good progress, especially in reading, spelling and mathematics. Leaders have done a good job of merging the previous Key Stage 3 centre with the one that existed at Admaston before. The staff take good care of all of you; you say that you feel safe and there is little bullying at the centre. Staff have worked well together to plan topics that interest and motivate you. They involve your parents and carers well in your education. We are confident that the centre will continue to improve at a good rate. We have asked them to make sure that in every lesson you have work that has a purpose

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Inspection of Admaston Centre, Telford, TF1 3ET

and is not too easy. Staff will mark work thoroughly and make sure you are always involved in checking how well you have progressed in lessons. They will also check how much progress you are making in writing. Staff are going to make sure that in Key Stage 3 you have opportunities that you need, such as careers education. You can help with improvement by attending regularly. Well done to those with over 94% attendance! Because the local authority is responsible for the centre, we have asked them to support it to improve the accommodation and help more pupils return full-time to mainstream or special schools. We wish you all well.

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Inspection of Admaston Centre, Telford, TF1 3ET

Sue Aldridge 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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