New River College Medical

Age group 5 − 16 Inspection date(s) 18 − 19 October 2011 Inspection number 381658 Whittington Hospital Class Inspection report

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Unique Reference Number 134274 Local Authority Islington Inspection number 381658 Inspection dates 18–19 October 2011 Reporting inspector Bill Stoneham

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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 14 Appropriate authority The local authority Headteacher Rosemarie Hilditch Date of previous school inspection 4 February 2009 School address Ifor Ward Highgate Hill London N19 5NF Telephone number 020 7272 3070 x 4479 Fax number 020 7288 5529 Email address admin@newrivercollege.islington.sch.uk achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked

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after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of 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 . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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

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Introduction

This inspection was carried out by one additional inspector. Five lessons, each involving a different teacher, were observed and time was spent in classrooms and elsewhere observing work. Meetings were held with both current and past students, a member of the management committee, the headteacher and other staff. The inspector looked at various policy documents, including those relating to safeguarding, and questionnaires from 12 parents and carers, six staff and 12 students.

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Introduction

The inspector reviewed many aspects of the service’s work, looking in detail at a number of key areas.

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Introduction

 How effectively the service is boosting attainment overall, including key skills for different groups of students.  How well the curriculum meets the varied needs of different groups of students.  How effectively the service has built on the strengths identified in the last inspection.

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Information about the school

Whittington Hospital Class caters for students who are unable to attend school because of their medical needs. The service has three aspects. Some students are educated on site during their stays in hospital. These periods are usually of a short duration. Other students, who often have longer-term illness but do not require hospitalisation, are educated at home. A third service is offered to students who have illnesses that prevent them attending mainstream school. Usually students are of secondary age but, if required, this aspect of the service is able to provide for primary aged pupils. Education for this group is based at a facility called ‘The Lodge’, which is situated about 500 metres from the main hospital site. At the time of the inspection three secondary aged students were in attendance. These students tend to be associated with the service for longer periods of time and are usually referred

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Information about the school

by Child and Adolescent Mental Health Services (CAMHS). Approximately a third of the students have a statement of special educational needs which is higher than usual. Almost all the statements relate to the illnesses suffered by the students. Nearly half the students come from minority ethnic families. The service holds the Healthy Schools Award and has been jointly awarded Capital Growth status for 2012. This is an award funded by the Mayor of London’s office in recognition of the success the students have enjoyed with the garden project known as ‘Edible Elthorne’. 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

Whittington Hospital Class provides an outstanding level of education. This is a direct result of the inspirational leadership of the headteacher and the sheer dedication of the whole staff, who are committed to changing and improving the fortunes of young people, many of whom have faced severe difficulties and traumas in their lives. It is a most caring and sensitive service that offers its students the highest possible levels of education, care, guidance and support. As a result, almost all students achieve extremely well and make outstanding progress in their learning and personal development.

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Main findings

Students attending the service have wide-ranging prior levels of attainment, with many working at levels that are higher than the national average for their age. Those who receive home tuition, or who attend The Lodge, may have suffered disruption to their education because of their complex physical and mental health conditions. The service offers these students an extremely safe, secure and supportive environment in which they can improve their educational attainment, realise their potential and develop stronger self-esteem. Those students entered for GCSEs frequently gain results that are above average, which is quite some achievement given their individual contexts. Many of the students who are hospitalised for short periods of time and receive their education in the hospital class are at least average attainers. They frequently make rapid progress in their work because of the quality of the intensive one-to-one tuition that is often provided.

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Main findings

The quality of care, guidance and support is outstanding. Excellent partnerships involving education, care and health professionals ensure high quality outcomes for students. Extensive work is done to promote healthy and safe lifestyles and safeguarding arrangements are outstanding. Students say they feel very safe and behaviour throughout the service is excellent. Other outstanding features include the engagement of parents and carers, the quality of the curriculum, especially the care taken to meet individual needs, and the work to promote equality of opportunity and tackle discrimination. Every student’s progress is closely tracked and monitored.

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Main findings

The outstanding progress made by the students is a direct result of high quality teaching. Teachers in the hospital school and the home tuition service are very adept at meeting individual needs. At The Lodge the emphasis on developing literacy, numeracy and personal skills supports younger students well in reintegrating into mainstream education and Year 11 students are prepared well for progression to college courses, or employment. Students are improving their literacy and numeracy 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

skills very well and are acquiring work-related skills such as decision making and team-work.

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Main findings

Staff quickly develop strong working relationships with their students and are skilled in ensuring work is appropriately pitched. For longer staying students, baseline assessments are undertaken and all work is monitored well and progress carefully tracked. This information is used very well to inform lesson planning and ensure that work is pitched suitably and is challenging. However, at present, record keeping is not centralised on one system that is readily accessible to all staff. At present, staff time is not always used efficiently because teachers have to use three or four different spreadsheets to access and record data about students’ progress. The school is looking at a centralised system that would be more effective and efficient in recording students’ progress and achievements.

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Main findings

Excellent progress has been made since the last inspection. The management committee is outstanding. It knows the service well and thoroughly monitors its work. Many members of the management committee are medical, care or education professionals themselves and are able to provide coordinated expertise to enhance the students’ successes. A track record of sustained improvement amply illustrates the ambition and drive of the excellent headteacher and her talented team. Rigorous self-evaluation enables strengths and areas for development to be identified and appropriate plans made for continued development. As a result of all these factors there is an outstanding capacity to sustain improvement.

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What does the school need to do to improve further?

 Develop a more efficient and effective student tracking system that is centralised and easily accessible to all members of staff.

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Outcomes for individuals and groups of pupils 1

Students achieve highly because the quality of their learning in lessons is often outstanding. For example, in a first-aid lesson at The Lodge, all made rapid progress because of the range of learning activities. The strong emphasis on key vocabulary enabled students to explain the meaning of key words. They were able to show off their newly acquired skills in sign language by finger spelling the words. Students explained answers and offered opinions about how to tackle certain medical situations. All the students contributed and made outstanding strides in their work. They say they enjoy their work and this was clear from lessons seen during the inspection. Evidence, such as work samples, indicates impressive progress over time with many students, including those with special educational needs and/or disabilities, working at levels well in excess of what could be expected given their starting points. A parent of a short-stay hospital student commented that her child

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Outcomes for individuals and groups of pupils 1

was struggling with the concept of area in mathematics, but after four days of tuition in the hospital ward, this concept had now been mastered. 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 1

Students’ spiritual, moral, social and cultural development is excellent. They are highly considerate and supportive of each other and this helps their learning and their social and emotional development. Attendance is above average, with some Lodge students showing remarkable improvements. Much emphasis is placed on leading safe and healthy lives, with a strong focus on eating healthily. Students take full advantage of the fresh fruit available in all classrooms. The Lodge students have developed their own food growing mini-enterprise called ‘Edible Elthorne’. This project has involved students making decisions about how to improve their environment and working both in and with the local community to secure environmental improvements.

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Outcomes for individuals and groups of pupils 1

The small number of long-staying students take their responsibilities seriously and are keen to contribute to the school and local community in tangible ways. Students’ excellent commitment to their school and to the wider community and a desire to live healthy lives has resulted in awards such as Healthy Schools and Capital Growth Status being conferred on the service.

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Outcomes for individuals and groups of pupils 1

These are the grades for pupils’ outcomes Pupils’ achievement and the extent to which they enjoy their learning Taking into account: Pupils’ attainment 1 The quality of pupils’ learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress The extent to which pupils feel safe 1 Pupils’ behaviour 1 The extent to which pupils adopt healthy lifestyles 1 The extent to which pupils contribute to the school and wider community 1 The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being Taking into account: Pupils’ attendance 1 The extent of pupils’ spiritual, moral, social and cultural development 1

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How effective is the provision?

Students’ learning is outstanding because they are consistently well taught by staff with detailed subject knowledge. They are motivated and engaged by interesting lessons that offer scope for independent work. The working relationships between staff and students are excellent. Activities are very well planned to meet students’ individual needs. The curriculum has been significantly improved and is outstanding.

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How effective is the provision?

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

For example, the introduction at The Lodge of the Certificate of Personal Effectiveness (CoPE) course has significantly enhanced the students’ future economic well-being by developing team-working skills, boosting self-awareness and providing an outlet to apply various skills, including work-related skills. Other developments include extensive partnership work with various providers including Arsenal Football Club, and an ‘in-house’ programme called ‘The London Project’ where students learn about London and develop skills such as reading an underground map, planning travel routes around London and knowing the right ticket to buy. For a small service, the range of subjects offered is impressive and curriculum innovation has raised students’ attainments. Further breadth is provided through activities such as physical education, art therapy, educational visits and visiting speakers. These activities are significant in boosting confidence, as well as making a

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How effective is the provision?

significant contribution to students’ spiritual, moral, social and cultural development. The service provides an outstanding, caring and supportive environment. There are excellent trusting relationships with parents and carers. The individual needs of all students have high priority. Families and carers are fully involved in their child’s education and care. Effective partnerships with a multitude of agencies greatly enhance the students’ learning and their social well-being. As one parent commented: ‘The staff are outstanding, caring and helpful. I don’t know how I would have coped without this service. It is simply wonderful.’

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How effective is the provision?

These are the grades for the quality of provision The quality of teaching Taking into account: The use of assessment to support learning The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships The effectiveness of care, guidance and support 1

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How effective are leadership and management?

The outstanding and visionary leadership of the headteacher, combined with the dedicated support of staff, has resulted in a clear focus on successfully driving improvement. Leaders and managers at all levels, including the excellent management committee, are fully committed and involved in securing improvements. The service maintains excellent working relationships with many agencies. These partnerships help to secure excellent and individualised programmes for education, health and social care and successfully promote students’ personal well-being. Safeguarding procedures are outstanding. The detailed risk assessments are thorough and all appropriate policies are in place and are monitored. There is a very strong determination to ensure that the students enjoy an excellent education in a safe setting; leaders and managers have been Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

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How effective are leadership and management?

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

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How effective are leadership and management?

most effective in achieving this. Academic outcomes are outstanding because the management of teaching and learning is strongly focused on raising attainment. The service is aware that systems for recording students’ progress and ensuring staff have easy access to these records have not been efficient. It is in the process of developing a better system that will ensure staff do not have to spend so much time accessing a range of different recording systems. It is a credit to teachers’ dedication that they have managed to ensure that the recording of students’ progress is of high quality despite the present systems.

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How effective are leadership and management?

An emphasis on respect, rights, boosting confidence and encouraging responsibility underpins much of the service’s work. This makes an excellent contribution to the promotion of equality and tackling discrimination. Outstanding and innovative efforts have been made to promote community cohesion. For example, students at The Lodge are learning sign language and in their first-aid course they must learn how to save a life. In the hospital ward, students’ artwork is being submitted to form part of a giant portrait that has been commissioned as part of the Queen’s Diamond Jubilee celebrations in 2012. Students also raise money for various charities. Both past and present students contributed to a recently published book celebrating the service’s 60th anniversary and hospital students helped to decorate the hospital nursery. Students develop their international understanding by learning about their own heritage and the customs and beliefs of other cultures. This helps to ensure that

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How effective are leadership and management?

their knowledge and understanding of the wider world is developed very well.

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How effective are leadership and management?

These are the grades for leadership and management The effectiveness of leadership and management in embedding ambition and driving improvement Taking into account: The leadership and management of teaching and learning The effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities met The effectiveness of the school’s engagement with parents and carers 1 The effectiveness of partnerships in promoting learning and well-being 1 The effectiveness with which the school promotes equality of opportunity and tackles discrimination The effectiveness of safeguarding procedures 1 The effectiveness with which the school promotes community cohesion 1 The effectiveness with which the school deploys resources to achieve value for money

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Views of parents and carers

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

At over 80% of parents and carers replied to the inspection questionnaire, with a high number adding positive comments. The overwhelming message to emerge is that parents and carers value the service highly. They consider it is making a significant contribution to enhancing life chances by helping the young people to overcome their problems, anxieties and often complex medical conditions. No negative comments were received. The unanimous positive views expressed by parents and carers reflect the inspector's judgements that the quality of this service and the education it provides are outstanding. As one parent succinctly commented: ‘I simply applaud the hospital class and all of their team.’

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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 Whittington Hospital Class 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 11 statements about the school. The inspector received 12 completed questionnaires by the end of the on-site inspection. In total, there are 14 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 10 83 1 8 0 0 0 0 The school keeps my child safe 10 83 2 17 0 0 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The school informs me about my child’s progress 9 75 2 17 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 9 75 2 17 0 0 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The teaching is good at this school 9 75 2 17 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 75 2 9 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 9 75 2 17 0 0 0 0

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Responses from parents and carers to Ofsted’s questionnaire

The school deals effectively with unacceptable behaviour 9 75 2 17 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 9 75 3 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 10 83 1 8 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 10 83 1 8 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. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9

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Type of school Outstanding Good Satisfactory Inadequate

Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5

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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 08 April 2011 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.  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 Whittington Hospital Class, London N19 5NF

Thank you for making me so welcome during my recent visit. I have fond memories of meeting and talking with you and seeing your work. I am impressed with what you are all achieving. You told me about the high quality education you receive and I am pleased to say that my visit confirmed your opinions; you receive an outstanding education. You are making excellent strides in your education and personal development. The staff help you but your positive attitudes and excellent behaviour are also important. There are so many things that are superb and this is underpinned by you having an excellent and highly committed staff who help you to learn so very well. Many other things impressed me. For example the fact that some of you are learning sign language and, as part of your first-aid course, you are learning life- saving techniques. You are developing your skills in literacy and numeracy well and mini-enterprises like ‘Edible Elthorne’ help you in your work. So much is happening

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Inspection of Whittington Hospital Class, London N19 5NF

but your staff do not have one effective way of recording all you do. I have asked that they establish a central system for recording and tracking the progress that you all make. Thank you again for making me so welcome. I enjoyed meeting you and would like to wish you every success with ‘Edible Elthorne’ and all your other endeavours.

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Inspection of Whittington Hospital Class, London N19 5NF

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

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