Schools & FE · Independent school inspection

Lighthouse School

Inspected 4 Oct 2012 · published 25 Oct 2012 · URN 130979

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Summary

No overall grade in this framework

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Inspection date verified
4 Oct 2012
Name on report verified
The Ashbrook Centre
URN verified
130979

Page 1 of 10

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+54Positivemore positive than 24% of reports of this type

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Praiseindependenthigh expectationspositiveeffectivelyeffectiveoutstandingmake good progresswell planned

Criticismlimitedlacknot alwaysbelownot clear

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FindingsAbout the inspectionWhat needs to improve positive critical

Findings1885w+51
What needs to improve253w+52

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Concerns

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No strong criticism found.

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Pages: 10
Words of findings: 2,129; about usual (typical 2265)
Reading level: Hard; Flesch 36, typical 38
Average sentence: 18 words
Next steps: 2; typical 4
Hedged sentences: 9%; “some”, “not always”, “most”…

Where the words go

Findings 67%What needs to improve 9%About the inspection 24%

Full report text

The Ashbrook Centre Independent school standard inspection report

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DfE registration number 886/ 6110 Unique Reference Number (URN) 130979 Inspection number 397652 Inspection dates 3–4 October 2012 Reporting inspector Greg Sorrell 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under

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the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk No. 090070 Independent school standard inspection report

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Purpose and scope of the inspection

This inspection was carried out by Ofsted under Section 162A of the Education Act 2002, as amended by schedule 8 of the Education Act 2005, the purpose of which is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school. 1, 2

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Information about the school

The Ashbrook Centre is an independent day special school, which opened in 2006. Since the last inspection, the school has undergone a number of significant, approved changes. In September this year, it re-located to a two storey semi- detached building in a mixed residential and commercial area of Margate with an increased capacity for up to 16 pupils between the ages of 11 and 18 years. There are currently ten pupils on roll of whom three are girls. All are looked after by their local authority and three have statements of special educational needs related to social, emotional and behavioural difficulties. The majority have had several school placements in the past, including special schools and most have missed extensive periods of education prior to this placement. The headteacher has been in post since April 2012. The school also has a new proprietor. The school’s last full inspection was in June 2009 and there was a subsequent progress monitoring inspection in February

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Information about the school

The school’s aims may be summarised as ‘providing a supportive environment where the pupils are encouraged to achieve their potential in their academic and personal development resulting in sustainable and successful outcomes’.

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Evaluation of the school

The Ashbrook Centre provides a satisfactory quality of education and meets its aims. The majority of pupils are new to the school and their behaviour is satisfactory. The quality of the curriculum is satisfactory, as is the quality of teaching and assessment, which enable the pupils to make satisfactory progress. Pupils’ spiritual, social, moral and cultural development is satisfactory. The provision that the school makes for pupils’ welfare, health and safety, including the arrangements for safeguarding, is also satisfactory. The school has made satisfactory improvement since the last inspection and most of the regulations for independent schools are met.

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Quality of education

The curriculum is satisfactory. It provides adequately for the pupils’ needs, including those with statements of special educational needs. The school is a registered

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Quality of education

1 www.legislation.gov.uk/ukpga/2002/32/contents . 2 www.legislation.gov.uk/ukpga/2005/18/contents . Independent school standard inspection report examination centre and pupils work towards gaining a range of qualifications including Award Scheme Development and Accreditation Network modules (ASDAN), Unit Awards and GCSE. Careers education is provided, linked to the ASDAN modules. The morning timetable provides National Curriculum subjects and a programme of personal, social, health and citizenship education (PSHCE). In Key Stages 3 and 4, there is a suitable emphasis on the development of literacy and numeracy skills in discrete English and mathematics lessons and also in other subjects. The Key Stage 4 and post-16 programmes also provide opportunities for work experience and attendance at a local college of further education where the pupils follow National Vocational Qualification courses in catering and hospitality. The school’s afternoon

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Quality of education

timetable is largely devoted to use of the local community facilities for physical activities including swimming, badminton, cycling and boxing. There is also a weekly opportunity for pupils who show good behaviour to engage in reward activities of their choice.

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Quality of education

The school has a comprehensive policy document to support the curriculum. However, the school has not applied the policy sufficiently to its practice. For example, there are references to facilities and resources that are not present at the school. The policy also identifies the need to engage all pupils in how lessons are planned and taught, although there is little evidence of this in the school’s current practice.

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Quality of education

The quality of teaching and assessment is satisfactory. Teachers and teaching assistants have appropriate experience of teaching pupils with behavioural, emotional and social difficulties. Their management of behaviour is good and ensures any disruptions to learning are reasonably well managed. The most successful teaching is typified by high expectations, good planning, brisk pace in lessons and timely checks on pupils’ understanding by the teacher. For example, in an English lesson, the pupils were invited to give their opinions on a poet’s intentions and use of English in Back in the Playground Blues. The pupils willingly offered thoughtful opinions and volunteered to read the poem aloud. Their peers listened intently and responded well to the poem’s theme of bullying. The teacher’s skilful choice of material gave relevance to the pupils’ learning and enabled the pupils to make good progress in their literary appreciation and personal development. Their progress in

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Quality of education

reading is also promoted through the school’s ‘book club’. Occasionally, lessons lack these qualities, with few opportunities for practical experiences and an over reliance on worksheets. For example, in science the pupils were studying the environments of animals and their impact upon their form. Most activities were worksheet based and this limited the pupils’ opportunities to investigate and experiment. Scrutiny of pupils’ files suggests that worksheets are much in evidence.

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Quality of education

Although there are adequate resources for most subjects, there is a shortage of equipment for science, and of resistant materials and tools in design and technology. During the inspection information and communication technology resources were limited. However, a significant number of computers and interactive whiteboards were in the process of being installed. Independent school standard inspection report Teachers’ planning for individual lessons and units of work is satisfactory, although sometimes there is not always a clear indication of how learning can be different for different pupils or how staff are to be deployed. Assessment of pupils’ progress is included within the majority of lesson plans and verbal feedback assists pupils to improve. The staff possess recent guidance to maximise the impact of assessment on learning and recognise the need to ensure all pupils are aware of the National Curriculum levels at which they are currently working. Personal learning plans have

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Quality of education

recently been devised to match identified specific needs with learning targets. Most of the pupils have been on roll for less than one term. Examples of their work, analysis of school data over time and observations of lessons show that pupils mostly make satisfactory progress in their learning. Progress is strongest in English and physical education, including outdoor pursuits, due to the impact of specialist teaching. Questionnaire returns from pupils’ local authorities and carers indicate positive views of the amount of progress being made by pupils in the school.

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Spiritual, moral, social and cultural development of pupils

The quality and effectiveness of the school’s provision for pupils’ spiritual, moral, social and cultural development are satisfactory. The school works hard to instil a sense of working with, and for, others. For example, an animal centre is used as a work experience placement and it is visited by pupils with severe learning difficulties. This aspect is highly valued by the pupil who appreciates the chance to help others less fortunate. Furthermore, all pupils get the chance to visit the local Royal National Lifeboat Institution station where one of their teachers serves. In these ways, they are strongly encouraged to make a positive contribution to the community. Fundraising for charities and courses in life saving also encourage an appreciation of how the pupils can help others and consequently develop their self-esteem. Staff regularly praise pupils’ achievements and this does much to build their confidence.

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Spiritual, moral, social and cultural development of pupils

The pupils’ behaviour is satisfactory. The school has demonstrated from its monitoring that behaviour improves over time. Within the past month, the number on roll has more than doubled and some occasionally exhibit challenging behaviour, such as gratuitous swearing and refusal to work as requested. Typically, the pupils respond well to the calm approach adopted by staff and resume their studies. One pupil commented, ‘The staff here are really chilled out, they understand me and this is the first school where I’ve done well.’ However, another noted, ‘Sometimes I get annoyed because some lessons are boring and all we do is writing.’ This comment has some justification where lessons do not provide a range of learning activities. The school’s close links with carers also promote the pupils’ good attendance levels. Cultural and spiritual development and learning about British public institutions are suitably promoted through the curriculum and educational visits to, and visitors from,

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Spiritual, moral, social and cultural development of pupils

places including the police, health centre staff, places of worship, museums and galleries. Independent school standard inspection report

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Welfare, health and safety of pupils

The arrangements for pupils’ welfare, health and safety are satisfactory. All the required policies and the vast majority of procedures are informed by recent guidance to satisfy the independent school regulations. Staff are fully trained in first aid, procedures for child protection and in the correct approaches for physical restraint. All staff are recruited correctly according to the latest guidance. The school carries out thorough risk assessments including fire safety checks and in preparation for off-site visits. Individual risk assessments are detailed and staff show high levels of vigilance in their supervision of pupils. Pupils say they feel safe and are looked after well by the staff. The behaviour policy meets requirements and details sanctions and behaviour codes which are regularly reported to carers. Occasionally, a sanction may involve a pupil being sent home to ‘cool off’ and this is not recorded in

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Welfare, health and safety of pupils

the attendance register. In all other respects, the register is well maintained as is the admissions register. Healthy living is promoted through the PSHCE timetable where the pupils study healthy food options. There are also regular and varied opportunities for physical exercise. External specialist staff visit to inform the pupils about harmful substances, including the damage done by smoking. Despite this support, some pupils continue to smoke.

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Suitability of staff, supply staff and proprietors

All of the checks to confirm the suitability of the proprietors, staff and others are rigorously carried out and recorded appropriately on a single central register.

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Premises and accommodation at the school

The school’s new premises had been open for only two weeks at the time of this inspection. The accommodation has an adequate number of classrooms for the number of pupils on roll. A large kitchen provides well for food technology and one other room is designated for information and communication technology. Outdoor space is very limited on site, although this is mitigated by regular and extensive use of nearby open spaces, a local college of further education and nearby community facilities.

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Provision of information

The school’s prospectus provides all the required information for parents, carers and others and makes it clear that further information is available on request. However, since the recent relocation, the contact information has not been updated to reflect the new site. The school does not send the required financial information to local authorities who fund pupils’ placements.

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Provision of information

The majority of views expressed in interviews and questionnaires by carers, staff and placing authorities were supportive of the school’s work, although several thought that the pupils’ behaviour required improvement. Termly reports are satisfactory and all requirements for reviews of statements of special educational needs and looked Independent school standard inspection report after children are met. Daily contact sheets, listing achievements and any matters arising, are valued by carers.

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Manner in which complaints are to be handled

The school’s complaints policy and procedures meet requirements.

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