Schools & FE · Independent school inspection

3 Dimensions

Inspected 14 Mar 2012 · published 20 Apr 2012 · URN 134909

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Summary

No overall grade in this framework

Andrew Redpath

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Inspection date verified
14 Mar 2012
Inspectorssingle source
Andrew Redpath
Name on report verified
3 Dimensions School
URN verified
134909

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+76Very positivemore positive than 60% of reports of this type

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Praiseindependentexcellent relationshipspositivegood progresseffectivesuccessfulsuccessfullyeffectively

Criticisminsufficientlowbelownot clearlynot clear

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FindingsAbout the inspectionWhat needs to improve positive critical

Findings1915w+83
What needs to improve386w+13

Strengths

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Concerns

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However, given that almost all pupils have low levels of reading and writing, insufficient time is allocated for the regular teaching of literacy. p.4

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Pages: 11
Words of findings: 2,290; about usual (typical 2265)
Reading level: Hard; Flesch 38, typical 38
Average sentence: 18 words
Next steps: 6; typical 4
Hedged sentences: 4%; “some”, “not always”, “most”…

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Findings 67%What needs to improve 13%About the inspection 20%

Full report text

3 Dimensions School Independent school standard inspection report

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DfE registration number 933/6027 Unique Reference Number (URN) 134909 Inspection number 386867 Inspection dates 13–14 March 2012 Reporting inspector Andrew Redpath HMI 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

3 Dimensions School is an independent special school that is registered to provide education for boys and girls with behaviour, emotional and social difficulties and for pupils who have an autistic spectrum condition. It is set in a rural location near the town of Chard in Somerset. All pupils have additional learning needs associated with the acquisition of basic numeracy and literacy skills and almost all have failed to thrive in their previous educational settings. The school opened in 2004 and is currently registered for seven pupils between eleven and sixteen years of age. Currently seven pupils attend, six of whom have a statement of special educational needs. The school is seeking a material change to increase to 12 the number of pupils it may admit and to establish provision for students aged between 16 and 18 years. It is in the ownership of 3 Dimensions, a registered company. The company also owns three children’s homes in the area, which provide residential

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Information about the school

accommodation for almost all of the pupils.

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Information about the school

The school seeks to develop pupils’ communication, social and independence skills through the provision of individual programmes within a safe and secure learning environment. It was last inspected in September 2008. Since that time it has broadened its intake to include pupils who have an autistic spectrum condition.

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Evaluation of the school

3 Dimensions School is successful in meeting its aims and provides a good quality of education. Excellent relationships between staff and pupils support pupils’ good behaviour and their good spiritual, moral social and cultural development. Good teaching ensures pupils make good progress in their learning. Arrangements for safeguarding and the provision for pupils’ welfare, health and safety are good. The school meets almost all of the regulations and has made good progress since the last inspection, particularly in improving the quality of teaching and in adapting successfully to meet the needs of pupils who have an autistic spectrum condition. A material change to admit up to 12 pupils is recommended, although further evidence of planning is required before students aged between 16 and 18 years are admitted.

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Evaluation of the school

1 www.legislation.gov.uk/ukpga/2002/32/contents . 2 www.legislation.gov.uk/ukpga/2005/18/contents . Independent school standard inspection report

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Quality of education

The quality of the curriculum is satisfactory. It is supported by a clear set of aims and covers all of the required areas of learning. A particularly successful feature is the use of a recognised verbal communication programme for developing the language skills of pupils who have an autistic spectrum condition. Specific targets are set and small gains in pupils’ language and behaviour are noted and rewarded. This is reinforced by the effective use of pictures, symbols and signing. The personal, social and health education (PSHE) programme contains a good range of topics relevant to students’ special educational needs; for example, staying safe, how to manage feelings and dealing with change. Information and communication technology (ICT) features prominently in the curriculum and pupils have good access to computers. Science, art and elements of design and technology are provided in a craft room. Physical exercise is provided by visits to a local gymnasium or through

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Quality of education

the Forest School outdoor activities programme, which enables pupils to keep fit. Pupils are currently offered a satisfactory range of GCSE and Entry level courses, including English, mathematics, science, history and ICT, and an accredited course in social and independence skills. Planning is in place for the subjects offered and, wherever possible, the school responds flexibly to pupils’ individual needs and interests by introducing additional subjects. For example, in recent years, links with local colleges have been used to provide vocational courses.

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Quality of education

The curriculum contains a good range of activities which focus on developing pupils’ social skills and self-esteem. However, given that almost all pupils have low levels of reading and writing, insufficient time is allocated for the regular teaching of literacy. The school engages appropriate support from a speech and language therapist and an educational psychologist to help plan suitable behaviour and communication programmes for pupils. However, some pupils’ statements of special educational needs specify full access to the National Curriculum, which the school does not provide. For example, some pupils do not receive comprehensive coverage of music, design and technology and physical education. All pupils receive suitable careers advice and benefit from detailed planning to prepare them for their next stage beyond school. Several have completed work experience placements, for example in a charity shop, hairdressing salon and an office. These placements are carefully

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Quality of education

managed to reduce pupils’ anxiety and to ensure success.

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Quality of education

The quality of teaching and assessment is good. Teachers and teaching assistants form excellent relationships with pupils and demonstrate a close understanding of their individual needs and preferences. They have a very good knowledge of how to teach pupils who have complex behaviour and communication difficulties based on a thorough training programme provided by an external specialist. Periods of work are often followed by short reward activities which ensure pupils’ concentration is maintained. A positive climate for learning in lessons is underpinned by good humour and respect. Pupils arrive on time to their lessons and settle quickly to their work. The range of resources to support learning is satisfactory. ICT is used to good effect, for example when pupils research topics in history or construct a bar chart in mathematics. There is less availability of artefacts to support learning in history and

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Quality of education

Independent school standard inspection report geography, and of equipment to support the teaching of science and design and technology. Staff are generally well deployed and give pupils the right level of individual support, for example when conducting the verbal communication programme. However they occasionally limit independence by giving help too readily, rather than expecting pupils to persevere at a task for longer on their own.

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Quality of education

Teachers assess pupils’ attainment on entry and keep a detailed record of their progress in literacy, numeracy and science. The information is used effectively to plan lessons that give pupils the right level of challenge and ensure that they achieve well. Data show that pupils make good academic progress in relation to their starting points. Almost all pupils leave having gained GCSE or Entry level passes in several subjects each year and they progress to suitable destinations in further training and occasionally in employment. Pupils make particularly good progress in managing their behaviour and in developing their communication skills.

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Spiritual, moral, social and cultural development of pupils

Pupils’ spiritual, moral, social and cultural development is good. The school is extremely successfully in promoting pupils’ self-esteem by enabling pupils to experience success. Pupils are proud of their achievements and are pleased to discuss their work. This is encouraged when pupils select their best piece of work each week for display on a ‘work of the week’ board. The Forest School outdoor activities programme is effective in promoting pupils’ sense of adventure and self- confidence.

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Spiritual, moral, social and cultural development of pupils

Pupils’ behaviour is good because staff adopt a clear and consistent approach to behaviour management. Pupils display positive attitudes to their work in lessons and behave sensibly around the school. They enjoy the reward system linked to their behaviour targets, whereby they can choose activities or save up for particular items. Staff treat pupils with patience and respect which helps to promote harmonious relationships between pupils, irrespective of their individual learning difficulties or backgrounds. Pupils enjoy coming to school and their attendance is good.

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Spiritual, moral, social and cultural development of pupils

Pupils are prepared well so that they can make a meaningful contribution to their educational reviews. They are also encouraged to make choices about their learning in lessons. Pupils contribute well to the school and wider community, for example when they discuss and allocate jobs at the beginning of each week, such as sharpening pencils, tidying up and emptying waste bins, and when they make craft products and sell them in the local market to raise money for charity. Pupils benefit from an appropriate citizenship curriculum which includes topics on rights and responsibilities, government and democracy and personal finance. Satisfactory support is given for pupils to develop an understanding of different religious and cultural traditions in a way that promotes tolerance and harmony. Relevant topics are covered in the religious education curriculum and festivals of the major faiths are celebrated, although there are few visits to support this programme.

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Spiritual, moral, social and cultural development of pupils

Independent school standard inspection report

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Welfare, health and safety of pupils

The quality of welfare, health and safety of pupils is good. The school provides a safe and caring environment for pupils. Pupils report they feel safe in school and that any incidents of misbehaviour are managed well by staff. Detailed health and safety policies and procedures and risk assessments cover all aspects of the school’s work. Robust arrangements are in place to safeguard pupils and staff have received recent training, at the appropriate level, in child protection. High levels of staffing ensure pupils’ safety. Staff have had appropriate training in order to manage the rare incidents of inappropriate behaviour in a calm and non-confrontational manner. Incidents are recorded as required and analysed to identify any underlying causes. Fire drills are held regularly and fire-fighting equipment is checked by a specialist company. Several staff are trained in first aid and the school has a written first-aid

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Welfare, health and safety of pupils

policy. The PSHE curriculum has a strong focus on leading a healthy lifestyle and forming positive relationships. Pupils gain an understanding of healthy eating when they cook vegetables grown in the school garden.

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Welfare, health and safety of pupils

The school keeps a daily attendance register and holds a range of information electronically and in pupils’ files. However, this information is not kept in a single admission register as required. The school has produced a suitable plan to increase accessibility in line with the requirements of the Equality Act 2010. Action has been taken to install ramps and a toilet for disabled users.

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Suitability of staff, supply staff and proprietors

The school has thorough procedures for the safe recruitment of staff. All of the required checks on the suitability of the proprietor and of staff have been completed effectively. All checks are recorded appropriately in a single central register.

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Premises and accommodation at the school

The accommodation is well maintained. The main building comprises two classrooms, a craft room and an office. A separate room is located nearby which is used for individual tuition. Classrooms are small but of adequate size for the number of pupils using them. While the school has a sufficient number of toilets, one toilet leads directly off a classroom which compromises pupils’ privacy. The school does not provide a clearly designated area for pupils who might be ill or in need of first aid. The accommodation provides a suitable learning environment for up to 12 pupils. A patio with picnic tables and a grassed area provides satisfactory space for outside recreation.

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Provision of information

The school provides most of the information for parents, carers and others required by the regulations; however, it does not make clear that its policies and procedures are available on request. Detailed annual reports are provided on pupils’ progress. Independent school standard inspection report Parents and carers and local authorities hold overwhelmingly positive views about the school’s work and feel well informed about pupils’ progress.

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Manner in which complaints are to be handled

The complaints policy meets all of the regulatory requirements.

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