Setting

Aviation House 125 Kingsway London WC2B 6SE T 0300 123 1231 F 020 7421 6855 enquiries@ofsted.gov.uk www.ofsted.gov.uk

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Mr S Woods Headteacher Upper Shirley High School Bellemoor Road Shirley Southampton Hampshire SO15 7QU

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alternative provision

Thank you for your hospitality and cooperation, and that of your staff and students, during my visit on 24 and 25 January 2013 to look at the academy’s use of alternative provision. During the visit I met with you and members of the leadership team. I also observed a parent/student support group run by the academy, which helped parents and students to make the most of learning opportunities. I met with students including those who attend the nurture group and examined a range of documents and students’ files. I also visited the following providers that your students attend:

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alternative provision

 Fairbridge Trust, Southampton  Learn and Grow, Solent Education Business Partnership  Shirley Junior School, Southampton.

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alternative provision

The visit provided valuable information which will contribute to our national evaluation and reporting. Published reports are likely to list the names of the contributing institutions but individual institutions will not be identified in the main text without their consent.

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alternative provision

This letter briefly summarises our discussion at the end of the visit.

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Strengths of this aspect of the academy’s work

 The academy’s use of alternative provision is very effective in helping a small proportion of selected students to remain in and re-engage with education or training. It is given a high priority within the academy’s strategic development plans.

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Strengths of this aspect of the academy’s work

 Students who take part in the alternative opportunities indicated that participation in alternative provision has improved their attendance and motivation and re-engaged students in learning. All students who attended alternative provision and who left in 2012 went onto a range of education, employment or training opportunities.

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Strengths of this aspect of the academy’s work

 Provision is organised with a small number of providers including colleges and national youth organisations as well as some work on the academy site which is being developed in collaboration with local business partner organisations. The academy has developed opportunities also within the multi-academy trust with some very effective collaborative work between primary and secondary partners. The academy also provides some very good support to help parents to work in partnership to ensure students are more successful.

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Strengths of this aspect of the academy’s work

 Students and parents are given a wide range of information and support, advice and guidance to ensure that courses are appropriately matched to individual needs. This has ensured students have a high level of motivation on the courses and clear pathways to the next level of study.

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Strengths of this aspect of the academy’s work

 The alternative curriculum has helped to improve students’ attendance as well as improving the achievements of individuals. Students are increasingly successful in wider GCSE courses including in English and mathematics where previously students had not been engaging in these subjects as effectively. Increasing numbers are achieving their GCSE targets.

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Strengths of this aspect of the academy’s work

 The providers are effective and new provision is being rapidly developed with greater rigour to planning and assessment a focus for the academy. Students’ progress and well-being is monitored regularly by the academy and leaders are aware of the need to develop monitoring of teaching and instruction further.

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Strengths of this aspect of the academy’s work

 The academy gives providers a very good range of information to providers, and makes sure that they know about particular learning needs that the students have. Communication between providers is very effective with clear points of contact that allows swift follow up of issues as they arise.

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Areas for improvement, which we discussed, include:

 developing the monitoring of teaching and instruction with the range of providers to support the rapid development of high quality new opportunities for students.

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