Birtenshaw School Bolton

Birtenshaw School Darwen Road, Bromley Cross, Bolton, Lancashire, BL7 9AB

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Overall effectiveness

Previous inspection: Satisfactory 3 This inspection: Good 2 Achievement of pupils Good 2 Quality of teaching Good 2 Behaviour and safety of pupils Good 2 Leadership and management Good 2

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Summary of key findings for parents and pupils

This is a good school.  Following a period of uncertainty, the chief executive of the trust has taken over the running of the school. His knowledge, passion and drive have resulted in remarkable improvements in a short time.  As a consequence of first-rate professional training and new appointments, the quality of teaching is good and this is mirrored in pupils’ good achievement.  Adults manage pupils’ behaviour very well, creating a calm atmosphere conducive to learning. In the best lessons, adults use each pupil’s preferred method of communication, and lessons are conducted with a sense of urgency.  The provision for students in the sixth form is good.  Considerable improvements have been made to the curriculum so pupils now receive their full entitlement.  The school is successful in sustaining education for pupils who have experienced considerable difficulties in their previous placements.  Behaviour is good. With the help of adults,

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Summary of key findings for parents and pupils

pupils learn to manage their complex behaviour so that they and others can learn. They have an increasing awareness of keeping safe.  Leadership and management are good. The trustees ask perceptive questions of leaders, particularly about the effect staff have on pupils’ progress. Financial management is outstanding.  Excellent partnerships have been established with numerous health and social agencies which benefit pupils significantly. Local authorities who place pupils at the school have a positive opinion of the provision, and of the progress the pupils in the school’s care make.

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It is not yet an outstanding school because

 Teaching is not yet outstanding because there are some inconsistencies in the contribution of support assistants, and in the use of signs and symbols to aid pupils’ communication. Lesson plans are sometimes too complicated, and occasionally the pace of the lesson slows so pupils lose concentration.  While a wealth of information has been collected about pupils’ achievements, this is not easily interpreted, and has not been shared sufficiently with class teachers.  There is no overall leader of the curriculum.

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Information about this inspection

 The inspector observed teaching and learning in nine lessons or parts of lessons, of which three were observed jointly with senior leaders.  The inspector looked at the work in pupils’ books.  Discussions were held with pupils, representatives of the trustees, staff, including senior and middle managers, and representatives of the local authority.  The inspector took into account the parents’ responses to the school’s own survey. There were no responses to the on-line questionnaire (Parent View).  The inspector looked at a range of evidence including the school’s own data on pupils’ current progress, planning and monitoring documentation, records relating to behaviour and attendance, and documents concerning safeguarding.

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Inspection team

Katharine Halifax, Lead inspector Additional Inspector

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Information about this school

 The school is maintained by the Birtenshaw Trust and caters for pupils with a range of disabilities and special educational needs including those with profound and multiple needs, those with autism, those with challenging behaviours, and pupils with significant physical disability, some of which are combined with complex health needs.  Pupils come from eleven different local authorities, mostly in the North West of England. Three- quarters are in the care of their local authority and are resident in the trust’s four community- based homes.  All pupils have a statement of special educational needs.  Three-quarters of the pupils are known to be eligible for the pupil premium. This is well above average. Pupil premium funding is intended for the support of pupils known to be eligible for free school meals, in the care of the local authority, or from families in the armed forces.  Almost all pupils are of White British heritage.

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Information about this school

 At the time of the inspection, pupils’ ages ranged from 10 to 19 years.  Because of the small numbers, there are just three classes. All pupils and students are taught in the class most suited to their needs, rather than their age.  The school moved to new purpose-built accommodation in June 2012.  In the absence of a headteacher, the school is currently managed by the chief executive of the trust. A new headteacher is due to take up post at the start of the next term.

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What does the school need to do to improve further?

 Raise the quality of teaching to the highest level by:  making sure all adults sign and use symbols consistently when it is the pupils’ preferred way of communicating  simplifying lesson planning  support assistants not intervening too soon  ensuring that all lessons are conducted at a rate that grasps pupils’ interest and helps them maintain concentration.

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What does the school need to do to improve further?

 Strengthen the leadership and management of the school by:  streamlining the recording of pupils’ achievements and holding pupil progress discussions with teachers about what the information shows  making sure a senior leader takes overall responsibility for checking how the curriculum is taught, and that pupils do not cover the same area more than once, or miss out on any topics.

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The achievement of pupils is good

 Pupils’ and students’ attainment on entry to the school is very low because of their special educational needs. In addition, a number have been out of school for months, and in some cases, years. Inspection findings back those of parents and pupils that achievement is good.  Although in very small steps, pupils make good progress in lessons and over time. Pupil numbers are small and all have very differing disabilities and special educational needs. There are no significant differences in the progress and achievement of pupils by gender, or by special educational needs. As yet, the school does not receive pupil premium funding. Nevertheless, staff do all they can to ensure that all pupils have equal opportunities to learn.  Pupils make good progress in communication, language and literacy. Activities such as the daily greeting session enable pupils to, for example, identify classmates from their photographs, point

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The achievement of pupils is good

to the relevant person, make eye contact, and greet them in their preferred way. Breaks and lunchtimes are used effectively to extend pupils’ vocabulary using a picture exchange system to make their preferences understood. Pupils have an increased understanding of instructions.  While many have very limited reading ability, the majority enjoy looking at books with adults. Higher-attaining pupils choose books and, with adult prompts, make sense of the text through looking at the illustrations and recognising simple words.  Pupils make great strides in their physical development. This is because, in addition to weekly physical education lessons, all benefit from individual tuition in the swimming pool, on the trampoline, or exercising stiff limbs. Higher-attaining pupils and those who are physically able enjoy throwing and catching, or passing and dribbling a football  By the end of the sixth form, students had accumulated a good number of units in the

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The achievement of pupils is good

Entitlement and Quality Education for Pupils with Learning Difficulties (EQUALs) ‘Moving on’ programme. At the age of 19, while the majority transfer to adult services because of the complexity of their needs, a few go on to further education.

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The quality of teaching is good

 Teaching is good because staff have a good understanding of how pupils with autism and those with more profound and complex needs learn. Adults are skilled at helping pupils understand and manage their behaviour. They make sure pupils are clear about the plans for each day and any changes to routine. As a result, pupils grow in confidence and tackle new situations without upset.  Lesson planning is much improved over the past few months and tasks are now matched to pupils’ abilities. Sometimes, however, the planning is over-complicated and includes additional activities which do not relate to the overall intention of the lesson.  Teachers use technology and music well to gain and hold pupils’ interest. Such was the case in a lesson about North American Indians. However, where the pace of lessons slows, for example where activities are repeated or there is too much ‘teacher talk’, some pupils have difficulty

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The quality of teaching is good

maintaining concentration.  Adults have a good understanding of pupils’ preferred method of communication. Wherever a pupil is able, they expect them to vocalise and are not afraid to wait while pupils persevere. Most use signs and symbols well to support the spoken word, but occasionally some adults forget to do this.  Skilled teaching assistants are used particularly well for one-to-one work, and sometimes lead classes such as dance. The majority know when to step back and when to prompt pupils, but a few are over-zealous in the classroom, sometimes intervening too soon, and this limits pupils’ independent learning.  Teachers’ assessment of pupils’ work is accurate and the information is used well to plan the next stage of learning.

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The behaviour and safety of pupils are good

 Pupils enjoy their learning. Their attendance is above average. There is a marked improvement in their behaviour. Individual programmes are created for the pupils who need help in order to control their own behaviour and emotions. These are successful because staff follow the agreed steps and so pupils learn what is expected of them.  The reason behaviour is not outstanding is because, on occasion, where teaching is less effective or the pace of lessons slows, pupils sometimes lose concentration. Furthermore, longer- established pupils are wary of newcomers, and there are occasional differences while they sort out the ‘pecking order’.  Pupils show tremendous perseverance, being determined to succeed even when tasks are mentally and physically demanding, for example, when creating an ‘acrostic’ poem, being resolute in finding words to match the letters in their name and completing the written task.

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The behaviour and safety of pupils are good

 Although most pupils have difficulty forming relationships because of their special needs, they are tolerant of each other and readily celebrate everyone’s achievements. Pupils are thrilled when given responsibilities such as leading the class signing and singing to number songs in mathematics lessons.  Through the good provision for their personal development, as pupils become familiar with routines, they grow in confidence, taking on more responsibility and independence as they, for example, collect their own equipment. They begin to understand how to react in public, behaving appropriately when visiting supermarkets and cafés. A major step forward for all pupils has been coping with the change in routine when school lunches changed to self-service.  Pupils have a growing awareness of keeping safe in and out of school and when using the Internet. They indicate they feel safe in school and that they have never experienced bullying at

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The behaviour and safety of pupils are good

Birtenshaw School. While visiting the site of the old school building in history to compare old and new buildings, they were aware of the health and safety risks that were around.  Pupils are proud of their fund-raising efforts and art work, for example, collages of important buildings in Bolton such as the Town Hall and the Octagon Theatre.

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The leadership and management are good

 The chief executive has a strong, influential presence around the school. In addition to managing successfully the move to the new building with minimum disruption to learning and to the pupils’ confidence, systems have been introduced which make the school more efficient. Staff appreciate the improved communication systems, reporting that they now feel part of a team.  Training has been matched carefully to the needs of individual staff and to the school’s priorities. Checks on the performance of teaching and support assistants are now rigorous with individual targets linked to pupils’ progress. The chief executive and trustees use this information when deciding whether teachers should be paid more.  Careful consideration is given to the number of adults working in each classroom. This gives pupils equality of opportunity while taking account of the need to give them as much independence as they can cope with, be it in the classroom, around school or out of school.

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The leadership and management are good

 Pupils’ achievements are recorded regularly and held centrally. However, the system is cumbersome and does not allow for differences in performance to be identified easily, for example between subjects, or for pupils with different needs. Furthermore, the information is not shared sufficiently with teachers through, for example, regular pupil progress discussions.  Keeping pupils safe is given very high priority. Staff training is thorough and includes matters that particularly affect disabled pupils and those with special educational needs. Excellent procedures are in place to protect and maintain the safety of all pupils, including those whose circumstances mean they have the potential to be vulnerable.  Significant changes have been made to the curriculum. Pupils now spend the recommended time in lessons and all the required subjects are taught. Topics have been chosen to appeal to pupils’ age and interests. However, because of the small numbers, pupils spend more than two years in

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The leadership and management are good

each class. As there is no curriculum leader overseeing the long-term plans some pupils may repeat topics and miss others.  The curriculum policy is dated and does not include the identification and provision for pupils who may have a gift or talent. Good arrangements are in place for pupils new to the school who find it difficult to cope in the classroom.  Pupils’ spiritual, moral, social and cultural development benefits from a range of visit and visitors and events such as ‘Polish week’. The ‘life-skills’ programme improves pupils’ social development.  The governance of the school:  Governance by the committee of trustees is good. A new chair has been appointed since the previous inspection, and a recruitment drive procured members from backgrounds that are an asset to the school such as finance and education. Members are not afraid to challenge school leaders and the chief executive, for example, in the effectiveness of staff, or the finance of the

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The leadership and management are good

new building. They have provided very good support for the chief executive during very trying times, and have made some good appointments. Trustees are aware of the school’s entitlement to the pupil premium and are doing all they can to secure the funding. Sensible, yet exciting, plans have been drawn up for increasing the number of pupils while making sure there is no risk to the current population.

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Grade Judgement Description

Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that provide exceptionally well for all its pupils’ needs. This ensures that pupils are very well equipped for the next stage of their education, training or employment. Grade 2 Good A good school is effective in delivering outcomes that provide well for all its pupils’ needs. Pupils are well prepared for the next stage of their education, training or employment. Grade 3 Requires improvement A school that requires improvement is not yet a good school, but it is not inadequate. This school will receive a full inspection within 24 months from the date of this inspection. Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and requires significant improvement but leadership and management are judged to be Grade 3 or better. This school will receive regular monitoring by Ofsted inspectors. A school that requires special measures is one where the school is

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Grade Judgement Description

failing to give its pupils an acceptable standard of education and the school’s leaders, managers or governors have not demonstrated that they have the capacity to secure the necessary improvement in the school. This school will receive regular monitoring by Ofsted inspectors.

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School details

Unique reference number 105280 Local authority Bolton Inspection number 400773

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School details

This inspection of the school was carried out under section 5 of the Education Act 2005.

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School details

Type of school Special School category Non-maintained special Age range of pupils 3–19 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 16 Of which, number on roll in sixth form 5 Appropriate authority The governing body Chair Kath Smith Headteacher David Reid (Acting Headteacher) Date of previous school inspection 12 November 2009 Telephone number 01204 306043 Fax number 01204 597995 Email address enquiries@birtenshaw.org.uk guidance ‘raising concerns and making complaints about Ofsted', 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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School details

You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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School details

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk

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School details

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. 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

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School details

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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School details

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

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