Triple Crown Centre

Triple Crown Centre Lode Lane, Solihull, B91 2HW

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Overall effectiveness

Previous inspection: Outstanding 1 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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This is a good school

 Students achieve well. Their levels of attainment are higher than expected, given their starting points when entering the centre and the severe levels of disruption most have experienced in their education.  Teaching is good. Staff are skilful in giving students work that is not too easy and not too difficult. This engages them so that their learning is at least good.  Behaviour is good. It is very well managed by the staff, and the calm and peaceful environment that has been established promotes good learning.  Spiritual, moral, social and cultural development is promoted well and with sensitivity. Responsibility and a desire to help others are promoted most effectively.  Students’ attitudes are positive. They enjoy their work, are keen to participate in the activities offered and many have greatly improved their levels of attendance.  The school’s procedures for keeping students safe and secure are good. Students feel safe

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This is a good school

and valued and parental satisfaction is high.  Good leadership and management are helping the centre to improve. Actions taken by senior staff, the local authority and the management committee have improved teaching and students’ achievement.  The well-planned range of subjects enables all Year 11 students to leave with qualifications so that they can readily progress to the world of work, training or further education.

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It is not yet an outstanding school because

 Assessment procedures used by staff are not applied consistently. Not all teachers make it clear to the students when marking their work what has been done well, what can be improved and how.  Students contribute to the running of the centre through their student leaders and comment on day-to-day issues. They do not have opportunities to take more responsibility by being involved in planning some larger projects.

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Information about this inspection

 The inspector observed eight lessons, involving eight different teachers, the majority of which were jointly observed with a senior leader, and saw various other learning activities.  Meetings were held with the chair of the management committee, a representative from the local authority and staff. Two supportive letters were received from parents.  Fifteen responses to Parent View, the online questionnaire for parents and carers, were taken into account. Returns from nine questionnaires completed by staff were also considered.  The inspector scrutinised examples of students’ work and looked at various documents. These included the centre’s self-evaluation and planning, information on students’ academic progress and records relating to behaviour, attendance and safeguarding.  On the first day of the inspection, most Key Stage 3 students and those in Year 10 attended an off-site science fair at the National Exhibition Centre, Birmingham.

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Inspection team

Bill Stoneham, Lead inspector Additional Inspector

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Information about this school

 Triple Crown Centre caters for up to 40 Key Stage 3 and 4 students who are unable to attend a mainstream school for health reasons most usually associated with anxiety and other emotional problems. At the time of the inspection, none of the students on roll were in Year 7.  For those in Key Stage 3, the aim is to plan reintegration to mainstream education wherever possible. Reintegration to mainstream schools is less often attempted for those in Key Stage 4. For these students, the aim is to prepare them for life after school and ensure that they are fully and adequately prepared for employment, training or further education.  All students are disabled or have special educational needs associated with their emotional difficulties. All students are supported at school action plus or have a statement for their special educational needs.  At the time of the inspection, all students were of White British heritage, with none speaking

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Information about this school

English as an additional language. Considerably more girls than boys attend the centre.  The proportion of students known to be eligible for the pupil premium (additional funding provided by the government to help nationally underperforming groups such as students known to be eligible for free school meals and children who are looked after) is small. At the time of the inspection, the centre did not receive the entire delegation of pupil premium funding from the local authority.  The centre does not make any use of external learning facilities, though a personal development course is currently provided on site by an external agency. Regular and planned work is undertaken with other agencies such as Child and Adolescent Mental Health Services (CAMHS).  Major changes in leadership and management and staffing have been made since the previous inspection. The current headteacher has been in post for just over a year. The chair and other

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Information about this school

members of the management committee are new to their posts.

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What does the school need to do to improve further?

 Improve teaching and achievement by ensuring that when teachers mark students’ work they clearly state what has been done well, what could be improved and how.

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What does the school need to do to improve further?

 Enhance students’ responsibility by encouraging them through their own council to identify some large-scale improvement projects with which they can become fully involved.

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The achievement of pupils is good

 Most students join the centre with attainment that is lower than expected for their age. This is because of the effect over time that disrupted education, poor attendance and difficulties in personal development has had on their ability to make progress in their learning. When many join the centre, they are at least a whole year behind in their education.

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The achievement of pupils is good

 All students make at least good progress academically and in their social skills and confidence. There are no discernible differences in the performance of boys and girls. This is because all are offered teaching that is consistently good and they receive considerable support and encouragement from the dedicated and caring staff.

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The achievement of pupils is good

 Key Stage 3 students are frequently enabled to return to mainstream education with more confidence. Key Stage 4 students progress to gain GCSE passes, with some performing at or above national levels. Key Stage 4 success helps students to face the next steps in their lives with greater confidence. Most students successfully move on to employment, training or further education.

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The achievement of pupils is good

 Achievement is good in both English and mathematics. Students’ reading skills are developed well and most improve their writing skills considerably. Work seen during the inspection covering a number of subjects showed good improvements in writing over time.

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The achievement of pupils is good

 More-able students make good progress. This is witnessed through the selective and prudent use of early GCSE entry in mathematics for example. Some Year 11 students have already gained grade C in mathematics and are now working to secure higher grades. The overwhelming majority of students leave Year 11 with far better GCSE results than predicted when they first joined. More-able students leave with qualifications that are at least in line with national average GCSE grades.

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The achievement of pupils is good

 Though the school does not receive its full entitlement to pupil premium funding, the small number of students eligible for additional help make progress similar to that of their classmates in English and mathematics. This is because of the thoughtful and creative way such funds are used to boost skills in literacy, numeracy and information and communication technology.

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The achievement of pupils is good

 Confidence, social poise and skills in literacy and numeracy are developed well through the range of subjects offered. For example, the provision of GCSE religious education enables students to develop their understanding of many complex situations ranging from abortion to criminal justice and punishment. A personal development course funded by the centre, but delivered by an external agency, does much to boost their skills in literacy, numeracy and information and communication technology. It also encourages responsibility, decision-making, negotiation and team working.

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The achievement of pupils is good

 During their time at the centre, students develop confidence in their own abilities: their self- esteem rises and concentration improves. These developments prepare the youngsters well for reintegration. Available data indicates that for the vast majority, the centre changes their lives and gives them the confidence and other skills they need to face the world around them.

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The quality of teaching is good

 Teaching is rarely less than good and it is occasionally outstanding. Well-planned teaching ensures that learning is enjoyable. The students respond positively by behaving well and this further contributes to their good learning.

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The quality of teaching is good

 Teachers’ expectations are consistently high. This can be evidenced in a number of ways. For example, students’ books consistently show that they take pride and responsibility. They are invariably well cared for, neat, tidy and well presented. The work contained in the books clearly shows good progress over time. Teachers set work that is not too difficult or too easy, and which provides realistic challenge. Teachers work consistently well to establish and maintain high standards in the students’ work.

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The quality of teaching is good

 Learning is especially good when students are encouraged to think creatively. This was amply demonstrated in subjects such as English, art and religious education. Particularly good learning was witnessed in a Year 11 GCSE religious education class. The students were presented with a number of challenging situations to analyse. They considered each one with maturity and sensitivity and their verbal answers were enhanced by references to concepts such as ‘the sanctity of life’, ‘forgiveness’ and ‘retribution’. Learning was not only enjoyable because the subject matter commanded their interests, it was good because of the opportunities presented for the students to discuss, analyse and rationalise. Many of the comments made showed understanding and sensitivity.

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The quality of teaching is good

 Teaching in English and mathematics is good. Some students have been entered early for their GCSE examination in mathematics. This has boosted their confidence and all involved have an opportunity to improve their grade further.

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The quality of teaching is good

 Staff promote students’ reading skills well. Students are offered frequent opportunities in different classes to read, including reading aloud. Many are initially hesitant to do so, but all students heard reading did so well and spoke clearly, even when presenting lines to their peers from a Shakespearean sonnet which contained some quite tricky phrasing.

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The quality of teaching is good

 In some subjects, exercise books show work has been marked to a high standard and regularly, though this is not always the case. In the better examples, marked work is accompanied by a grade with clear indications about what was good about the work, but also how improvements might be made. This is not done with consistency, however. At times, though marking is good, the feedback offered is not to the same standard.

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The behaviour and safety of pupils are good

 The behaviour of students is good. The school provides a calm, welcoming and stimulating environment.

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The behaviour and safety of pupils are good

 Students themselves confirm that behaviour is good and that they feel safe. One student described the school as ‘harmonious’ and continued by saying that incidents of poor behaviour based on any form of bullying are rare. Students were adamant that if an inappropriate incident of any form took place, it would be swiftly and effectively handled by staff. The centre’s incident logs confirm that incidents of poor behaviour are extraordinarily rare.

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The behaviour and safety of pupils are good

 Good behaviour is further reflected in the significantly improved attendance rates of most students. Most join the centre with poor attendance records. Improving the rate of attendance is a strong focus of the centre, based on the recognition that if students are not attending, they cannot learn and their safety might be compromised. Overall attendance is now close to the national average with some students boasting 100 per cent attendance rates. Some other students have improved their attendance from below 20 per cent in mainstream education to a level that now exceeds 90 per cent.  The centre’s work to keep students safe and secure is good. Every parent who responded to the inspection questionnaire confirmed that their child is safe and well looked after. Nearly all those who responded said that behaviour is good.

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The behaviour and safety of pupils are good

 Issues involving safety are given high priority. A problem with the internet identified during the inspection was immediately addressed. Within an hour, swift and effective action to close an inappropriate website had been taken.

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The behaviour and safety of pupils are good

 Students like attending the centre because they feel valued and supported and they appreciate the help and assistance offered by the dedicated staff. They feel consulted and acknowledge that through their student leaders, they have some say in how the centre functions. However, the centre does not make as much use as it could of students’ ideas. For example, they would like to work in partnership with staff and governors on some longer-term projects such as establishing an environmental garden.

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The behaviour and safety of pupils are good

 Much emphasis is placed on students behaving well and taking personal responsibility. The centre extends the latter by encouraging the students to be reflective and to help others. Good quality daily assemblies, charitable efforts and thought-provoking teaching in various subjects, including religious education and the personal development course, all make a significant contribution to students’ spiritual, moral, social and cultural development.

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The leadership and management are good

 The headteacher provides very strong leadership for the centre. She has a clear vision and is determined to make the centre as good as possible. With the support of her effective and motivated staff and with the backing of the management committee, a number of key improvements have been made.

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The leadership and management are good

 Improvements since the headteacher took up post have led to better outcomes in terms of the quality of teaching and students’ progress. Not least has been the improvement in the choice of subjects available and students’ attendance.

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The leadership and management are good

 The leadership of teaching is good and staff morale is high. Staff respond well to the headteacher’s high expectations and acknowledge the benefits they have derived from improvements in the leadership of teaching and learning.

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The leadership and management are good

 Considerable care has been taken to ensure that the range of subjects offered, especially in Key Stage 4, properly meets the students’ needs. There is a successful emphasis on developing key skills, especially literacy and numeracy. Such developments reflect the determination of staff to help the students to thrive and flourish. A strong commitment to promoting equality of opportunity underpins the school’s endeavours.

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The leadership and management are good

 There has also been an emphasis on improving students’ confidence, and giving them opportunities to take responsibility and develop resilience. The personal development course has helped in this respect, so too have other initiatives. During the inspection, a number of students attended a science fair at the National Exhibition Centre in Birmingham. This meant that they had to mingle with hundreds of other students. They also had to travel to and from the centre by public transport. This potentially daunting episode was a great success and offered many new experiences that were hugely enjoyed.

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The leadership and management are good

 Senior staff and the management committee have a good understanding of the centre’s strengths and weaknesses, and their self-evaluation is rigorous. A detailed development plan outlines what needs improving. There is a steely determination to ensure that further improvements are made in the quality of the education and care offered.

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The leadership and management are good

 The progress students make in their learning and personal development is further aided by the quality of the school’s partnership work. The school liaises effectively with many agencies such as CAMHS and with local schools.

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The leadership and management are good

 Pupil premium funding is used well to support students especially in developing their skills in literacy and numeracy. Though full funding is still being negotiated, the impact of the support that is provided is checked and monitored.

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The leadership and management are good

 The governance of the school:  The centre receives good and wide ranging support from the local authority. Particularly good work is undertaken to ensure that the procedures for reintegrating students into mainstream education are applied fairly and that all parties, including parents and carers, are fully involved  Members of the management committee are experienced, knowledgeable and effective. Most are school and local authority leaders, and include headteachers from partner schools. This means that they have first-hand knowledge of how well the centre works. For example, they know about the quality teaching. Budgetary management is undertaken responsibly. Members of the management committee are fully involved in the headteacher’s performance management and they ensure that the performance of all staff is linked to pay progression. They also ensure that safeguarding arrangements meet all current government requirements.

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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 104038 Local authority Solihull Inspection number 431584

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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 Pupil referral unit School category Pupil referral unit Age range of pupils 11–16 Gender of pupils Mixed Number of pupils on the school roll 31 Appropriate authority The governing body Headteacher Eleanor Clarke Date of previous school inspection 2 March 2011 Telephone number 0121 709 0080 Fax number 0121 704 7181 Email address triplec@triple-crown.solihull.sch.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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