Beckhampton Centre

Beckhampton Centre Edwards Lane, Bestwood, Nottingham NG5 5SL

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Overall effectiveness Requires improvement

Effectiveness of leadership and management Requires improvement

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Overall effectiveness Requires improvement

Quality of teaching, learning and assessment Good

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Overall effectiveness Requires improvement

Personal development, behaviour and welfare Good

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Overall effectiveness Requires improvement

Overall effectiveness at previous inspection Good

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This is a school that requires improvement

 Members of the management committee do not have an accurate view of the areas of strength and those needing improvement at the centre. This limits their ability to identify what they need to do next to secure further improvements.  The management committee have not fulfilled their responsibility to carry out the performance management of the headteacher.  Senior leaders and governors have not ensured that key policies are checked to see that they are being consistently applied across the centre.  Leaders do not have systems in place for the monitoring of the quality of teaching in the centre. This means that leaders do not have a clear view about the ways in which teachers can improve their practice further; teachers are not given enough professional development opportunities to help them to improve.  Pupils’ skills in grammar and punctuation are not being developed quickly enough.

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The school has the following strengths

 Teachers meet the needs of pupils well. As a result of good teaching, pupils make good progress and develop very positive attitudes towards their learning. All staff are thoroughly committed to enabling pupils to recognise and achieve their ambitions.  The headteacher ensures that all staff have high expectations of what pupils will achieve during their time at the centre, so that pupils gain qualifications and have raised aspirations and renewed ambitions.  The centre provides a safe and caring environment where pupils thrive on the support and guidance they receive from their teachers. As a result, they form very positive relationships with adults and each other.  Pupils are well prepared for their next steps on leaving the centre. They are able to make well- informed decisions about their own and their babies’ futures, founded on the pupils’ boosted confidence and self-esteem.

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What does the school need to do to improve further?

 Improve leadership and management by ensuring that: – all members of the management committee are clear about their statutory responsibilities, and attend appropriate external training – the management committee carry out performance management of the headteacher, so they can hold her to closer account for the quality of provision and outcomes at the centre – rigorous systems are swiftly established to check and evaluate the quality of teaching, learning and assessment, so that teachers are clear on ways in which they can improve their practice, and receive the support and training they need to do so – governors and leaders check that key policies, such as the school’s marking and feedback policy and the policy for safeguarding, inform the day-to-day practice at the centre.

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What does the school need to do to improve further?

 Improve teaching, learning and assessment, pupils’ behaviour and outcomes by ensuring that: – teachers have the opportunity to improve their subject knowledge in areas where they are less confident – teachers routinely ask pupils probing questions to deepen their understanding and help them to overcome misconceptions – teachers place increased focus upon the teaching of grammar and punctuation.

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What does the school need to do to improve further?

An external review of governance should be undertaken in order to assess how this aspect of leadership and management may be improved.

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Effectiveness of leadership and management requires improvement

 The headteacher has not clearly evaluated what each teacher needs to do to improve the quality of their practice to make sure pupils make the progress of which they are capable. Teachers do not regularly attend training or have opportunities for professional development.  The staff and management committee recognise the extent to which the headteacher has had a positive impact in raising the profile of the educational role of the centre. She has achieved this through raising expectations of staff and pupils about the progress pupils can make when they attend the centre. The headteacher holds regular pupil progress review meetings, where she holds teachers to account for the rate of pupils’ progress. Teachers have felt enthused to develop their own practice with a clear focus on ensuring that pupils are making better progress.  The headteacher ensures that the curriculum meets the needs of all pupils. Pupils’ individual learning

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Effectiveness of leadership and management requires improvement

plans show that they study a well-planned combination of subjects, which develop their literacy and numeracy skills. This enables them to pursue accredited courses relevant to their career aspirations. As a result, they are ready for the next stages of their education when they leave the centre.  Social, moral, spiritual and cultural education is promoted routinely across the curriculum. Staff transmit values such as mutual respect, tolerance and resilience and these are integral to the successful engagement of pupils with the work of the centre. Pupils keep abreast of local and international events and developments during lunchtime sessions when they regularly discuss newspaper articles with their teachers. As a result of this work, the school prepares pupils positively for life in modern Britain.  The headteacher has completed performance management of all staff, setting objectives that reflect her

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Effectiveness of leadership and management requires improvement

raised expectations for improved rates of pupil progress.  It is to the credit of all staff, led by the example of the headteacher, that they have maintained their attention focused on the day-to-day priorities of the centre despite the uncertainty about its immediate future. All staff continue to show high levels of commitment and hard work to enable the pupils to make good progress and to recognise and help them work towards meeting their ambitions.  The governance of the school – The management committee receive detailed termly reports from the headteacher about all aspects of the work of the centre. They also receive valuable guidance from her about their roles and responsibilities so that they are aware of their duty to hold the headteacher to account for her leadership of the centre. While they do ask relevant questions, such as with regard to the marking policy, they are not persistent or probing in finding out more about the impact of actions taken by the

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Effectiveness of leadership and management requires improvement

headteacher. They are not holding the senior leaders to close enough account for the performance of the centre. There is a lack of clarity among members of the management committee about the key areas of strength and those needing improvement in the centre, such as the quality of teaching, learning and assessment. – While the appraisal of the headteacher has been discussed by members of the management committee, a formal appraisal meeting has not taken place. – The management committee has completed an audit of its effectiveness. They have used the audit to identify aspects of its work where there is a lack of skills or experience. As a result, the management committee has recruited governors to help to fill any gaps in ability. Many members of the management committee have professional backgrounds that are relevant to the work of the centre, such as working in mainstream schools or in health and social care professions. They use this

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Effectiveness of leadership and management requires improvement

expertise appropriately in relation to checking the quality of pupils’ transition to and from the centre. – The unsettlement caused by the local authority proposals to close the centre has clearly been a significant distraction for the management committee, so essential business has been postponed.  The arrangements for safeguarding are effective. – The management committee has approved the up-to-date safeguarding policy. Members of the management committee worked with the headteacher to complete an audit of safeguarding procedures and practice. Nevertheless, not all of the checks that are to be made for any new members of staff were included in the policy. The headteacher addressed this shortfall as a matter of urgency during the inspection. Despite this, pupils have remained safe.

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Quality of teaching, learning and assessment is good

 Teachers have established positive relationships with their pupils, forged on mutual respect. As a result, teachers have a clear dedication in supporting pupils to make good progress.  Teachers know their pupils very well. They are mindful of pupils’ physical, emotional and academic needs. Teachers adapt their planning accordingly to provide activities and units of work, which enables pupils to achieve well.  Where teachers’ subject knowledge is strong, they provide pupils with clear explanations, so that their pupils quickly know what they have to do and rapidly grasp new concepts. Teachers use precise questioning to help pupils articulate their thoughts more clearly and to use more formal vocabulary.  When teachers are less confident in the subject knowledge, their use of questioning rarely enables pupils to improve their understanding of a topic. On occasions, teachers are too quick to provide pupils with an

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Quality of teaching, learning and assessment is good

answer to a question rather than give them time to work it out for themselves. This limits the rate of pupils’ progress.  Pupils’ work shows regular use of accurate self-evaluation, where they identify what they have learned and their next steps to help them make faster progress. Pupils respond very productively to helpful verbal feedback from their teachers so that they improve their work. Pupils can describe ways in which they have been able to understand a topic better and improve their work because of the helpful feedback their teacher has given them.  Teachers offer exceptional support to enable pupils to continue with their studies at home when pupils are unable to attend the centre, for example during the period of maternity leave soon after a pupil has had her baby. Teachers visit pupils’ homes to deliver tuition, provide the resources pupils need and are in regular touch with pupils to help them keep up with others at the centre.

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Quality of teaching, learning and assessment is good

 Teachers focus regularly on developing pupils’ skills in answering examination questions fully and in completing assessments thoroughly. This is helpful as pupils work successfully towards achieving a range of qualifications. However, teachers can focus pupils’ attention on completing set tasks without asking or directing them to reflect about what they have learned.  Teachers use a range of strategies to capture pupils’ interest and engagement in their learning. When appropriate, teachers draw upon pupils’ own experiences very sensitively. This enables pupils to recognise the relevance of their studies to their future plans. As a result, pupils are motivated, grow in confidence during their time at the centre and contribute well to discussions. This is especially effective when applied to the pupils’ childcare responsibilities.  Generally teachers are following the school’s policy for marking, assessment and feedback. Nevertheless,

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Quality of teaching, learning and assessment is good

teachers’ review sheets state that pupils have improved their use of grammar and punctuation in their written work. However, this is not always reflected in pupils’ writing.

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Personal development and welfare

 The school’s work to promote pupil’s personal development and welfare is good.  Teachers skilfully guide conversations with pupils during activities such as ‘Thought for the Day’ and discussions at lunchtime. These discussions cover a range of topics, for example, encouraging pupils to reflect on the impact of their own actions on others, and find ways in which they can recognise and manage risk. This is helping pupils to develop their appreciation of qualities such as resilience, determination and consideration for others.  Pupils receive exceptional advice and guidance on ways in which they should maintain their own and their baby’s good health. They are increasingly aware of ways to keep themselves safe and adopt healthier eating habits when attending the centre.  Teachers’ high expectations of pupils, in relation to making academic progress and the building of their confidence, are very successful in raising pupils’ aspirations. The centre provides helpful careers

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Personal development and welfare

guidance to pupils, including visiting speakers, and highlights the example of former pupils as positive role models so that pupils are ambitious and make well-informed career choices.  Pupils are very clear that they have someone to turn to in the centre about any worries. Pupils rightly feel safe and cared for at the centre.  Pupils and staff have an excellent rapport. Established routines, such as eating lunch all together, further emphasise the sense of security nurtured by the staff.

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Behaviour

 The behaviour of pupils is good.  The centre has clear and effective systems for monitoring pupils’ attendance and following up pupils’ absence. Staff consider the circumstances of pupils when managing their attendance. Pupils are usually absent from the centre for six weeks during their maternity leave. On occasions, where absence extends beyond this period, the centre works successfully with a range of external agencies to support pupils at home and to help them to return back to the centre. When pupils are not on maternity leave, their attendance rates are higher compared to when they attended their former setting.  Pupils respond very well to the rewards systems for attendance and punctuality, leading to improvement in both aspects. Consequently, attendance rates are above average and pupils are punctual to lessons and when they arrive at the start of the day.  Pupils have positive and supportive attitudes towards each other. They listen to each other’s opinions

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Behaviour

respectfully. Their caring responsibilities, their education and self-esteem are significantly boosted through the experience of attending the centre.  Differences of opinion between pupils are rare and if they happen are managed well by staff.  Pupils’ attitudes to learning become more positive as they spend time at the centre. Their confidence grows so they feel more secure in sharing their views and asking for help when required.

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Outcomes for pupils are good

 Pupils at the centre are well prepared for their next steps in terms of their education and, in a wider sense, in their role as parents. Through the gentle, insightful and persistent guidance of all the staff at the centre, pupils become increasingly able to take on their responsibilities as parents and become more confident in making decisions about their own and their baby’s futures. For example, pupils are well- informed about their options in selecting childcare arrangements for their baby.  Pupils’ work folders and their participation over time in lessons show that they make good progress at the centre. They improve their literacy and numeracy skills and complete accredited courses in childcare. Most pupils who sit GCSE examinations while attending the centre are successful in English and mathematics. Disadvantaged pupils are well supported and make progress at rates similar to others. The

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Outcomes for pupils are good

centre is well prepared to provide for pupils who have special educational needs or disability, although none were on roll at the time of the inspection.  Staff at the centre maintain close communication with pupils’ mainstream schools so that pupils have the best opportunities to continue with their studies, pursue subjects that interest them, and return successfully when they are ready to move on from the centre.  Pupils have higher levels of attendance, are more motivated to learn and make faster progress than previously when they return to their maintained school.  The most-able pupils make good progress at the centre and when they return to their substantive setting. This is because teachers know how to differentiate work appropriately so that this group of pupils is suitably challenged.  Pupils develop an interest in, and appreciation of, reading because of the many opportunities taken by

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Outcomes for pupils are good

staff at the centre to improve pupils’ reading skills. Teachers and nursery staff introduce ways in which pupils can share books with their babies so that pupils recognise the importance of reading to help their babies’ language development and boost their own vocabulary. Pupils benefit greatly through the experience of putting together resources into ‘story sacks’, visiting local libraries and buying and making toys relevant to a story book.  Pupils have developed a range of skills to help them find information from reference books and newspapers. This is helping them to improve the content and detail in the written work. Nevertheless, their skills in punctuation are not as well developed and are not built upon systematically over time.  Staff, parents and pupils express very clearly in surveys completed at the time of the inspection the positive difference made to pupils when they attend the centre. Pupils explain, both in the surveys and in

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Outcomes for pupils are good

discussions, how they have been able to renew their ambitions because of their experience at the centre. As one pupil reported, ‘I didn’t think I would get anywhere. The centre has given me hope and a new lease of life.’

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School details

Unique reference number 131648 Local authority Nottingham Inspection number 10005479

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School details

This inspection was carried out under section 8 of the Education Act 2005. The inspection was also deemed a section 5 inspection under the same Act.

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School details

Type of school Pupil referral unit School category Pupil referral unit Age range of pupils 13−16 Gender of pupils Girls Number of pupils on the school roll 12 Appropriate authority Local authority Chair Mick Evans (Management Committee) Headteacher Caron Cox Telephone number 0115 915 7653 Website www.beckhampton.nottingham.sch.uk Email address head@beckhampton.nottingham.sch.uk Date of previous inspection 1–2 May 2013

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Information about this school

 Beckhampton Centre is a pupil referral unit that provides education for female pupils during pregnancy and following their giving birth. Individual pupils attend the centre for varying lengths of time, usually between a few months to over a year.  There is a Nursery attached to the centre, where pupils’ babies may be cared for when pupils attend the centre.  Most pupils are jointly registered at the centre and their mainstream school. A few pupils are designated as without a school place within the local authority.  The proportion of pupils eligible for support from the pupil premium grant (additional government funding for disadvantaged pupils) is above the national average. This funding is allocated to the pupils’ mainstream schools and contributes towards the funding of the pupils’ places at the centre.  The centre does not offer any off-site training. Teachers from the centre give outreach support, teaching

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Information about this school

in pupils’ homes when pupils are unable to attend the centre.  There were no pupils who have special educational needs or disability attending the centre at the time of the inspection.  The majority of pupils are from White British backgrounds.  The headteacher receives external support from an experienced colleague at a special school. She secured this support independently as school improvement advice was not available through the local authority.  The headteacher is employed on a temporary contract which is due to expire on 31 March 2016.  The local authority is currently considering a proposal to close the centre.

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Information about this inspection

 Inspectors held meetings with the headteacher, members of staff, pupils and a member of the management committee. Inspectors held telephone conversations with a representative of the local authority, the local authority’s designated safeguarding officer, two members of the management committee, including the chair, and a member of staff from the pupils’ mainstream schools.  Inspectors observed four lessons and visited other activities, including ‘Thought for the Day’.  Inspectors evaluated a range of documents, including the centre’s improvement plan, minutes of meetings of the management committee, anonymised performance management records, samples of pupils’ work and safeguarding documents including the single central record.  The Nursery was visited by inspectors but was not included in the inspection. Babies were not attending the Nursery on the days of the inspection.  Inspectors looked at the responses to questionnaires completed for the inspection by pupils, parents and

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Inspection team

Amanda Carter-Fraser, lead inspector Her Majesty’s Inspector Joanne Ward Ofsted Inspector guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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