Hope View School

Hope View School Station Approach, Chilham, Canterbury, Kent CT4 8EG

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Context of the inspection

 The inspection was undertaken at the request of the registration authority for independent schools to monitor the progress the school has made in implementing its action plan.  The inspection of Hope View School was unannounced.  The Department of Education (DfE) served a notice on this school on 14 July 2015, following the last inspection which took place in May 2015. The school was judged as inadequate overall, as was leadership and management, behaviour and safety of pupils and sixth form provision. The quality of teaching and achievement of pupils was deemed to require improvement. Significantly, leaders and managers had failed to ensure that a number of independent school standards were met, including those relating to the quality of education provided, the welfare, health and safety of pupils, the suitability of premises and accommodation at the school, and the quality of leadership and management. The school submitted an

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Context of the inspection

action plan to the DfE and this was accepted.  The inspector was asked to monitor the progress the school has made in implementing its action plan and to check that parts 1, 3, 5 and 8 of the independent school standards were met.  This is the first monitoring inspection of the school since it was inspected in May 2015.  The inspector met with the headteacher, a number of senior leaders and two members of the governing body. The inspector visited all classes with the headteacher and looked at a range of pupils’ work. The inspector spoke to pupils in lessons and met with them formally to gather their views.  The inspector spoke to parents at the beginning of the school day and took account of the nine responses to the online parents’ questionnaire, Parent View.  The inspector scrutinised a range of school documents and reviewed the checks made on staff about their suitability to work with children.

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Quality of education provided

 Since the last inspection the headteacher has implemented changes to the way in which the quality of teaching is checked. A clear timetable of activities is now in place to evaluate the effectiveness of teaching on pupils’ learning linked to areas for improvement in the school’s action plan. Staff say that this has helped them to reflect and improve their own practice because there is a clear relationship between what needs to be developed and activities undertaken.  Teachers have more opportunity to share practice with each other and talk about pupils’ learning and progress, which helps them to identify how to better meet individual pupils’ needs. Leaders are seeking ways to build collaboration with other schools, to share practice and to check that they assess pupils’ performance correctly. Staff say that they would value this.  These improvements are starting to have a positive impact on the quality of teaching, and there are signs

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Quality of education provided

that this is affecting the progress that pupils are making in a range of subjects. However, inconsistencies remain across different subjects and key stages, particularly in the way staff ensure that pupils know and understand what they are learning and in the way that questions are used to deepen pupils’ understanding.  A new system for tracking the progress and achievement of pupils has been introduced across a range of subjects. This is now helping staff to plan more carefully for the needs of individuals, including the more- able pupils, because they are able to identify gaps in knowledge more quickly and use this information to target next steps in learning. However, leaders do not yet use this information to see how well pupils are doing across different subjects overall and to find out the proportion of pupils making expected progress or more than expected progress. Monitoring report: Hope View School, 10 February 2016 2 of 6

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Quality of education provided

 Pupils typically leave the school with GCSEs in English, mathematics and science, and a range of Assessment and Qualification Alliance (AQA) module units, including in information and communication technology (ICT). Leaders are rightly focusing on increasing the range of accredited outcomes on offer to include GCSE history and geography by September 2016.  Pupils’ work evidences that more-able pupils are stretched academically, particularly in English and mathematics. When talking about his work one pupil exclaimed, ‘You need a challenge to get on in life!’ School leaders have yet to ensure that this high level of skill is capitalised upon and replicated in other subjects, such as in humanities, where there is too much copying of text and learning is sometimes not taught in enough depth.  Nevertheless, leaders have worked hard to think about the way that staff plan for the needs of pupils and have ensured that all lessons have focused extension activities. Pupils say that they are given

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Quality of education provided

opportunities to join older classes if they excel in a subject, and leaders arrange for older learners to join mainstream sixth form classes if they do not offer the qualification learners need to achieve their goals. Pupils say that the school has high ambitions for them. As a result pupils aspire.  Leaders have brought about a uniform approach to the use of personal targets in each subject to help pupils to understand what they need to do and understand in order to improve their learning. This is enhanced in the best lessons by valuable oral and written feedback, for example in English, although this is not consistent across all subjects and ages.  There has been a noteworthy improvement in provision for sixth form learners, who now have a curriculum that is pertinent to their needs and includes relevant work experience and impartial careers advice. Learners say that they feel supported by staff to follow pathways of their choice.

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Quality of education provided

 School leaders have carefully considered how they can support older learners to be better prepared for life beyond school. They have launched a life-skills programme that combines one day a week experience working on a local farm with more formal lessons that teach learners important skills, such as how to use public transport and how to manage their finances. Learners say that they really value these sessions.  The curriculum policy, programmes of study and schemes of work, and those relating to personal, social health and economic (PSHE) education are now fully in place and relevant to the age of pupils. Through these, pupils learn how to be safe and are taught important values such as tolerance and respect. PSHE lessons are now taught weekly, which has reduced the need for long daily assemblies, and are reinforced by behaviour management sessions which pupils say have really helped them to reflect on their behaviour

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Quality of education provided

and manage their emotions.  Pupils state that ICT is used to help them learn in a range of subjects, especially to research new information. During this visit, however, pupils were not observed using ICT. Leaders recognise that there is still more work to do to develop the application of ICT across the curriculum.

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Welfare, health and safety of pupils

 Robust procedures are in place to ensure that safeguarding is effective. Safeguarding practice is buttressed by strong relationships and because staff know the needs of pupils very well.  Leaders have ensured that policies relating to safer practice to protect the welfare of students are now implemented consistently, including the way in which medication is administered and recorded. Policies take into account the most recent legislation and guidelines. Staff work in partnership to review them and to ensure that they are personalised to the needs of the school and its pupils.  Leaders have taken rapid action to implement staff training relating to protecting young people, including that relating to child sexual exploitation and preventing radicalisation. Because of this, staff have a clear understanding of, and are confident to follow, school policy and practice. Governors have also undertaken

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Welfare, health and safety of pupils

relevant safeguarding training to make sure they are well informed and are more able to challenge leaders. The governor responsible for safeguarding audits the work of the school and ensures that the views of pupils and parents are valued. Parents are overwhelmingly supportive of the fact that the school keeps their children safe and that their well-being is a priority.  A behaviour policy is in place and consistently implemented, underpinned by clear sanctions and rewards that are understood by pupils and monitored by staff. Pupils say that being at the school has made a significant difference to their lives. Pupils are learning to manage their own behaviour because they feel valued and listened to. They say that the school has helped them to be part of the community outside of school and they can now see the value and purpose of education. They believe that behaviour is good across the school and that adults sort out any issues that arise. Indeed, during this visit the behaviour

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Welfare, health and safety of pupils

was typically good, brought about because of the excellent relationships that exist between staff and pupils.  The health and safety of pupils, staff and visitors is of paramount importance to school leaders. Risk assessments for individual pupils are regularly reviewed to make sure that they are safe on the school site. Of particular note are the tightened procedures for ensuring that risk assessments for school trips Monitoring report: Hope View School, 10 February 2016 3 of 6

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Welfare, health and safety of pupils

take into account the needs of the pupils and therefore minimise any risks. This area has been strengthened considerably.  As a result of improvements made, staff are now more rigorous in the records they keep and the procedures they follow. Shortfalls have been rectified because the headteacher has moved swiftly to ensure that arrangements are in place to improve practice and that those responsible for monitoring procedures do so.

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Premises of and accommodation at schools

 At the time of the last inspection the school was asked to make a small number of alterations to the premises. Consequently, leaders have installed a large sink with running hot and cold water in the medical room. This medical room is for the sole purpose of providing temporary accommodation for pupils who are unwell.  Leaders have taken the decision to provide all physical education off-site. Pupils now use local facilities such as King’s School’s recreational centre in Canterbury, Simon Langton Grammar School for Boys’ swimming pool, and a local trampoline club, to enable pupils to engage in a range of sporting pursuits. All sites have shower facilities and changing rooms.

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Quality of leadership in and management of schools

 Leaders have galvanised staff in their determination to bring about improvement. Senior leaders have responded proactively and with a sense of urgency to the findings of the previous inspection.  The headteacher has ensured that a detailed action plan has been instigated and acted upon to bring about improvement. Leaders are clearer about their roles and responsibilities and, as a result, all standards previously unmet are now met.  This is particularly evident through the progress made with regard to the welfare, health and safety provision which demonstrates the rigour with which measures to safeguard pupils have been implemented. Another notable improvement has been in the quality of education provided and in particular in the development and implementation of the curriculum. This includes PSHE that is now taught at an appropriate age and level for pupils in different key stages. The school’s aims and ethos,

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Quality of leadership in and management of schools

which are also embedded in all policies, are strongly linked to British values and promote pupils’ social, moral, spiritual and cultural development.  The effectiveness of the governing body is improving. A recent skills audit has ensured that governors are beginning to develop expertise within their allocated areas of responsibility. Governors receive information from school leaders who encourage and welcome challenge. However, despite leaders having a wealth of information about actions taken to implement the school’s action plan, this is not always shared sufficiently with governors to enable them to support the work of the school and ask challenging questions of leaders.  Leaders have sought external support from an independent education adviser. This collaboration is having a positive impact on the progress the school is making, particularly with regard to school improvement and developing the quality of teaching and learning. This is because leaders are responsive to ideas and

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Quality of leadership in and management of schools

get on with making necessary changes. This external support is valued by all staff.  Parents are overwhelmingly supportive of school leaders and staff with regard to the impact they have had on their children’s lives. One parent expressed this by saying, ‘My child is so happy. The school has made a difference to his life and ours.’ Their children succeed both academically and socially when previously they did not. Parents highlight the constructive relationships staff have with pupils, the effective communication and the welcome they receive as positive indicators of the school’s work.

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Compliance with regulatory requirements

The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements. Monitoring report: Hope View School, 10 February 2016 4 of 6

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Inspection team

Abigail Birch, lead inspector Her Majesty’s Inspector

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Information about this school

 Hope View is an independent day special school, which opened in November 2007. It is located in Chilham, a village close to Canterbury in Kent.  It is owned and operated by Carmichael Education Ltd, a company founded by the school’s headteacher, and her husband who is the deputy headteacher.  The school is registered for up to 40 boys, aged between seven and 18 years, who have behavioural, emotional and social difficulties, and autistic spectrum disorders. There are currently 40 pupils on roll. Seven are looked after by their local authorities and in foster care in the vicinity of the school.  All pupils have statements of special educational needs or education, health and care plans. They are placed at the school by various local authorities. On entry to Hope View School, most are underachieving and have low attainment due to their disrupted previous educational experience.  Sixth form learners attend college at Canterbury Academy for two afternoons each week as part of the

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Information about this school

post-16 provision provided by the school.  The school’s aim is to ‘provide a learning environment that encourages the highest level of personal attainment and achievement so that all individuals fulfil their potential’.  The school’s last full inspection was in May 2015 when the overall effectiveness of the school was graded as inadequate. Monitoring report: Hope View School, 10 February 2016 5 of 6

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School details

Unique reference number 135438 Inspection number 10009874 DfE registration number 886/6123 This inspection was conducted at the request of the registration authority for independent schools. It was carried out under section 109(1) and (2) of the Education and Skills Act 2008.

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School details

Type of school Day special school School status Independent school Age range of pupils 7–18 Gender of pupils Boys Gender of pupils in the sixth form Boys Number of pupils on the school roll 40

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form

Number of part-time pupils 0 Proprietor Carmichael Education Ltd Chair Ms Susan Whybrow Headteacher Mrs Carla Lorne Date of previous school inspection 19–21 May 2015 Annual fees (day pupils) £23,400 to £24,000 Telephone number 01227 738000 Fax number 01227 738000 Email address contact@hopeviewschool.co.uk 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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form

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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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.gov.uk/government/organisations/ofsted

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inspects to 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 and 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 4234, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit

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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 Interested in our work? You can subscribe to our website for news, information and updates at https://reports.ofsted.gov.uk/user .

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

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