Althea Park Education Unit

School report Althea Park Education Unit

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64 Cainscross Road, Stroud, Gloucestershire GL5 4HB

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Overall effectiveness Inadequate

Effectiveness of leadership and management Inadequate

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Overall effectiveness Inadequate

Quality of teaching, learning and assessment Good

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Overall effectiveness Inadequate

Personal development, behaviour and welfare Requires improvement

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Overall effectiveness Inadequate

Overall effectiveness at previous inspection Good

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This is an inadequate school

 Leadership and management are inadequate because the proprietor has not ensured that all of the independent school standards are met.  The proprietor does not check or monitor the work of senior leaders and the school frequently or robustly enough.  The school’s self-evaluation is overgenerous. The priorities in the school development plan are insufficient to demonstrate how leaders will tackle the school’s weaknesses.  Health and safety arrangements are inadequate. There is no first aider in post; electrical and fire checks are not sufficiently rigorous.  Not all staff have completed key aspects of safeguarding training.  The school does not meet statutory regulations in the completion of its attendance register.  The school educates young people over the age of 18, but it is not registered to do so.  The school’s website does not include all the required information for parents and others. The proprietor has not ensured that the information

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This is an inadequate school

provided about the school on the company’s website is accurate.  The school has an uncoordinated approach to supporting pupils’ spiritual, moral, social and cultural development, and to preparing them for life in modern Britain. This does not ensure that all pupils get the same high quality of support and preparation.  Pupils do not receive the impartial, external careers guidance to which they are entitled.  The school’s systems for checking and tracking pupils’ outcomes are insufficiently developed. The proprietor and senior leaders cannot check the impact of the school’s work on different groups of pupils over time. As a result, they cannot make appropriate adjustments to ensure that outcomes remain good and continue to improve.

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The school has the following strengths

 Teaching and learning across most aspects of the curriculum are good. Teachers work closely together and share effective practice. Consequently, pupils achieve well in their examinations and benefit from teachers’ strong subject knowledge.  Pupils behave well in school and clearly value the opportunities to take accredited courses. They leave school with qualifications that support them in moving to the next stage of their education, training or employment.  Pupils’ attendance improves over time as a result of positive relationships in the school and the close working links with the care homes.

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Compliance with regulatory requirements

 The school must take action to meet the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements. The details are listed in the full report.

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What does the school need to do to improve further?

 Improve the safeguarding and welfare arrangements for pupils in the school and ensure that all the independent school standards are met by: – completing attendance registers so that they are compliant with statutory guidelines – checking that fire and electrical checks are completed properly – making sure that there is always a first aider on site when pupils are in school – ensuring that all staff attend safeguarding training that is appropriate and current.  Improve leadership and management by ensuring that: – the school’s policies and procedures are regularly checked and implemented following up-to-date government guidance – leaders, managers and the proprietor have an accurate understanding of the school’s strengths and areas for improvement, and use this information to quickly remedy weaknesses – those responsible for governance fully hold leaders to account and understand the independent school

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What does the school need to do to improve further?

standards .  Improve the welfare, health and personal development of all pupils by: – planning for, and providing them with, better opportunities to develop their understanding of personal, social and health education, as well as supporting their spiritual, moral, social and cultural development. – enabling all pupils to be better prepared for life in modern Britain by teaching them about British values.  Improve the quality of information provided by the school by: – providing parents with accurate information about the school and ensuring that all required policies are easily accessible – ensuring that all pupils have access to impartial, external, careers guidance so that they are well informed and take appropriate next steps in their education, training or employment.  Ensure that the school takes only those pupils within the age range for which it is registered.  The school must meet the following independent school standards .

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What does the school need to do to improve further?

– Ensure that the written policy on the curriculum, is supported by appropriate plans and schemes of work and is drawn up and implemented effectively (paragraphs 2(1) and 2(1)(a)), and provides for pupils to have: o personal, social, health and economic education that reflects the school’s ethos (paragraphs 2(2)(d) and 2(2)(d)(i-ii)) o access to accurate, up-to-date careers guidance that is presented in an impartial manner enabling them to make informed choices about a range of career options, and encourages them to fulfil their potential (paragraphs 2(2)(e) and 2(2)(e)(i-iii)) o effective preparation for the opportunities, responsibilities and experience of life in British society (paragraph 2(2)(i)). – Ensure that the school complies with the standard about the spiritual, moral, social and cultural development for all pupils, through appropriate planning, and that the school actively promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and

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What does the school need to do to improve further?

tolerance of those with different faiths and beliefs (paragraph 5 and 5(a)) so that all pupils: o develop their self-knowledge, self-esteem and self-confidence o distinguish right from wrong and respect the civil and criminal law of England o are encouraged to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely o acquire a broad general knowledge of and respect for public institutions and services in England o further tolerance and harmony between different cultural traditions by enabling them to acquire an appreciation of and respect for their own and other cultures o encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act o are encouraged to respect democracy and to support participation in the democratic process,

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What does the school need to do to improve further?

including respect for the basis on which law is made and applied in England (paragraphs 5b, 5(b) and 5(b) (i-vii)). – Ensure that arrangements are made to safeguard and promote the welfare of pupils at the school and that such arrangements have regard to any guidance issued by the Secretary of State (paragraphs 7, 7(a) and 7(b)). – The proprietor must ensure that relevant health and safety laws are complied with by the drawing up and effective implementation of a written health and safety policy (paragraph 11). – Ensure compliance with the Regulatory Reform (Fire Safety) Order 2005 (paragraph 12). – The proprietor must ensure that first aid is administered in a timely and competent manner by the drawing up and effective implementation of a written first aid policy (paragraph 13). – Ensure that an admission and attendance register are maintained in accordance with the Education (Pupil Registration) (England) Regulations 2006 (paragraph 15).

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What does the school need to do to improve further?

– Ensure that cold water supplies that are suitable for drinking are clearly marked as such (paragraphs 28(1) and 28(1)(c)). – Ensure that all the information specified about the curriculum, safeguarding arrangements and other school policies, is provided to parents of pupils and parents of prospective pupils and, on request, to Her Majesty’s Chief Inspector, the Secretary of State or an independent inspectorate (paragraphs 32(1), 32(1)(a), 32(1)(b), 32(1)(c), 32(3), 32(3(c) and 32(3)(d)). – Ensure that persons with leadership and management responsibilities at the school demonstrate good skills and knowledge appropriate to their role and fulfil their responsibilities effectively so that the independent school standards are met consistently and actively promote the well-being of pupils (paragraphs 34(1), 34(1)(a), 34(1)(b) and 34(1)(c)).

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Effectiveness of leadership and management is inadequate

 Leaders, managers and the proprietor have not ensured that all the requirements of the independent school standards are met. They have not ensured that all school policies, procedures and training are up to date and conform to the latest government requirements.  A number of health and safety standards are not met. Fire checks are not carried out regularly enough. Electrical testing has not been completed in all the buildings on the school site. Not all records have been updated to demonstrate the change of designation from a care home to a school. Since the school moved to the new site in October 2015, there has been no trained first aider in school. However, two staff were attending first-aid training during the inspection and the school has access to medical staff from the care homes.  Leaders and managers have not established any formal systems for checking on the work of the school. As a result, they do not have a realistic understanding of what works well and what needs to be

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Effectiveness of leadership and management is inadequate

improved, particularly in relation to the safeguarding of pupils and ensuring their health and safety. Consequently, the school’s self-evaluation is too generous and does not identify any areas for improvement.  The school improvement plan is based on day-to-day matters, such as ensuring that all outside benches are serviceable and stocking the school pond with tadpoles. It does not focus on any strategic improvements that will ensure that the school develops and pupils’ progress improves.  The school’s curriculum statement outlines the range of accreditation available to pupils. All pupils have individual programmes. However, there is no curriculum policy. As a result, the school does not identify how it will support pupils’ personal and social development. There is no formal planning for the teaching of pupils’ personal, social and health education or support for their spiritual, moral, social and cultural

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Effectiveness of leadership and management is inadequate

development. Some pupils have the opportunity to take a GCSE examination in personal and social development, but not all pupils take this course. This does not ensure that all pupils get the same high quality of support and preparation for their personal development and well-being.  There are no formal arrangements to ensure that all pupils are prepared well for life in modern Britain or understand and subscribe to fundamental British values. While staff do provide informal opportunities for pupils to challenge one another’s views and to debate issues, this informal and piecemeal approach does not ensure that all pupils have access to the same high level of discussion and information.  The school provides pupils with opportunities to take accredited courses at GCSE, AS level, A level and in functional skills. This supports their achievements well, particularly the most able. The care homes take

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Effectiveness of leadership and management is inadequate

young people up to the age of 25. The school offers education to some of the older pupils. However, it is not registered to admit pupils over the age of 18 and should not do so.  The governance of the school  The proprietor has established a new management committee to oversee the work of the school. The chair of the committee has already recognised some of the areas for concern, including the quality of self-evaluation and development planning. However, this committee has only met once and has not yet made any impact on the work of the school.  The new proprietor has started to provide support for the headteacher, such as encouraging her to visit other schools. However, she has had insufficient support and advice over the last four years to enable her to keep up to date with all the recent developments in education.  While the performance management of staff is in place, the headteacher’s performance management

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Effectiveness of leadership and management is inadequate

review, due in April 2016, has not yet taken place.  The arrangements for safeguarding are not effective.  The school’s attendance register does not meet statutory requirements. The register is marked to indicate when the pupil is in school, and that pupils are kept safe. School leaders know where pupils are when they are not in school. However, the register does not always contain the statutory coding to indicate reasons for non-attendance. This compromises leaders’ capacity to monitor patterns of absence.  Not all staff have completed the required safeguarding training for the prevention of radicalisation. The school is urgently looking for a suitable course.  Staff have not been trained in how to de-escalate challenging situations involving pupils or to use physical interventions in the case of a young person who may need help to prevent them causing harm to themselves or others.  Employment checks on staff are rigorous and the single central register that records details of all staff

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Effectiveness of leadership and management is inadequate

employed at the school meets requirements and is up to date.

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Quality of teaching, learning and assessment is good

 Despite the inadequate leadership and management of other aspects of the school’s work, the quality of teaching, learning and assessment is good. A small staff team works very closely together and, through their own subject expertise and training, have ensured that good teaching is the standard across most subjects. Staff work with individual pupils and have developed effective systems for recording the work completed in each lesson. They use these records well to plan for the next lesson, building on pupils’ skills. This ensures that the most able pupils can achieve high grades.  Teachers have a good understanding of pupils’ health problems and show patience and consideration when working with them. They wait for pupils to respond to questions, even though this may take some time, adapting teaching to the needs of the pupil who may find it difficult to interact with others.  Teachers use their good subject knowledge effectively to ensure that pupils achieve well in their

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Quality of teaching, learning and assessment is good

accredited courses, including the most able. They challenge the young people to develop their thinking and deepen their understanding.  Staff provide positive role models and have high expectations of behaviour. Pupils respond well to this and are polite and respectful while in school.  When pupils start at the school, staff carry out rigorous assessments that accurately evaluate pupils’ numeracy and literacy skills. Teachers use this information well to ensure that work matches the ability of each pupil, including the most able.  All the independent school standards for teaching, learning and assessment are met.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare requires improvement.  The school does not provide independent external careers guidance. This does not ensure that pupils get the very best and most up-to-date advice possible, and are therefore able to make informed choices and decisions about their next steps.  The school’s uncoordinated approach to supporting pupils’ spiritual, moral, social and cultural development, and to preparing them for life in modern Britain, does not ensure that all pupils get the same high quality of preparation for their personal development and well-being.  Care home staff and school staff work closely together to ensure that pupils only attend school when they are physically and mentally able to learn. As a result, pupils arrive keen to study and settle quickly to their work.  Pupils develop a positive attitude to learning and many, who have previously failed or struggled in

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Personal development and welfare

previous settings, thrive in this school.  Pupils develop in self-confidence during their time at the school. Staff provide good-quality individual support for pupils. There are high levels of mutual respect and trust.  The combination of close supervision by staff and one-to-one work with teachers, ensures that pupils are kept safe in school, and feel safe. Care home staff escort pupils to and from school. When pupils are not in school, it is because they are medically unfit and they stay in the care homes.  The school works very closely with pupils’ care homes. For example, care home staff produce strong, detailed risk assessments for each pupil. School staff use these assessments to minimise risk to pupils and themselves. In addition, school staff are updated and kept well informed by care staff on a daily basis about the physical and mental condition of each pupil.

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Behaviour

 The behaviour of pupils is good.  There are no recorded incidents of poor behaviour or bullying. Pupils behave well in school and enjoy their learning. Good relationships with school staff ensure that pupils learn to manage their frustrations and anxieties when in school.  Care staff confirmed that, although pupils’ behaviour can be challenging in the care homes, particularly in their attitudes to staff, they do not behave in a similar way towards school staff.  Pupils clearly value their sticker reward books. The stickers contain positive feedback for pupils about how well they have done and they are effective in building pupils’ self-esteem and celebrating success.  Pupils are polite and friendly and clearly enjoy the interactions they have with staff. They are confident to join in discussions and put forward their own ideas in a mature and sensible way.  Attendance improves from individual starting points, often from previously disrupted educational

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Behaviour

experiences or from long-term absence from education.

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Outcomes for pupils are good

 When they start school, the majority of pupils have large gaps in their education and many have not attended school for some time. They benefit from good-quality teaching that focuses on extending their accreditation or providing further qualifications. As a result, they achieve well in GCSE, AS- and A-level qualifications, as well as in functional skills. This equips them effectively for the next stage of education, training or employment. However, their qualifications are not supplemented by impartial careers advice and guidance.  The school’s assessments and test scores, when pupils start school, indicate that several pupils are higher achieving. By the time they leave school, many achieve A* to C grades in their GCSEs, often improving on previous grades or extending their qualifications. Pupils develop their knowledge and skills well. Pupils are well motivated, completing work at home and showing good recall of previous work in their discussions

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Outcomes for pupils are good

with staff.  Those pupils who start the school with low initial test scores also make good progress. Staff identify the gaps in their knowledge and understanding and plan work that enables them to achieve passes in GCSEs. In science, for example, the pupils show a good knowledge of the human body; in mathematics, they are developing their skills in recording data and in using terms such as ‘mean’ and ‘range’ correctly. Pupils gradually develop their confidence and can adjust their preparation, for example in design work, to ensure that planning meets the higher standards of their accredited course.  Teachers’ tracking records and their individual detailed planning are based on their expert subject knowledge. Their planning and records ensure and demonstrate that pupils make good progress and achieve well.  The school leaders’ systems for checking and tracking pupils’ outcomes are insufficiently developed. They

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Outcomes for pupils are good

do not track the performance of the different groups of pupils over time. This reduces leaders’ ability to spot trends and patterns that could identify areas of best practice or where improvements need to be made.

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School details

Unique reference number 131561 Inspection number 10008611 DfE registration number 916/6079 This inspection was carried out under section 109(1) and (2) of the Education and Skills Act 2008, the purpose of which is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school. Type of school For pupils with social, emotional and mental health difficulties School status Independent special school Age range of pupils 13–18 Gender of pupils Mixed Gender of pupils in the sixth form Mixed Number of pupils on the school roll 10 Proprietor Partnerships in Care Ltd Chair Katherine Murphy Headteacher Cheryl Byford Annual fees (day pupils) £20,500 Telephone number 01453 757356 Website www.partnershipsincare.co.uk/althea-park-education-unit- stroud-gloucestershire Email address Cheryl.byford@partnershipsincare.co.uk Date of previous inspection 27–28 June 2012

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Information about this school

 Althea Park was purchased last year from Care UK and is now owned by Partnerships in Care Ltd.  In October 2015, the school moved to new premises, which have been adapted from a residential care home.  The school is an independent day school for boys and girls aged 13–18.  The school is registered for 12 pupils.  There is no discrete post-16 provision as the number of students is too small. Each student has their own personalised timetable and is taught on a one-to-one basis.  There are currently no pupils in key stage 3 and the vast majority of pupils are girls. This has been the case for some time.  The school takes pupils who are receiving medical and therapeutic treatment through Partnerships in Care’s eating disorders and/or self-harm services. All pupils reside in one of the Partnerships in Care’s residential care homes. These care homes are inspected by the Care Quality Commission (CQC), which is

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Information about this school

the independent regulator of health and social care in England. Details about these care homes can be found on the CQC website.  Most pupils have already received treatment elsewhere and have had prolonged periods out of education because of their physical and health difficulties.  There are no pupils who have an education, health and care plan or a statement of special educational needs.  The school does not use any alternative providers.  The school’s previous standard inspection was in June 2012.  The school does not meet requirements on the publication of information about its curriculum, health and safety policy and pupils’ academic achievements on its website.

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Information about this inspection

 The inspection took place with one day’s notice.  The inspector observed two parts of lessons.  Pupils’ work, termly and annual reports, teachers’ records of pupils’ progress, risk assessments from the care homes and other records were scrutinised.  The inspector held discussions with the chair of the management committee, the headteacher, teachers, a teaching assistant, an occupational therapist and one of the care home managers.  The inspector spoke with one parent and an ex-pupil.  Three staff responses to a questionnaire were analysed.  There were no responses to Ofsted’s online questionnaire, Parent View.  A number of school policies and documents were examined to check the school’s compliance with the independent school standards.

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Inspection team

Sarah Mascall, lead inspector 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

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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Inspection team

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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Inspection team

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, further education and skills, 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 1231, 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 www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team,

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Inspection team

The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Inspection team

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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Inspection team

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

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