Chiltern Tutorial School

Chiltern Tutorial School Otterbourne Halls, Cranbourne Drive, Otterbourne, Winchester, Hampshire SO21 2ET

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Overall effectiveness Requires improvement

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Effectiveness of leadership and management Requires improvement

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Quality of teaching, learning and assessment Requires improvement

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Personal development, behaviour and welfare Good

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Outcomes for pupils Requires improvement

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Overall effectiveness at previous inspection Good

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Summary of key findings for parents and pupils

This is a school that requires improvement

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Summary of key findings for parents and pupils

 Leaders have not ensured that pupils always make good progress in writing and mathematics. This is because they do not check what each pupil knows when they enter the school. They do not monitor the progress that is subsequently made.  Often, teachers do not fully challenge pupils because they do not provide work that is well matched to each pupil’s abilities. Hence, pupils do not make as much progress as they could.  Despite many pupils being able to write longer pieces of work, they have few chances to demonstrate their skills. They do not write enough in subjects such as history and science.  The attendance of a minority of pupils is low.  Pupils do not have enough opportunities to practise the mathematical problems that they will encounter in everyday life.  School improvement documentation is not sufficiently focused on the improvements needed to improve pupils’ progress.  Leaders have not formally managed the

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Summary of key findings for parents and pupils

performance of staff or set targets to help them improve pupils’ progress.  The school does not have a collaborative partnership with another school to share good practice.  Those responsible for governance do not effectively challenge leaders regarding the progress that pupils are making.

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Summary of key findings for parents and pupils

 This is a caring school where each pupil feels valued. Staff rebuild pupils’ self-esteem and give them the confidence to re-engage with learning. Pupils behave well.  Pupils make good progress in reading, spelling and in knowing their multiplication tables.  Parents are universally positive and all would recommend the school to another parent. They say that their children are happy at this school after years of being unhappy at other schools.  Leaders ensure that independent school standards and statutory requirements are met.

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Summary of key findings for parents and pupils

 The school meets the requirements of the schedule to The Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.

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What does the school need to do to improve further?

 Improve teaching and strengthen pupils’ progress in writing and mathematics, by: – assessing writing abilities and gaps in knowledge in mathematics when pupils join the school – ensuring that teachers use assessment information constantly to challenge pupils and set work that is better suited to their needs – maximising opportunities to write at length more frequently and strengthening pupils’ writing skills across a range of subjects, including history and science – ensuring that in mathematics teachers provide more problem-solving activities related to everyday life.  Improve the effectiveness of leadership so that it has a sustained impact on moving the school to good, by: – re-writing documentation related to school improvement, so that targets and actions have measurable success criteria based on improving pupils’ progress – ensuring that leaders regularly monitor pupils’ progress and use that information to

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What does the school need to do to improve further?

raise achievement across a range of subjects – managing the performance of teachers to ensure that targets are linked to the progress of pupils – improving the attendance of a minority of pupils – seeking opportunities to work with other schools in the area to share good practice – ensuring that governance effectively challenges school leaders regarding the progress that pupils are making.

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Effectiveness of leadership and management Requires improvement

 Leaders are not fully enough aware of the progress that pupils are making in writing and mathematics. Consequently, pupils make very inconsistent progress in these subjects. All the independent school standards are met but the school is not yet demonstrating the characteristics of a good school.  The current assessment system varies in its effectiveness. In writing, the school is using two systems which are incompatible. As a result, teachers do not focus on the correct next steps to improve rapidly pupils’ writing skills and consequently progress suffers. The school has just purchased a system which will identify gaps in learning in mathematics and will also monitor progress. However, because the system is so new the impact of it cannot be judged. Up until now pupils’ progress in mathematics has been inconsistent because gaps in learning were not clearly identified.  School improvement documentation does not focus on the right priorities and is

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Effectiveness of leadership and management Requires improvement

imprecise. It does not provide leaders with a clear plan with which to drive forward the necessary changes. There are few targets and no measurable success criteria.  Before the inspection, leaders were already considering making some links with other local schools. This is because they recognise that as a small school it is important to be outward looking and to share good practice. In the past, leaders at Chiltern Tutorial School have provided training to other schools regarding helping dyslexic pupils in mainstream schools.  Leaders do not have a formal system in place to manage the performance of staff so that it can be used to improve teaching and the progress that pupils make.  The curriculum covers all the required areas of learning and spiritual, moral, social and cultural awareness is well developed. In history, pupils gained a good understanding of the life and times of Roman Britain. They enjoyed visiting a Roman palace and dressing

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Effectiveness of leadership and management Requires improvement

up as warriors. Special themed weeks, such as Shakespeare week, enable pupils to explore topics in depth. Music skills are expertly developed through an external provider. During the inspection, pupils greatly enjoyed developing their keyboard skills. Pupils develop a good awareness of the natural world. They visit a local zoo and learn about endangered species. The curriculum for those who are in Year 7 is appropriate.  There are few extra-curricular activities after school as many pupils have some considerable way to travel. However, before lessons, at breaktimes and lunchtimes pupils have the opportunity to develop their sporting skills.  British values are carefully developed through the curriculum and pupils have a good understanding of the rule of law and the importance of showing tolerance and respect for all. There is no discrimination and staff uphold equality of opportunity in every class.

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Effectiveness of leadership and management Requires improvement

Pupils learn about the concept of democracy and enjoyed taking part in a mock referendum vote regarding whether the United Kingdom should leave the European Union.

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Governance

 The proprietor is very involved in the life of the school. He knows all of the pupils and their families well. The proprietor, along with the two other members of the advisory panel, ensures that all the statutory duties and the independent school standards are met. Policies are regularly updated. School finances are carefully monitored.  The proprietor is less able to hold the headteacher to account for the progress of pupils in writing and mathematics. This is because this information has not been monitored effectively by the school.  Those responsible for governance meet the requirements of the Equalities Act 2010.

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Safeguarding

 The arrangements for safeguarding are effective.  The proprietor and headteacher are fully trained in safeguarding. All staff, including those who are new to the school, are given thorough training. Staff are ever vigilant on issues relating to child protection.  The school recognises that many of its pupils have been out of education for long periods or have had negative educational experiences. Leaders ensure that these pupils are in a safe and caring environment.  Pupils say that they feel safe and happy. Parents praise the good flow of communication between home and school. They say this school has made a positive difference to their children’s lives. Leaders and staff work well with parents to ensure a smooth transition to the next school.  Leaders have ensured that policies relating to protecting the welfare of pupils, including the safeguarding policy, are available on the school’s website and are regularly updated.

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Safeguarding

 At the time of the inspection leaders had just completed further training relating to preventing extremism.

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Quality of teaching, learning and assessment Requires improvement

 Teaching is not yet consistently good throughout the school. This is because teachers do not carefully assess pupils’ skills in writing and mathematics when they enter the school. They do not always use that information to challenge pupils and set work that is at just the right level to enable pupils to make rapid progress in these subjects.  In mathematics, when pupils arrive at the school, teachers do not routinely check where a pupil has gaps in their understanding of mathematical concepts. Consequently, some pupils are re-doing work that they have already understood and this affects their progress. Work in books shows that pupils do not have enough opportunities to practise problem-solving activities related to everyday life.  Similarly, in writing, while pupils make good progress in learning how to spell, they do not have enough chances to put these skills into practice. Books show that many pupils are

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Quality of teaching, learning and assessment Requires improvement

able to write extended pieces of work. However, they have few opportunities to do so. In some subjects of the curriculum, for example history and science, pupils write very little. This hampers pupils’ ability to make good progress.  Pupils enjoy learning to read because teachers are effective at encouraging and re- engaging pupils so that they develop skills that previously they had found difficult to acquire. Careful teaching ensures that pupils rapidly learn to read words and then sentences. Pupils’ comprehension skills are also well developed. They are able to answer detailed questions about characters and plots.  Teachers provide pupils with ample opportunities to investigate scientific concepts. For example, pupils investigated air resistance by recording the time that different sized parachutes took to descend.  There are few pupils in the school who are most-able. However, where skills exist, such

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Quality of teaching, learning and assessment Requires improvement

as in reading, staff ensure that pupils are given books of the right level of complexity to develop their skills. In design technology, some most-able pupils were given challenging tasks to create a bridge. They displayed very innovative design solutions.  Teachers and teaching assistants are very supportive of all pupils and rapidly establish good relationships with them. Pupils work hard in lessons and try to please their teachers.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is good.  Many parents told the inspector how the school had turned their child’s life around. All who responded to the online questionnaire, Parent View, would recommend the school to another parent. One parent expressed the views of many when they said, ‘This school has given my child back their confidence to have a go at things that in the past they found impossible.’ The school works hard to mitigate pupils’ previous negative educational experiences and raise their aspirations and self-worth.  Often, pupils arrive at different times throughout the year. Staff ensure that pupils have a smooth start to the school because they take the time to listen to both the parents’ and the pupils’ concerns. This ensures that pupils quickly feel ready to learn. Pupils’ academic achievement is enhanced because the school ensures that parents are fully involved in

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Personal development and welfare

helping their child to read, spell and learn their multiplication tables.  The school takes every chance to develop pupils’ self-esteem. As soon as pupils walk into school, they see pictures of famous dyslexic people who have achieved great things. Pupils value the school’s motto that, ‘Nobody can do everything but everyone can do something.’ They are given many chances to take responsibility, including setting up the keyboards for music lessons.  Pupils are happy at the school. They value the support they receive from staff. One pupil said how much the school had changed them from being, ‘an unhappy kid into a happy one’. All pupils who were spoken to said that they had more confidence in themselves.  Pupils have a good understanding of how to keep themselves safe, such as when cycling. They also have a good understanding of how to use the internet safely.  In their work, pupils know how well they are progressing in reading, spelling and

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Personal development and welfare

multiplication tables. However, they do not know as clearly about their progress in mathematics or in writing. This is because teachers are unsure of pupils’ starting points in these subjects.

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Behaviour

 The behaviour of pupils is good.  The school focuses on rewards for good behaviour. During the inspection, pupils were keen to be awarded points for good work, effort or good deeds.  Pupils behave well in lessons and persevere even when they find a task hard. They take pride in their work and their books are well presented and up to date.  Around the school, pupils are respectful of each other. They show courtesy and kindness to one another.  The attendance of a minority of pupils is lower than the national average. However, attendance is monitored and has been steadily improving over the years.

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Outcomes for pupils Requires improvement

 Pupils enter the school with knowledge, skills and understanding that are below those that are typical for their age. This is because many pupils have had a disrupted education. Achievement requires improvement because not enough pupils make good progress in writing and in mathematics.  In writing, pupils’ progress is inconsistent and often slow. This is because writing skills are not developed in a systematic way. The previous inspection report identified that pupils do not reinforce their learning through written work, or write enough in different subjects and this is still the case. Too often, in science or history, pupils have stuck in pictures to show a timeline or the results of an experiment and there has been almost no writing. This has an impact on the amount of progress that pupils can make.  In mathematics, pupils do not make strong gains because when they arrive at the school teachers do not check where pupils have problems in their learning. Consequently, some

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Outcomes for pupils Requires improvement

gaps prevail for longer than they should and this hinders progress.  Pupils make rapid gains in their reading. They make good use of online tools which help them to develop phonics, word recognition and comprehension skills. Teachers ensure that pupils read regularly. Those who are most-able read a range of texts with fluency and expression. Pupils regularly read for homework and this contributes to their strong progress.  Spelling skills are well developed. This is because both the school and parents work closely together to ensure that pupils learn how to spell key words. Pupils’ skills are regularly assessed and programmes are tailored to each pupil’s needs. Some pupils who are most-able are spelling words that are particularly difficult and above their age-related expectations.  Pupils have a good knowledge of their multiplication tables. They practise regularly both in school and at home. Pupils are proud of the progress they have made in learning their

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Outcomes for pupils Requires improvement

tables. Those who are most-able demonstrate strong skills and are able to recite up to the twelve times table.  In science, pupils make good progress in their understanding of forces and gravity. They were able to talk confidently about the aims, results and conclusions of experiments. Pupils enjoy reinforcing their understanding of science by visiting a nearby science park.  Those pupils who have an education, health and care plan make the same progress as their peers.  Sports skills are well developed and pupils are active in playing in football competitions against other local schools. Each day, pupils have a session of physical activity before they settle down to lessons. During these sessions, pupils display good skills of balance, coordination and throwing.

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School details

Unique reference number 130310 DfE registration number 850/6063

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School details

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.

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School details

Type of school Other independent special school

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School details

Date of previous inspection 3−4 July 2012

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Information about this school

 The Chiltern Tutorial School is a small independent day school for boys and girls between seven and 13 years of age. It opened in 1995 and the school moved to its current site in the village of Otterbourne, near Winchester, in 2001. The school uses no alternative provision.  The school is registered for 30 pupils who have specific learning difficulty (dyslexia). There are currently 22 pupils on roll. The large majority of places are privately funded. There are eight pupils who have an education, health and care plan. Five of these pupils are funded by the local authority. The school does not receive any additional funding for pupil premium.  Most pupils join the school with low attainment due to their disrupted previous educational experiences. Often, pupils join part way through the year.  The school aims to ‘provide a happy, supportive and caring environment in which children who are not reaching their potential are motivated to learn’. It seeks to raise pupils’ self-

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Information about this school

esteem and to equip pupils with the skills to return successfully to mainstream school.  School governance is provided by the school’s proprietor and two advisers.  The school was last inspected in July 2012.

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Information about this inspection

 The inspector observed six lessons or part lessons. Most were observed jointly with senior leaders.  Discussions were held with a range of staff, including senior leaders. The inspector had a meeting with the proprietor.  The school’s documentation was examined, including all of the statutory policies, the website, planning for subjects, records of pupils’ progress and those relating to the welfare and safeguarding of pupils.  The inspector took account of the 20 responses to Ofsted’s online questionnaire, Parent View. There were also many discussions with parents. Information was also gained from a recent parent survey that the school has conducted.  The inspector listened to some pupils reading in Years 5 and 6.  The inspector scrutinised a number of school policies, procedures and records in order to check the school’s compliance with the independent school standards.

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Inspection team

Liz Bowes, 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

Parent View 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

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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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