Bosco Centre College

Bosco Centre College Bosco Centre, 281 Jamaica Road, Bermondsey, London SE16 4RS

p.1

Inspection dates 29 November – 1 December 2016

p.1

Effectiveness of leadership and management Good

p.1

Quality of teaching, learning and assessment Good

p.1

Personal development, behaviour and welfare Good

p.1

Overall effectiveness at previous inspection Not previously inspected

p.1

Summary of key findings for parents and pupils

 The new principal has successfully developed a clear direction for the school’s future while retaining the unique founding vision of the Bosco Centre.  School leaders work very successfully together. They are a strong team and staff feel valued and supported by their leadership. All staff are totally committed to achieving the very best for their pupils. As a result, the school is compliant with all the independent school standards and provides a good education for pupils.  Teaching, learning and assessment are good. Pupils learn well because activities are thoughtfully planned to meet their wide-ranging learning needs.  Pupils make good progress and succeed in a range of vocational qualifications and GCSEs. However, the most able would make more rapid progress with more challenge in learning and more probing questioning. Pupils’ speaking skills are underdeveloped.  Pupils’ personal development, welfare and

p.1

Summary of key findings for parents and pupils

behaviour are good. Pupils have positive attitudes to learning and there is no disruption in classes.  The sixth form provision is good. Students’ individual study programmes are well designed and carefully monitored.  Pupils are safe in school and learn how to keep themselves safe in the community. Staying safe is explicitly taught in a broad range of subjects and pupils learn to understand and manage risk for themselves.  Pupils are well prepared for life in modern Britain. They learn about fundamental British values and can explain what these mean to them as young citizens.  Pupils are well prepared for the world of work. They learn to develop and apply their employability skills and make the most of a range of work experience opportunities.

p.1

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.

p.1

What does the school need to do to improve further?

 Improve teaching and outcomes for pupils, especially for the most able, by ensuring that teachers: – plan a greater level of challenge in learning activities – ask pupils more probing questions to deepen their understanding.  Improve pupils’ speaking skills so that they develop more self-confidence in applying their knowledge, understanding and skills.

p.2

Effectiveness of leadership and management Good

 The new principal, with the support of the trustees, is skilfully bringing together the legacy of the Bosco Centre founder with a new vision and direction for the school’s future.  Already, in a short time, he has developed a positive working relationship with existing long-serving senior leaders. Together, they are successfully leading the school through this period of change. Staff say the senior team are approachable, work effectively as a coherent team and support them well in their day-to-day work with pupils. All the independent school standards are met.  The leadership of teaching is good. Senior leaders monitor and evaluate the quality of teaching, learning and assessment through lesson visits and work scrutinies. The review process is thorough and detailed. Teachers receive comprehensive written feedback to help them improve.  The appraisal process is valued by staff. They are set targets and appropriate professional

p.3

Effectiveness of leadership and management Good

training is identified to enable staff to improve their performance. Teachers value the opportunities to update their subject knowledge and teaching skills, particularly by visiting other schools to observe others teach.  The school buildings are well maintained, clean, bright and well resourced. Information and communication technology (ICT) facilities are up to date and enable the school to run courses leading to a range of vocational ICT qualifications and support effective learning across the curriculum. This high-quality learning environment has a positive impact on pupils’ learning and progress.  Staff monitor pupils’ progress very effectively through the monthly review reports which are completed by pupils and staff. School leaders and subject staff act on these reports quickly and make changes to better support pupils and help them learn. Parents receive these monthly reports and find them helpful.

p.3

Effectiveness of leadership and management Good

 The curriculum is well designed and enables pupils to start to catch up with basic skills yet also provides practical progression routes into further education or employment. Teaching staff, well supported by the careers adviser, ensure that pupils identify their aspirations for the future and work towards achieving them.  The provision for pupils’ spiritual, moral, social and cultural development is good. The curriculum, daily reflection time and projects with London theatre groups provide a rich tapestry of experiences for pupils.

p.3

Governance

 The trustees are highly qualified, knowledgeable and fully committed to the school and its pupils. They give their time and expertise willingly and have a strong impact on the success of the school.  Trustees’ effective leadership in this time of change for the school has ensured that there is sufficient leadership capacity at senior level to continue to improve the school.  Trustees provide a balance of support and challenge to senior leaders on pupils’ progress and the quality of teaching and learning. They scrutinise health and safety and financial audits regularly.

p.3

Safeguarding

 The arrangements for safeguarding are effective.  The school has an up-to-date safeguarding policy on its website which meets requirements. There is a strong culture of safeguarding in the school. Keeping pupils safe is a high priority for staff, who are well trained and understand their responsibilities. Systems to respond to concerns about pupils and records of checks on the suitability of staff and safer recruitment are rigorous.  Pupils are taught how to manage risk for themselves and they are fully aware of how to keep themselves safe in the local and online communities.

p.4

Quality of teaching, learning and assessment Good

 Teachers have good subject knowledge, so they plan interesting and relevant learning activities for pupils.  Teachers know the pupils very well. They take account of pupils’ attitudes, prior learning and attainment as well as their individual learning needs. Teachers use this information to design learning programmes which enable pupils to make progress.  Pupils receive consistently high-quality individual support so that they make good progress. However, some pupils do not make the progress of which they are capable. This is because some activities could provide greater challenge, particularly for the most able.  All subject areas make strong links between the subject in school and its relevance and importance in the workplace. This has a very positive impact on pupils’ learning and motivation.  Pupils understand how to stay safe. In a personal development class, pupils were planning a Christmas charity event. They raised the issue of risk to themselves in working

p.4

Quality of teaching, learning and assessment Good

with the homeless and discussed how they could reduce the risk by working with an organisation such as the Salvation Army.  Pupils have a range of opportunities to learn about fundamental British values. In mathematics, pupils were conducting a survey on British values which generated a lively discussion among pupils and staff about which value they believed to be the most important and why.  Pupils receive helpful feedback on their work and this has a strong impact on pupils’ progress. This is particularly where the improvements are closely related to the activity rather than more general praise.  Teachers adapt their planning in some lessons to give the most able pupils opportunities to excel. In a drama lesson these pupils were able to develop improvisation techniques in a sequence of activities to showcase their skills.  Teachers’ questioning is not always sharp enough to challenge pupils to think and deepen

p.4

Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is good.  Pupils have positive attitudes to learning. Many pupils have had less successful learning experiences elsewhere and were keen to tell the inspector how they are now making progress and enjoy learning. Teachers have plenty of time for them and they feel that adults listen to them.  Pupils sometimes lack confidence but the teachers work hard to provide opportunities for pupils to develop greater self-esteem. The whole school community gathers for reflection time at the start of the day. This enables pupils to reflect on a range of issues and consider their own values and response.  There have been no bullying incidents but pupils know what to do if they experience this. Pupils are very aware of the protected characteristics in the Equality Act because the school promotes these effectively through the curriculum. Consequently, pupils can

p.5

Personal development and welfare

explain the importance of mutual respect and tolerance and apply these ideas within their school community and in their work placements.  Pupils are clear that they feel safe in school and say that the school prepares them well to stay safe in the community, including on the internet. In music technology, pupils’ rap lyrics are always checked and discussed with the teacher to ensure that once posted online they will not put a pupil at risk.  Parents agree that pupils are safe and that this enables them to feel secure and make progress.

p.5

Behaviour

 The behaviour of pupils is good.  Pupils conduct themselves in a calm and orderly manner around the school. They sometimes lack confidence but are always polite and welcoming to visitors. Pupils respond positively because the adults in the school trust them to behave well.  Pupils participate well in lessons and there is very little disruption to learning. Pupils focus and concentrate on their work in class.  The learning environment is bright and welcoming. The building is well maintained and resourced. Pupils respect their environment and there is no litter or graffiti.  Pupils’ attendance is good. Many pupils have experienced some disruption in their previous experience of school but all show improved attendance when they join Bosco. Staff follow up absence promptly and diligently.

p.5

Outcomes for pupils Good

 In 2016, pupils achieved qualifications, including GCSEs, in a range of subjects. Pupils’ results in mathematics and ICT qualifications were particularly high. As a result of these positive outcomes, some pupils re-enrolled at the school to continue their studies at a higher level. Others continued their education elsewhere or were successful in gaining employment.  For pupils currently in the school, work in books shows that pupils are making consistently good progress across the full range of subjects as a result of effective teaching. Pupils’ work in English is particularly strong.  Pupils are clear that they are learning and achieving well and parents agree. In conversation with the inspector, many pupils contrasted this with their previous experience of education at secondary school.  All pupils are assessed accurately and quickly when they join the school and their progress is assessed monthly. As a result, they soon develop positive attitudes to learning

p.5

Outcomes for pupils Good

and begin to catch up rapidly. However, the most able pupils would make more rapid progress with a greater level of challenge in some learning activities.  Pupils with special educational needs and/or disabilities are well supported by teachers and teaching assistants; they make good progress.  Pupils develop their employability skills very well. They understand the importance of being able to work as a member of a team and recognise how this will help them be successful in the workplace.  Pupils’ communication skills are developing well. Writing skills are particularly strong. Pupils take pride in their writing, they write at length and it is well presented, thoughtful and imaginative. However, pupils’ speaking skills are less strong. Leaders are aware of this and have identified it as an area for development.  Pupils are very well prepared for the next stage of their education. They have access to

p.6

Outcomes for pupils Good

careers advice in school which is aspirational, impartial and tailored to their individual needs.

p.6

Sixth form provision Good

 The programmes of study in the sixth form offer sensible progression routes for students joining the sixth form from the main school as well as those new to the school in Year 12. The admissions and induction programme ensures that students make the choices that are right for them.  Teaching, learning and assessment in the sixth form are good. Strong leadership of teaching and teachers’ good subject knowledge ensure that students make good progress.  Students’ personal development, welfare and behaviour are good. Students are well supported by their tutors. There is a strong personal development programme where students develop their understanding of health and well-being, relationships and their rights and responsibilities as young adults.  Careers advice and guidance are effective. All students develop their own action plan with support from the careers adviser. The plans are carefully matched to students’ individual

p.6

Sixth form provision Good

aspirations and personal situation. Of the students who progressed from the sixth form in 2016, almost all have a place in further education or employment.  School leaders aim for all students to gain some work experience as part of the programme of study. The careers adviser makes sure that students do not take up placements until they are ready and have developed the necessary social and employability skills to be successful. Feedback from students on placements indicates the value of this strategy. Students find work experience interesting, tiring, challenging and enjoyable. One pupil wrote, ‘I now understand what it is like to work’ after a successful placement.  All students continue with appropriate English and mathematics qualifications in the sixth form. They benefit from the same good teaching as in the main school.  Students’ writing skills are a strength across the range of subjects. As part of a project on

p.6

Sixth form provision Good

knife crime, students had written monologues reflecting on their feelings as a victim or perpetrator of knife crime. Students’ writing was mature and poetic and they read their compositions very movingly.  Students also have many opportunities to practise and apply their numeracy skills in learning and personal development activities.

p.7

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.

p.8

School details

Gender of pupils in the sixth form Mixed

p.8

School details

Of which, number on roll in sixth form 53

p.8

School details

Date of previous inspection Not previously inspected

p.8

Information about this school

 The Bosco Centre College is an independent school in Southwark local authority. The school admits pupils who have experienced a fragmented educational background and may have missed a lot of their schooling.  The proprietor is a registered charity, set up by the Salesian Order, which operates a range of educational and community provision. These include a nursery and youth clubs. The charity aims to empower young people to be honest, caring and employable citizens.  The school is registered for pupils between 14 and 19. There are currently 60 pupils on roll, including 53 pupils in the sixth form. Four pupils in the sixth form have a statement of special educational needs or an education, health and care plan.  In Years 10 and 11 pupils are referred to the Bosco Centre College by the local authority. In the sixth form students apply through the school’s admission arrangements.  The school occupies two buildings in the Bosco Centre which have been adapted for

p.8

Information about this school

educational use.  The school does not use any alternative provision.  The principal and the chair of trustees took up their posts in June 2016.

p.9

Information about this inspection

 The inspector observed pupils learning in eight lessons, all of them jointly with the principal.  The inspector looked at pupils’ work in a wide range of subjects.  Meetings were held with the principal, senior leaders and a range of other staff.  A tour of the buildings and outdoor space was undertaken with the principal.  A group of pupils talked to the inspector about their views of the school and the inspector spoke informally with pupils at breaktime and by telephone.  The inspector looked at a wide range of documentation including the school’s self- evaluation, policies and information about pupils’ attendance, behaviour and progress.  The inspector spoke to three parents about their views of the school. There were no responses to the online survey, Parent View.  The inspector spoke to two trustees, including the chair of trustees.  The inspector spoke to a representative of Southwark local authority and a headteacher

p.10

Inspection team

Janet Hallett, lead inspector Her Majesty’s 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 .

p.10

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.

p.11

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 .

p.11

Inspection team

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 children looked after, safeguarding and child protection.

p.11

Inspection team

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 .

p.11

Inspection team

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

p.11

Inspection team

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

p.11

Inspection team

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

p.11