The Independent School

The Independent School 23–31 Beavor Lane, Ravenscourt Park, Hammersmith, London W6 9AR

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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 Requires improvement

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Outcomes for pupils Requires improvement

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Overall effectiveness at previous inspection Not previously inspected

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Summary of key findings for parents and pupils

This is a school that requires improvement  Leaders and governors do not ensure that the school meets all of the independent school standards. Standards relating to the quality of teaching and learning, assessment and careers guidance are not met.  Leaders’ monitoring of the academic progress pupils make is not sufficiently robust. As a result, leaders and governors do not have a clear enough view of pupils’ outcomes.  Teachers do not ensure that the learning needs of all pupils are always met. This is compounded because all pupils in the school have a specific learning difficulty. Some teachers have expectations that are too low, particularly for the most able pupils.  Leaders do not ensure that pupils receive appropriate guidance on the next steps of their education, including future careers options.  Leaders do not have effective strategies in place to manage the behaviour of all pupils. They do not ensure that older pupils arrive at

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Summary of key findings for parents and pupils

school in time for the start of the school day or for the start of lessons. Pupils’ punctuality has worsened and this disrupts learning.  Leaders do not ensure that school policies are implemented effectively and routinely followed by staff.

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Summary of key findings for parents and pupils

The school has the following strengths  The school has a caring and supportive ethos which prioritises developing the social skills and emotional well-being of the 13 pupils with specific learning difficulties who attend. Pupils say that they like the school.  In some lessons, teachers plan engaging activities that meet pupils’ learning needs. In these lessons, teachers also use questioning effectively to develop pupils’ understanding.  The personal welfare and development of pupils at the school is stronger than other aspects of provision. This is because teachers know the pupils very well. Individual therapy sessions are also provided to meet the needs of pupils. Parents are generally positive about the school and the support it offers their children.

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Summary of key findings for parents and pupils

Compliance with regulatory requirements  The school must take action to meet the requirements of the schedule to The Education (Independent School Standards) Regulations 2014 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 leadership and management of the school by: – identifying clearly the intended impact of leaders’ strategic work to develop the school – holding leaders robustly to account for the quality of education provided and the progress pupils make over time – ensuring that all staff follow the school’s policies consistently – providing effective careers information, advice and guidance.  Improve the quality of teaching, learning and assessment at the school so that: – an assessment framework is securely in place which monitors pupils’ progress and informs teachers’ planning in order to ensure that pupils’ learning needs are met – all teachers have high expectations of how well all pupils can do, particularly the most able, and use appropriate strategies to support and challenge their learning.  Improve the behaviour of pupils at the school so that pupils meet the school’s expectations regarding the stated start time of the school day and of lessons.

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The school must meet the following independent school standards

 Ensure that pupils receive accurate, up-to-date careers guidance that is presented in an impartial manner, enables them to make informed choices about a broad range of careers options and helps to encourage them to fulfil their potential (paragraphs 2(1), 2(1)(a), 2(2), 2(2)(e)(i), 2(2)(e)(ii), 2(2)(e)(iii)).  Ensure that teaching at the school involves well-planned lessons and effective teaching methods, activities and management of class time (paragraph 3, 3(c)).  Ensure that teaching at the school demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress (paragraph 3, 3(g)).  Ensure that a framework for pupil performance to be evaluated, by reference to the school's own aims as provided to parents or national norms, or to both, is in place (paragraph 4).  Ensure that persons with leadership and management responsibility at the school

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The school must meet the following independent school standards

demonstrate good skills and knowledge appropriate to their role and fulfil their responsibilities effectively so that the independent school standards are met consistently (paragraph 34(1), 34(1)(a), 34(1)(b)).

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Effectiveness of leadership and management Requires improvement

 The school does not meet all of the independent school standards. Standards relating to leadership and management; the quality of teaching, learning and assessment; and careers guidance are not met.  Leaders and governors do not ensure that the school’s own key policies are implemented effectively. For example, strategies in the school’s teaching plan designed to meet pupils’ specific learning difficulties are not implemented consistently in lessons. As a result, some teachers do not plan lessons so that pupils’ needs are met.  The school’s curriculum meets the subject requirements of the relevant independent school standards. However, it is limited in scope, particularly in the creative and technical subjects. The curriculum makes very limited extra-curricular provision for drama, music, technical subjects or modern languages. Pupils told inspectors that they would like to study drama and music. They said that they miss these subjects, which were available at

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Effectiveness of leadership and management Requires improvement

their previous schools.  Leaders do not ensure that older pupils understand and comply with the school’s stated daily start time, or are punctual to lessons. This disrupts their and other pupils’ learning. Leaders have not acted to stem a decline in the punctuality of these pupils.  Leaders have written a whole-school development plan. However, it is not clear how leaders and governors monitor its implementation or evaluate the impact of the planned actions. This inhibits governors’ ability to hold leaders to account as effectively as they could.  Leaders are not always accurate in their evaluation of the quality of provision and at times are overly positive. However, they are increasingly realistic regarding the strengths and areas for improvement for the school as its first year of operation progresses.  Leaders are committed to providing a specialist education for pupils with mild specific learning difficulties within a mainstream school context. Leaders strongly advocate the

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Effectiveness of leadership and management Requires improvement

need for this provision for the 13 pupils currently at the school.  Leaders communicate regularly with parents, including holding meetings to discuss issues as they arise.  Leaders provide regular staff training and development. Members of staff are positive about the school and appreciate the support they receive.

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Governance

 Governors are involved in the day-to-day life of the school and visit the school regularly. However, they do not monitor the implementation of the school’s action plan with sufficient rigour. As a result, they do not hold leaders to account robustly enough.  Governors provide leaders with developmental opportunities through access to the expertise of schools within the wider group owned by Cavendish Education Ltd.  Governors ensure that the school follows government guidance when recruiting staff and that staff have received the appropriate training relating to safeguarding practice.

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Safeguarding

 The arrangements for safeguarding are effective.  The school has a comprehensive and up-to-date safeguarding policy published on its website. Staff are appropriately trained. Leaders increasingly understand the importance of analysing situations that present risk to pupils, for example repeated lateness to school.  Pupils feel safe at school. They say that occasional incidents of bullying are managed well. They enjoy coming to school and say it is ‘like a family’.  The small size of the school ensures that pupils and their individual needs are well known and understood by members of staff. Staff mentors regularly meet with pupils and provide a supportive and caring environment.

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Quality of teaching, learning and assessment Requires improvement

 The quality of teaching, learning and assessment varies across different subjects. Despite the very small class sizes, some teachers do not meet the learning needs of pupils. As a result, some pupils are disengaged and do not make the progress they could.  Some teachers do not adjust their teaching sufficiently to meet the emerging responses of pupils in lessons, particularly the most able pupils. In these lessons, teachers’ expectations are too low and the pace is slow. Pupils say that some teachers set the same work for all pupils, regardless of their ability or needs.  Teachers do not support pupils’ specific learning needs effectively in some lessons. The school’s teaching and learning plan clearly describes the range of teaching strategies teachers should use to support pupils’ specific learning needs. However, too few teachers pay heed to this document. As a result, in some lessons, teachers do not use the

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Quality of teaching, learning and assessment Requires improvement

recommended strategies to help pupils learn.  The school has a clear assessment and feedback policy. Some teachers follow this policy; however, others do not. Consequently, the quality of work in pupils’ books varies, depending on which teacher they have.  Some teachers plan engaging activities and use questioning skilfully to develop pupils’ understanding. When this occurs, pupils concentrate well and make better progress.  Pupils enjoy daily outdoor activities in the local park, which foster positive relationships between them.  The very high staff–pupil ratio means that teachers know pupils very well. Pupils say that they feel well supported.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is good.  The school is a supportive environment for pupils because leaders and teachers prioritise positive relationships with the pupils. Pupils, particularly younger pupils, say that they enjoy coming to school. Parents are positive about the experience their children have at the school.  Leaders and teachers promote tolerance and respect, and model this effectively. They share breakfast time with pupils and are a constant presence around the school, interacting positively with pupils. Younger pupils feel that the school has a family atmosphere in which they feel safe. The school promotes fundamental British values effectively through the curriculum.  Each pupil has an individual staff mentor who meets regularly with them to discuss how they are feeling and doing at school. This supports pupils’ personal development. Members

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Personal development and welfare

of staff are mindful of the particular needs of each pupil.  The school offers regular therapy sessions for pupils according to their specific needs, for example speech and language therapy and occupational therapy.  Daily extra-curricular enrichment sessions, for example cookery, provide pupils with the opportunity to work and learn together in mixed age groups. Pupils enjoy these activities, although it is unclear if all pupils are expected to participate in them. Leaders plan school trips which take advantage of the school’s location in London, which pupils enjoy.  Leaders have ensured that staff have received relevant training in relation to the ‘Prevent’ duty, and relevant risk assessments are in place. Leaders have an increasing appreciation of the importance of ensuring that risk assessments are reviewed and kept up to date.

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Behaviour

 The behaviour of pupils requires improvement.  Leaders do not monitor the punctuality of pupils robustly, nor do they have effective strategies in place to tackle pupils’ lateness to school and to lessons. Some lessons, particularly in the older year groups, are disrupted by late arrivals. This situation is worsening, with a marked increase in lateness to school during this academic year. Leaders acknowledge this and explain that, in part, it is due to the specific learning needs of the pupils. Pupils report that little action is taken to tackle lateness to school.  Pupils’ attitudes to learning in lessons vary. In some lessons, teachers’ expectations of pupils are not clear enough and pupils become disengaged. In other lessons, teachers use effective strategies to ensure that pupils are on task and participate well in lessons.  Pupils’ attendance is in line with the national average.  Pupils’ behaviour around the school site and in most lessons is calm and orderly. Most

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Behaviour

pupils interact well with teachers. The school has a warm and friendly atmosphere. Younger pupils are particularly enthusiastic about coming to school.

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Outcomes for pupils Requires improvement

 All pupils in the school have a specific learning difficulty, such as dyslexia or dyspraxia. The school uses a range of baseline testing to identify pupils’ starting points when they enter the school. Teachers record how well pupils do in individual assessments. These assessments show that in some subjects pupils’ outcomes are improving. However, leaders and teachers do not use this information systematically to assess pupils’ progress and plan pupils’ next steps in their learning.  Leaders have not yet implemented their planned assessment framework to track the progress pupils are making from their different starting points. Therefore, leaders are unable to gauge with certainty the progress pupils make in their academic subjects.  Each pupil has an individual teaching plan, which is drawn up by leaders following assessment of each pupil’s specific learning needs. These plans are based on skill

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Outcomes for pupils Requires improvement

development and show progression in some areas. However, they do not focus sufficiently on the progress pupils, including groups of pupils, make from their starting points across a range of subjects and over time.  The school has designed its own assessment scale for feedback to pupils, which is used by most teachers. However, pupils, particularly those studying GCSE courses in Year 10, are unclear if they have target or expected outcomes for their GCSE examinations. Therefore, they do not know how well they are doing in these subjects compared to how well they are expected to do.  Pupils do not receive effective guidance on the next stage of their education. They do not know who they can speak to at the school about this. The school is planning to hold careers weeks in the future; however, the impact of these is yet to be seen.  The school encourages pupils to read and is improving its library provision. As a result,

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Outcomes for pupils Requires improvement

pupils’ ability to read fluently and independently is increasing.  The school prioritises the development of pupils’ social skills and emotional wellbeing. Leaders report that good progress has been made in this area for many pupils who previously were reluctant to attend school. The very high staff–pupil ratio enables pupils to receive individual mentoring, which supports their learning and helps them to progress.

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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

Date of previous inspection Not previously inspected

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Information about this school

 The school was registered by the Department for Education on 24 March 2016. This is the school’s first standard inspection.  The school’s stated aim is to ‘prepare every student, regardless of learning style, with the skills they need to fulfil their potential at GCSE and beyond.’ The school caters predominantly for pupils who have special educational needs, particularly specific learning difficulties such as dyslexia and dyspraxia. All pupils currently on roll have special educational needs and/or disabilities.  The school does not use alternative provision.

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Information about this inspection

 Inspectors observed pupils’ learning in 10 lessons jointly with senior leaders and attended the local park with pupils and staff during an outdoor learning session.  Inspectors joined an assembly and observed pupils at break and lunchtime.  Inspectors held meetings with the headteacher, vice principal, chair of the governing body, director of operations, staff and pupils. Inspectors spoke to pupils formally and informally.  Inspectors scrutinised documents provided by the school, including the school’s development plan, minutes of governing body meetings, information relating to attendance and punctuality, behaviour and incident logs, school policies, risk assessments, fire drill logs and the school’s records relating to staff recruitment.  Inspectors toured the school site.  Inspectors undertook a scrutiny of work in pupils’ books jointly with a senior leader.  Inspectors considered 11 responses to Ofsted’s staff survey and five responses to Ofsted’s

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Inspection team

Vanessa Ward, lead inspector Ofsted Inspector

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Inspection team

Dennis Canty 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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