Ashmeads School

School progress monitoring inspection report

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Ashmeads School Buccleuch Farm, Haigham Hill, Burton Latimer, Kettering, Northamptonshire NN15 5PH

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Main inspection findings

Part 1. Quality of education provided Paragraph 3, 3(a), 3(c), 3(d)  The previous standard inspection found that not all teaching enabled pupils to make consistent progress. The tests that the pupils sat on entry to the school were too simplistic to provide teachers and senior leaders with sufficiently detailed information about pupils’ levels of ability. Consequently, senior leaders set pupils targets that were too low, and teachers sometimes set work that lacked challenge. Furthermore, pupils’ education plans were of an inconsistent quality and did not always provide specific information about the pupils’ education and learning needs. Inspectors found that the teachers’ use of questioning was not consistently effective.  Senior leaders have reviewed the process by which they assess pupils’ levels of ability on entry to the school. Pupils now complete tests that provide senior leaders and teachers

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Main inspection findings

with detailed information about their starting points in English, mathematics and science. Senior leaders use this information to set the pupils suitably challenging targets.  Senior leaders have revised pupils’ education plans. These now provide specific information relating to pupils’ individual educational and learning needs. The plans provide teachers with information about the strategies that they should adopt to ensure that the pupils engage with their learning and make consistent progress in developing their knowledge, skills and understanding. Teachers use these education plans when planning tasks for the pupils to complete.  Senior leaders have introduced new systems by which the teachers plan pupils’ learning. They expect teachers to set ‘desired learning objectives’ for each lesson. These objectives provide the pupils with a clear understanding of what the teacher expects them to learn during each lesson. The teacher makes the pupils aware of these

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Main inspection findings

objectives at the beginning of each lesson. Teachers ensure that these objectives meet the individual needs of the pupils, to enable them to catch up where they have previously fallen behind in their learning, or to help them to develop their understanding further.  Teachers have received training on how to ask questions effectively to secure pupils’ progress. Teachers are now more confident in asking questions that probe pupils’ understanding, and enable them to improve their work. In a lesson the inspector observed, the teacher’s careful questioning enabled pupils to become secure in their understanding of the different properties of solids, liquids and gases.  Senior leaders make regular visits to lessons to check on the quality of teaching. In so doing, they ensure that the teachers have set appropriate learning objectives for the pupils. They also check that the teachers’ classroom practice enables the pupils to make

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Main inspection findings

progress in their learning. Where senior leaders identify classroom practice that is not of a sufficiently high enough quality, they provide the teacher with appropriate support and guidance.  The books that the inspector looked at demonstrated that teachers set challenging tasks in English, mathematics and science that enable the pupils to make consistent progress in their learning. The work that the pupils complete enables them to become secure in their understanding of the topic that they are studying or the skills that they are developing. For example, in mathematics, having learned about the use of indices, the pupils completed tasks that enabled them to complete calculations using numbers that shared common indices.  Senior leaders regularly review the progress that the pupils are making. They meet with teachers to review pupils’ work, to ensure that teachers’ assessments of pupils’ levels of

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Main inspection findings

understanding are accurate. Pupils also regularly sit external English and mathematics tests to provide information about the progress that they are making in developing their skills in these subject areas. Senior leaders use this information to check each pupil’s achievement, and to identify where pupils are not making sufficient progress. Where this may be the case, senior leaders ensure that the pupil receives appropriate support to become secure in their learning.  The requirements of these independent school standards are met. Part 3. Welfare, health and safety of pupils Paragraphs 7, 7(a), 7(b), 32(1)(c)  The previous standard inspection found that the senior leaders did not take appropriate action in response to safeguarding concerns that staff had raised. Senior leaders did not keep accurate records of safeguarding incidents and, as a result, did not have sufficient oversight of safeguarding in the school. Furthermore, the senior leaders did not always

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Main inspection findings

refer concerns to the local authority, nor did they work closely enough with local agencies to secure pupils’ welfare. The inspectors found that the senior leaders did not take sufficient action to respond to any concerns that emerged from their communications with parents. The inspectors also found that the senior leaders did not follow up pupils’ absence from school effectively enough to check on their safety.  The previous standard inspection found that the staff did not have a clear understanding of their duties in relation to safeguarding. For example, they were not alert to the possible signs of child sexual exploitation, nor were they aware of the actions that they should take in relation to any possible incidents of female genital mutilation. The inspectors found that the staff could not effectively distinguish between concerns that related to pupils’ behaviour and those that gave rise to serious safeguarding concerns.

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Main inspection findings

 Since the previous standard inspection, the proprietor has ensured that there is now increased capacity within the senior leadership team to manage safeguarding concerns. For example, three senior leaders have undertaken the safeguarding training that any school leader responsible for safeguarding must undertake. This training has ensured that these three leaders fully understand their safeguarding responsibilities, and the actions that they should take where they have a concern about a pupil’s welfare.  Senior leaders now maintain detailed records of safeguarding concerns using incident reports and a safeguarding log. They take appropriate action where they have concerns about a pupil’s welfare, including through making referrals to the local authority. When there is a safeguarding concern, the senior leaders work closely with parents and carers as well as a range of external agencies, to ensure that pupils receive the support that

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Main inspection findings

they require. To ensure that they have a precise understanding of the actions that they have taken to support their pupils, the senior leaders maintain accurate records of their contact with parents and carers and with external agencies.  The proprietor receives a report relating to each safeguarding concern that the senior leaders have responded to, where the concern has led to a referral to the local authority.  Before the start of each school day, staff communicate with the parents or carers of all of the school’s pupils. The purpose of this communication is to check that the pupil is attending the school that day, and to identify any welfare concerns that may have emerged since the previous school day. Where senior leaders are aware of any welfare concerns, they bring these to the attention of all staff. This enables staff to prepare effectively to provide the necessary support when the pupil arrives at the school.

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Main inspection findings

 Senior leaders closely monitor pupils’ attendance. On the occasions when pupils do not arrive at the school, senior leaders immediately contact the parents or carers to check on their whereabouts. Where senior leaders are concerned about a pupil’s absence over a period of time, they take appropriate action, including meeting with the pupil’s parents or carer, and making referrals to the local authority.  Since the previous inspection, all staff have received training that has enabled them to understand fully their responsibilities in relation to safeguarding. This training has included raising awareness of the types and signs of abuse, and clarifying the action that staff should undertake when they have a concern about a pupil’s welfare. Staff have also received training on responding to incidents of child sexual exploitation, on preventing radicalisation and extremism, and on reporting concerns about female genital mutilation.

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Main inspection findings

 Through the training that staff have received, senior leaders have ensured that all staff can now distinguish between concerns relating to behaviour and concerns that are of a safeguarding nature. Senior leaders have reviewed the processes by which staff report incidents, to ensure that staff actively distinguish whether the incident that they are reporting relates to behaviour, or relates to a pupil’s welfare.  The school’s safeguarding policy reflects the government’s latest guidance. It is available on the school’s website.  The requirements of these independent school standards are met. Paragraph 9, 9(b), 9(c)  The previous standard inspection found that not all staff consistently applied the school’s behaviour policy in relation to imposing sanctions on pupils for incidents of poor behaviour. This was particularly the case for when pupils used abusive language.  Senior leaders have reviewed the school’s rewards system, to encourage pupils to

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Main inspection findings

engage with their learning and to behave appropriately. Pupils who do not behave appropriately lose rewards points that affect their chances of taking part in the award activity that takes place at the end of each week. The senior leaders closely monitor the points that pupils receive. They do this to monitor pupils’ behaviour, and to ensure that staff are consistent in applying sanctions for poor behaviour.  Senior leaders maintain a record of incidents of bullying, including the use of abusive and derogatory language. These records demonstrate that, where such incidents occur, staff take effective action. This action includes ensuring that the pupil who has engaged in such behaviour receives appropriate support to manage their behaviour more effectively in the future.  Senior leaders maintain a thorough record of all sanctions that the school’s staff put into place in response to serious incidents of misbehaviour.

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Main inspection findings

 The requirements of these independent school standards are met. Part 8. Quality of leadership in and management of schools Paragraph 34(1), 34(1)(a), 34(1)(b), 34(1)(c)  Since the previous standard inspection, the proprietor has appointed a member of staff from the proprietorial body to work closely with the school’s senior leaders. This member of staff regularly visits the school to check on the work that the senior leaders have undertaken to improve the quality of teaching and to secure effective safeguarding of pupils’ welfare. This member of staff has taken effective action to ensure that the school’s senior leaders have a secure understanding of the independent school standards. He has also made sure that the school’s senior leaders understand the actions that they should take to ensure that the school meets these standards.  The school’s leaders have taken effective action to ensure that the school now meets the

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Main inspection findings

independent school standards that the previous standard inspection judged as being unmet.  Senior leaders have taken effective action to ensure that the welfare and safeguarding of pupils are secure.  Since the previous standard inspection, the number of pupils on the school roll has fallen from 12 to four. Senior leaders have accounted for the whereabouts of those pupils who have left the school since the previous standard inspection.

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Compliance with regulatory requirements

The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements that were checked during this inspection. This included the standards and requirements that the school was judged to not comply with at the previous inspection. Not all of the standards and associated requirements were checked during this inspection.

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The school now meets the following independent school standards

 Ensure that teaching enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught (paragraph 3, 3(a)).  Ensure that teaching involves well planned lessons and effective teaching methods, activities and management of class time (paragraph 3, 3(c)).  Ensure that teaching shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons (paragraph 3, 3(d)).  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 issues by the Secretary of State (paragraph 7, 7(a) and 7(b)).  Promote good behaviour amongst pupils by ensuring that the school’s behaviour policy is implemented effectively and that a record is kept of sanctions imposed upon pupils for

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The school now meets the following independent school standards

serious misbehaviour (paragraph 9, 9(b), 9(c)).  The proprietor ensures that persons with leadership and management responsibilities at the school demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently, and that they fulfil their responsibilities effectively so that the independent school standards are met consistently, and that they actively promote the well-being of pupils (paragraph 34(1), 34(1)(a), 34(1)(b) and 34(1)(c)).

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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 Day special school for pupils with behavioural, emotional and social difficulties School status Independent school

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School Details

Annual fees (day pupils) £25,000–£35,000

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School Details

Website www.keyschildcare.co.uk/services/education/ ashmead Email address ashmeadsschool@keyschildcare.co.uk

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School Details

Date of previous standard inspection 10–12 May 2016

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Information about this school

 Ashmeads School opened in 2007 and is situated in a rural setting near Kettering in Northamptonshire.  The school’s proprietor is Keys Child Care Ltd, which owns a number of independent special schools and children’s homes.  The school is registered for up to 12 pupils.  The school provides full-time and part-time education for pupils who experience behavioural, emotional and social difficulties. Currently, three pupils have a statement of special educational needs or an education, health and care plan.  Three local authorities provide funding for pupils to attend the school.  The school makes use of off-site provision at the William Knibb Centre in Kettering.  The school summarises its aims as ‘providing a positive and nurturing environment to support the growth and achievement of every child’.

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Information about this inspection

 This inspection was carried out at the request of the registration authority for independent schools. The purpose of the inspection was to monitor the progress the school has made in meeting the independent school standards and other requirements that it was judged to not comply with at its previous inspection.  The Department for Education rejected the school’s action plan on 24 November 2016.  This was the school’s first progress monitoring inspection. The inspection was conducted without notice.  The inspector held meetings with senior leaders and members of the proprietorial body. The inspector met with members of the school staff and spoke with the local authority designated officer for Northamptonshire local authority. The inspector observed learning taking place and looked at pupils’ books. The inspector observed pupils’ behaviour at breaktime, and spoke with pupils informally.  The inspector scrutinised a range of documentation relating to safeguarding, staff

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Information about this inspection

training, teaching and learning, pupils’ achievement, attendance, bullying and behaviour. The inspector also scrutinised the school’s single central register and the school’s recruitment procedures. The inspector scrutinised the school’s website.

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Inspection team

Simon Hollingsworth, 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 .

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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 visitwww.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.

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Inspection team

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Inspection team

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Inspection team

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