Hardwick House School

School progress monitoring inspection report

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Hardwick House School 190 Forest Road, Loughborough, Leicestershire LE11 3HU

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1), 2(1)(a), 2(1)(b), 2(1)(b)(i), 2(2), 2(2)(g), 3, 3(d)  The material change inspection found that senior leaders’ plans for the delivery of education to students up to the age of 19 years were not well developed. The inspector found that the school’s curriculum plans for these students lacked sufficient detail. In particular, the curriculum plans did not take into account the ages, aptitudes and individual learning needs of the students. The plans did not provide students with appropriate opportunities to pursue courses that were of a high enough level, particularly for the most able students.  The school’s curriculum plans are now appropriate to the students’ aptitudes and individual learning needs. The plans and the schemes of work take into account the students’ prior learning, as well as their intended next steps when they leave the school. Senior leaders have ensured that the post-16 curriculum provides students with an

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Main inspection findings

opportunity to work towards a broad range of GCSE qualifications, including biology, physics, animal care, and design and technology. Students also have the opportunity to study GCSE mathematics and English, to retake their examinations in one or both of these subjects. The students who take advantage of this opportunity are those whose previous attainment in either of these two GCSE subjects was not as high as it should have been. This is due to their previous, prolonged absence from education.  Senior leaders have ensured that students receive appropriate guidance about their next steps once they leave the school. Students receive impartial careers advice, and visit local colleges to find out for themselves the further education courses that are available to them. The school’s staff closely support the students in making their applications for college courses. Senior leaders ensure that, while in the school’s post-16 provision,

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Main inspection findings

students complete qualifications that enable them to move on to their chosen college course.  Students are able to take advantage of a range of enrichment activities, including rock climbing, recreational art, and visits to local shops and facilities. These activities enhance students’ academic studies, help develop their confidence, and prepare them for independent living. Senior leaders ensure that this programme of activities is suitably flexible to meet the post-16 students’ needs. Paragraph 2(2), 2(2)(d), 2(2)(d)(i)  The material change inspection found that the planned provision for students’ personal, social, health and economic (PSHE) education programme did not take into account students’ ages, aptitudes and individual learning needs.  The school’s PSHE programme now accommodates the aptitudes and individual learning needs of the post-16 students. Students learn about living healthy lives, being safe,

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Main inspection findings

living independently and keeping to a budget. This programme of study enables the school to prepare students to lead independent, healthy and fulfilling lives. Paragraph 3, 3(e), 3(f)  The material change inspection found that the school did not have all of the necessary learning resources in place to teach the intended courses. The inspector found that the staff did not have appropriate experience to teach the courses effectively.  All teachers have appropriate experience to teach the qualifications that the post-16 students study. In planning students’ learning, teachers use their own subject knowledge as well as their knowledge of the students’ prior learning and of each student’s individual learning needs. Because of this, teachers plan activities that enable the students to become secure in their learning.  The school has appropriate resources to enable students to complete their learning successfully.

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Main inspection findings

 The English, mathematics, animal care, and design and technology books the inspector looked at demonstrated that students complete tasks that allow them to make good progress in their learning. In particular, teachers set students well-designed tasks to develop those skills in which teachers have identified students as being weaker. For example, the English teacher has identified that the post-16 students find making inferences from texts difficult. Therefore, the teacher has designed specific tasks to help the students to develop this skill. The students’ work indicates that these tasks have enabled them to develop their grasp of this skill well.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 7, 7(a), 7(b), 32(1), 32(1)(c)  The material change inspection found that the school’s safeguarding procedures were effective. However, the first evaluation of the school’s action plan, which took place in November 2016, found that the school’s safeguarding policy did not accurately reflect the latest government guidance at that time.  The safeguarding policy, which is available on the school’s website, now reflects the latest government guidance.  Senior leaders’ work to ensure that all pupils are safe is robust and comprehensive. When they have a concern about a pupil’s welfare, senior leaders are quick to take action to ensure that the pupil receives the support that they require. Where appropriate, senior leaders work closely with parents and local agencies. Senior leaders maintain detailed records of all of the actions that they take when responding to a

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Main inspection findings

concern about a pupil’s welfare.  Senior leaders have ensured that there is a culture of vigilance among the staff in relation to safeguarding. To this end, all staff receive regular safeguarding training. They are aware of the different types of abuse and of the signs to look for. All staff fully understand their responsibilities to keep pupils safe, and know the actions they should take when they have a concern about a pupil’s welfare.  All pupils, including post-16 students, learn how to be safe through their PSHE lessons, and through their daily contact with the school’s staff. Pupils learn how to be safe online through their information and communication technology lessons.  Those pupils with whom the inspector met said they have staff that they can speak with when they have a concern. They said they are confident that staff will listen to them, and will take effective action to help to resolve their concern.

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Main inspection findings

Paragraphs 3, 3(h), 9, 9(a), 9(b), 10  The material change inspection found that the senior leaders had not yet adapted the school’s behaviour and anti-bullying policies to take into account the needs of older students. Because of this, teachers were unable to plan and use effective strategies to manage these students’ behaviour and to encourage them to act responsibly.  The school now has behaviour and anti-bullying policies that relate specifically to the post-16 students. These policies include appropriate rewards and sanctions to manage students’ behaviour, and to encourage students to act appropriately.  The school’s behaviour and bullying records demonstrate that senior leaders and teachers closely monitor all pupils’ behaviour. The records show that staff take appropriate action when they identify a pupil who has misbehaved, or when they identify incidents of bullying behaviour. The school’s records demonstrate that such incidents are

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Main inspection findings

extremely rare among the post-16 students.  The school now employs three members of staff who monitor all pupils’ behaviour. These staff provide all pupils with support to manage their behaviour, and to overcome any factors that may be preventing them from making good progress in their learning. These staff meet with pupils individually on a formal basis at least once a fortnight. They also provide daily support. This support is available to post-16 students. Paragraph 15  The material change inspection found that the school did not have sufficiently rigorous procedures for following up the absence of students who attend part time.  Senior leaders ensure that there is a rigorous system in place for monitoring all pupils’ attendance. On those occasions a pupil does not attend school or a work placement, staff are quick to contact home to establish that the pupil is safe.  Where senior leaders have a concern over a pupil’s absence over a sustained period,

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Main inspection findings

they meet with the parents or carers. Senior leaders use these meetings to discuss strategies to encourage the pupil to attend school more regularly. Paragraph 16, 16(a), 16(b)  The material change inspection found that the school’s leaders had not fully assessed the risks of having older students on site, or of these students accessing activities off site. The school’s leaders had not developed plans to manage the contact between younger pupils and older students.  Senior leaders now ensure that staff complete risk assessments for any activities on or off the school site that post-16 students undertake. These risk assessments identify specific risks related to the individual visits or activities, and provide staff with guidance to reduce the risks that the assessments have identified.  Senior leaders’ assessment of the risks that come with increasing the age range of the school has resulted in their rightly reviewing the school’s behaviour and anti-bullying

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Main inspection findings

policies. These revised policies ensure that all staff understand how to manage the relationships between younger pupils and older students.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraph 34(1), 34(1)(a), 34(1)(b), 34(1)(c)  Senior leaders have taken effective action to ensure that the school now meets those standards that the inspector at the material change inspection identified as being unmet.  Since the material change inspection, the proprietors have rightly reviewed the school’s proposed post-16 provision to ensure that it meets the needs of the students. In so doing, they have ensured that this curriculum prepares students well for their next steps.  The proprietors have appointed a head of school since the material inspection. This has increased senior leaders’ capacity to ensure that the school consistently meets the independent school standards.  Senior leaders have ensured that teachers plan lessons that take into account the aptitudes and learning needs of the post-16 students. They have also ensured that all

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Main inspection findings

staff who teach the post-16 students have the appropriate qualifications and experience. Senior leaders regularly check on the quality of teaching through undertaking visits to lessons.  Senior leaders have appointed a team of staff who provide all pupils, including the post- 16 students, with appropriate support to help them to manage their behaviour.  Senior leaders have ensured that the school works closely with local businesses and colleges to ensure that post-16 students receive opportunities to explore their next steps and develop their career aspirations. In working with these external organisations, senior leaders are mindful of ensuring that the post-16 students are safe. For example, staff from the school attend work placements and college open days with the students.  The senior leaders have ensured that there is a culture of openness and vigilance regarding keeping pupils safe. The school’s safeguarding procedures, and the

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Main inspection findings

opportunities all pupils receive to learn how to be safe, have ensured that the school promotes all pupils’ well-being.  Since the material change inspection, the proprietors have admitted to the school three students who are above the compulsory school age. The Department for Education has provided the proprietors with permission to make this change to the age range of the pupils at the school.

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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 a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively (paragraph 2(1), 2(1)(a)).  Ensure that the written policy, plans and schemes of work take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan (paragraph 2(1), 2(1)(b), 2(1)(b)(i)).  Ensure that the personal, social, health and economic education reflects the school’s aim and ethos (paragraph 2(2), 2(2)(d), 2(2)(d)(i)).  Ensure that there is a programme of activities which is appropriate to the needs of pupils who are above compulsory school age (paragraph 2(2), 2(2)(g)).  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)).

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The school now meets the following independent school standards

 Ensure that teaching demonstrates good knowledge and understanding of the subject matter being taught (paragraph 3, 3(e)).  Ensure that teaching utilises effectively classroom resources of a good quality, quantity and range (paragraph 3, 3(f)).  Ensure that teaching utilises effective strategies for managing behaviour and encouraging pupils to act responsibly (paragraph 3, 3(h)).  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)).  Ensure that a written behaviour policy is drawn up that, amongst other matters, sets out the sanctions to be adopted in the event of pupil misbehaviour, and that this policy is implemented effectively (paragraph 9, 9(a), 9(b)).  Ensure that bullying at the school is prevented in so far as is reasonably practicable, by

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The school now meets the following independent school standards

the drawing up and implementation of an effective anti-bullying strategy (paragraph 10).  Ensure that an admission and attendance register is maintained in accordance with the Education (Pupil Registration) (England) Regulations 2006 (paragraph 15).  Ensure that the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy, and appropriate action is taken to reduce risks that are identified (paragraph 16, 16(a), 16(b)).  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),

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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

Gender of pupils in the sixth form Mixed

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School details

Of which, number on roll in sixth form 3

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School details

Email address info@hardwickhouseschool.co.uk

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School details

Date of previous standard inspection 28–30 January 2015

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Information about this school

 Hardwick House School is an independent day special school for pupils with high functioning autism. All pupils have a statement of special educational needs or an education, health and care plan. The local authorities of Leicestershire and Leicester City place pupils at the school.  Nearly all pupils are White British. No pupils speak English as an additional language.  There are no pupils who are eligible for pupil premium funding, which is the additional government funding for those known to be eligible for free school meals and those in the care of the local authority.  Prior to joining the school, many pupils have not attended school for significant periods of time.  While the post-16 provision is available to both boys and girls, currently there are only boys attending this aspect of the school’s provision.  The school is currently registered for up to 25 pupils with autistic spectrum disorder

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Information about this school

(ASD). All pupils attend on a full-time basis.  The school makes use of Loughborough Leisure Centre to provide physical education for its pupils. Pupils do not attend any alternative provision.  The three proprietors are trading as a limited company and form the school’s senior leadership team as headteacher, head of welfare and head of finance. In this, they work closely with an appointed head of school.  The school occupies a large Victorian house in its own grounds on the outskirts of Loughborough and adjacent to the university campus. The school opened in September 2014 with 10 pupils.  The school aims to develop pupils’ abilities to: foster positive relationships; develop independent life and living skills; lead healthy and fulfilling lives; and enhance their employment prospects.

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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 the material change inspection that took place on 18 June 2015.  This was the school’s first progress monitoring inspection. The inspection was unannounced.  The Department for Education accepted the school’s action plan with modifications.  The inspector met with proprietors, the head of school, and other staff. The inspector visited two classroom-based lessons where learning was taking place, as well as visiting the outdoor area. The inspector visited the classrooms with the head of school. The inspector met with pupils and post-16 students during lessons and during lunchtime. The inspector looked at post-16 students’ English, mathematics, animal care, and design and

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Information about this inspection

technology books. The inspector spoke with representatives of two work placements that pupils from the school attend. He also spoke with a parent of a post-16 student.  The inspector scrutinised the school’s documentation relating to safeguarding, the curriculum, the PSHE programme, the quality of teaching, behaviour, and attendance. The inspector scrutinised the school’s single central record.

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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

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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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