Schoolhouse Education

Schoolhouse Education 42 Combwell Crescent, Abbey Wood, London SE2 9LZ

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Overall effectiveness Inadequate Effectiveness of leadership and management Inadequate Quality of teaching, learning and assessment Inadequate Personal development, behaviour and welfare Inadequate Outcomes for pupils Inadequate Overall effectiveness at previous inspection Good

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Summary of key findings for parents and pupils

 Leaders and the board of management have not ensured that the school meets all of the independent school standards.  Leaders are not sufficiently aware that standards have declined and that pupils make inadequate progress. This is because they have not monitored the school’s work in sufficient detail.  The curriculum is too narrow. Pupils do not have the opportunity to develop their knowledge and understanding across a broad range of subjects, and particularly in science and humanities.  Leaders’ monitoring of teaching is inadequate. As a result, there is insufficient provision for the development of teachers.  Teachers’ expectations for pupils’ learning and progress are variable. Considering their starting points, pupils are not challenged to make adequate progress in lessons.  When learning is not engaging, pupils lose interest in their work. This leads to off-task behaviour which disrupts the learning of

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Summary of key findings for parents and pupils

others.  The board of management does not hold leaders sufficiently to account for the impact of their work.  Poor attendance and tardy punctuality affects the progress of some pupils.  Safeguarding arrangements are ineffective. Leaders have not ensured that systems and processes are working to keep children safe.

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Summary of key findings for parents and pupils

 In some aspects the school makes good efforts to promote the emotional well-being of pupils.  A well-thought-out and competently delivered personal, social, health and economic education programme contributes to pupils’ spiritual, moral, social and cultural development.

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Summary of key findings for parents and pupils

The school does not meet the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 and associated requirements.

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What does the school need to do to improve further?

 Leaders and the board of management must: – systematically check that all independent school standards are met – complete thorough pre-employment checks for all staff currently employed in the school, and for new staff prior to their employment – complete risk assessments and ensure that safeguarding procedures and practice are compliant with statutory requirements so that pupils are safe at all times – make sure that all fire safety procedures and practice are routinely carried out and recorded, in line with the Regulatory Reform (Fire Safety) Order 2005 – develop curriculum opportunities for pupils to learn about human and social, scientific, and physical education – assess all groups of pupils’ performance at regular intervals throughout the year, referenced to national norms – ensure that the website is compliant in the provision of information to parents – further improve the attendance of all groups of pupils.

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What does the school need to do to improve further?

 Teachers should: – demonstrate high expectations of pupils to encourage positive attitudes to learning – ensure that they challenge and engage pupils more effectively so that they make good progress across all subjects – use accurate assessment information about prior attainment when planning lessons so that pupils can make substantial progress.

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The school must meet the following independent school standards

 The proprietor must ensure that a written policy on the curriculum, supported by appropriate plans and schemes of work, is drawn up and implemented effectively; and give pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education (paragraph 2(1), 2(1)(a), 2(2) and 2(2)(a)).  The proprietor must ensure 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)).  The proprietor must ensure that arrangements are made to safeguard and promote the welfare of pupils at the school, having regard to any guidance issued by the Secretary of State (paragraph 7, 7(a) and 7(b)).  The proprietor must ensure compliance with the Regulatory Reform (Fire Safety) Order 2005 (paragraph 12).  The proprietor must ensure that the welfare of pupils at the school is safeguarded

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The school must meet the following independent school standards

and promoted by the drawing up and effective implementation of a written risk assessment policy; and that action is taken to reduce risks that are identified (paragraph 16, 16(a) and 16(b)).  The proprietor must carry out checks to confirm, in respect of any person who works or intends to work at the school, their medical fitness, right to work in the United Kingdom and qualifications, which should be completed before a person’s appointment (paragraph 18(2), 18(2)(b), 18(2)(c), 18(2)(c)(i), 18(2)(c)(ii), 18(2)(c)(iii), 18(2)(c)(iv) and 18(3)).  The proprietor must carry out checks on a person offered for supply by an employment business, including their identity and right to work in the United Kingdom, which should be completed before the person begins work at the school (paragraph 19(2), 19(2)(a), 19(2)(a)(i), 19(2)(a)(i)(aa), 19(2)(c), 19(2)(d) and 19(2)(d)(i)).  The proprietor must keep a register of checks including each member of staff’s and

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The school must meet the following independent school standards

supply staff’s right to work in the United Kingdom and whether they are subject to a prohibition order (paragraph 21(1), 21(2), 21(3), 21(3)(a)(i), 21(3)(a)(iii), 21(3)(a)(iv), 21(3)(a)(vii), 21(3)(b), 21(5), 21(5)(a), 21(5)a(i) and 21(6)).  The proprietor must ensure that suitable changing accommodation and showers are provided for pupils aged 11 years or over at the start of the school year who receive physical education (paragraph 23(1) and 23(1)(c)).  The proprietor must ensure that inspection reports are published and maintained on the school’s internet website, and provided to the parents of each registered pupil (paragraph 32(1) and 32(1)(d)).  The proprietor must ensure that information including the name and address of the chair of the governing body, particulars of educational and welfare provision for pupils with education, health and care plans and pupils for whom English is an additional language and particulars of the school’s academic performance during the

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The school must meet the following independent school standards

preceding school year, including the results of any public examinations, are published on the school’s website (paragraph 32(2), 32(2)(c), 32(3), 32(3)(b), 32(3)(e) and 32(3)(g)).  The proprietor must ensure 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 actively promote the well-being of pupils by protecting them from harm (paragraph 34(1), 34(1)(a), 34(1)(b) and 34(1)(c)).

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Effectiveness of leadership and management Inadequate

 Leaders have overseen a decline in the quality of education provided in the school. Given pupils’ starting points and abilities, standards are too low and pupils make limited progress.  Leaders have an inaccurate view about the quality of education provided. School leaders do not regularly check the progress of pupils.  Since the previous inspection, the curriculum has narrowed. Despite the introduction of some GCSE courses, including in English and mathematics, students are not taught science, history or geography. Consequently, pupils do not have an opportunity to develop their knowledge and understanding across a broad range of subjects.  Leaders are not systematic in the way they evaluate teachers’ performance. This means that they are unable to set appropriate performance targets or provide meaningful professional development opportunities. This also leads to low teacher expectations in what pupils can achieve and poorly planned work particularly for lower- and middle-

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Effectiveness of leadership and management Inadequate

attaining pupils.  The safeguarding culture and practice in the school are poor. Leaders and the board of management do not fulfil their statutory responsibilities. As a result, pupils’ safety is at risk.  Absence is high and there is insufficient focus on the well-being of pupils who do not attend regularly.  Effective personal, social, health and economic education lessons make a significant contribution to pupils’ spiritual, moral, social and cultural development. As a result, pupils have a clear appreciation of life in modern Britain.  The views of parents, staff and pupils collected during the inspection indicate that they are happy with the quality of education provided by the school. One pupil said, ‘I never liked school but here I feel connected.’

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Governance

 Leaders and board members recognise that the board of management is too small.  Board members are not aware of the independent school standards and do not meet their statutory responsibilities. Consequently, they have not ensured that pupils at the school are kept safe at all times or receive an adequate education.

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Safeguarding

 The arrangements for safeguarding are not effective. School leaders do not ensure the suitability of staff working in the school. Recruitment checks do not meet statutory requirements. Staff personnel files are not kept in good order.  Risk assessments for when pupils are off-site during the school day are not completed. Fire safety checks and procedures are not routinely undertaken.  Wednesday afternoon ‘games’ is taught off-site by an unqualified member of staff who has not been adequately checked or risk assessed.  The safeguarding policy does not pay due regard to the latest statutory guidance from the Secretary of State. However, staff have received regular safeguarding training, including on the ‘Prevent’ duty. They are aware of the risks to pupils including gang affiliation, child sexual exploitation, female genital mutilation and radicalisation. Where necessary, pupils are referred to external agencies and follow-up procedures are

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Quality of teaching, learning and assessment Inadequate

 The quality of teaching in the school is inconsistent. Consequently, pupils’ progress is limited.  Progress in lessons is weak where the challenge fails to meet the needs of the pupils.  Assessment practice in the school is poor and teachers do not take into account prior learning of pupils. As a result, pupils make inadequate progress from their individual starting points.  Pupils are not clear as to whether they are making progress. Teachers do not routinely check that pupils respond to feedback and improvement targets.  Where teachers’ expectations of what pupils can achieve are high, pupils respond well and show a commitment to their work. This was evident for higher-attaining Year 10 pupils in English and mathematics. However, this was not consistently evident in media studies or information and communication technology.  Pupils display positive attitudes in lessons where the planning effectively meets their

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Quality of teaching, learning and assessment Inadequate

needs. For example, pupils in an art lesson were asked the question, ‘What is the value to society of street art?’ The enthusiastic discussion that followed explored themes of commercialisation, respect and tolerance.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is inadequate because school leaders have not met their safeguarding responsibilities.  Pupils value access to a trained counsellor and report that their confidence and self-worth have improved since joining the school.  Pupils report that they feel safe in school and know how to keep themselves safe both when online and when out in the local community. They say that they are confident that staff will take swift action should bullying occur.  The personal, social, health and economic education programme covers a wide range of issues which are topical and relevant to the pupils. For instance, pupils are able to discuss current affairs such as acts of terrorism from information learned in lessons.  Parents who responded to the Ofsted survey Parent View praise highly the emotional care and support that their children receive at the school. For example, in response to Ofsted’s

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Personal development and welfare

online survey, one parent wrote ‘it is an excellent school for catering for those that cannot get on in mainstream.’

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Behaviour

 The behaviour of pupils requires improvement.  Attendance rates are below the national average. Despite leaders’ focus on strategies to improve the attendance of individuals, persistent absence remains an area of concern for school leaders.  Pupils show respect to staff, each other and visitors to the school. Typically, pupils arrive from schools where their behaviour has been poor. The support offered by the school helps pupils to modify their behaviour.  Attitudes to learning in lessons vary depending on whether activities are pitched at the correct level and are interesting. Where activities fail to engage or stretch pupils disruption occurs which prevents pupils from making progress. Pupils who persistently disrupt lessons are removed to the ‘break-out’ room.  Pupils report that staff consistently and fairly apply the school’s behaviour policy.

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Outcomes for pupils Inadequate

 On entry to this school, pupils have low standards in English and mathematics. This is a result of pupils’ lack of success in mainstream schools and the consequent gaps in their knowledge, understanding and skills. From these starting points, too few pupils make reasonable progress, particularly in English and mathematics. For this reason, outcomes for pupils are inadequate.  Examination results for pupils have declined over the last three years. Teachers’ predictions for examination results in 2016 were not accurate and leaders have been slow to analyse the reasons for this. Information provided by school leaders indicates that pupils in Year 11 have not made progress from their starting points in English or mathematics.  Scrutiny of lower- and middle-attaining pupils’ books reveals low expectations on the part of teachers. Gaps and incomplete work are a common thread, leading to weak progress.

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Outcomes for pupils Inadequate

 The work of higher-attaining Year 10 pupils indicates that their positive attitudes to learning help them to overcome previous barriers and they make reasonable progress. Pupils’ work shows that teachers’ planning for this group is effective.  Too many pupils do not make appropriate progress over time. As a result, these pupils are hindered from moving on to the next stage of their education, employment or training. School leaders do not ensure that they give appropriate advice and guidance.

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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

Email address school-house@btconnect.com

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School details

Date of previous inspection 4–5 November 2010

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Information about this school

 Schoolhouse Education in Greenwich provides full-time education for boys and girls aged 14 to 16 years who are unable or unwilling to continue their education in mainstream schools. Pupils are referred to the Schoolhouse by the local authority. All pupils have special educational needs and/or disabilities, mainly related to emotional and behavioural needs. Currently no pupil has an education, health and care plan.  The school is a registered charity, limited by guarantee. A board of management consisting of three members plus the headteacher oversees the school.

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Information about this inspection

 The inspector observed Year 10 classes in English, mathematics, information and communication technology, media studies and art, and looked at pupils’ work.  The inspector observed behaviour at break and lunchtime and spoke with pupils informally.  Meetings were held with senior leaders, the chair of the board of management, staff and pupils.  The inspector spoke with two representatives from the local authority on the telephone.  The documents scrutinised included school assessment information, board of management minutes, local authority reports and information about pupils’ attendance and behaviour.  Staff recruitment and personnel records were checked. The inspector also looked at case studies, together with policies and procedures, related to safeguarding.  Consideration was given to six responses from parents to Ofsted’s online survey and four responses from staff.

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Inspection team

Carolyn Dickinson, 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 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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