SBC School

School material change inspection report

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SBC School St Bede’s Chambers, Albert Road, Jarrow, Tyne and Wear NE32 5RR

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Main inspection findings

Part 1. Quality of education provided Paragraph 2(1), 2(1)(a), 2(1)b, 2(1)(b)(i), 2(1)(b)(ii), 2(2), 2(2)(a), 2(2)(b), 2(2)(c), 2(2)(d), 2(2)(h), 2(2)(i) and 2(2)(j)  The school is currently operating under its registration requirements. It opened to pupils at the beginning of November 2017. There are currently three secondary-aged pupils attending full time. A further four upper key stage 2 pupils are attending part time on a transition programme until the end of the autumn term 2017.  The headteacher and senior leaders have substantial experience working with pupils who have social, emotional and mental health difficulties and associated complex behaviours. This includes pupils who are of the age and for whom the material change is requested. Leaders have placed a therapeutic philosophy at the centre of their work to develop pupils academically, socially and emotionally as well as meet their personal

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Main inspection findings

and mental health needs.  The planned curriculum, for upper key stage 2 pupils, reflects the school’s aims and ethos well. Detailed policies for key stage 2 set out the broad range of learning opportunities across all national curriculum subjects, which is known as the local curriculum. It is complemented by the therapeutic and personal, social, health and economic curricula. Comprehensive schemes of work for each subject inform teachers’ medium- and short-term planning. Whole-school themes, identified each half term, link across the broader curriculum and work to foster pupils’ spiritual, moral, social and cultural development.  The curriculum and teaching are personalised to meet the specific needs and interests of pupils, which includes taking into account the identified needs in each pupil’s education, health and care plan.  The curriculum has a strong emphasis on developing pupils’ literacy and numeracy

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Main inspection findings

skills and is complemented by plans for an array of enrichment and practical activities to entice pupils into learning. Accreditations and qualifications are built into the courses and curriculum for upper key stage 2, so that pupils have high aspirations to achieve well during their time here. Enrichment activities are aimed at providing additional opportunities for pupils to mix with others in the wider community. Charity work for local and national charities is aimed at developing pupils’ sense of belonging in the local and wider community.  Very careful thought has been taken to make sure the values that lie at the heart of modern Britain are taught across the curriculum. These include values such as democracy and the rule of law, rights and responsibilities, respect for, and valuing of, the differences in others.  The school’s five principles embrace the values at the heart of British society and the

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Main inspection findings

fostering of pupils’ spiritual, moral, social and cultural development. They are: we take care of ourselves; we take care of each other; we take care of our learning; we take care of our school, our community and our world; and, we take care of our future. Paragraph 3, 3(a), 3(b), 3(c), 3(d), 3(e), 3(f), 3(g), 3(h), 3(i) and 3(j)  Staff are well trained and there has been recent recruitment of staff for the primary phase. The curriculum, long-, medium- and short-term plans are aimed at building on pupils’ previous skills and to tackle the identified gaps in their knowledge and understanding. Pupils attending currently have been out of school for considerable periods of time. Careful assessments of pupils’ needs and current abilities have been completed effectively upon entry into school.  Observations of learning taking place during the inspection identified that good relationships have been developed between the staff and pupils. This encourages pupils

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Main inspection findings

to stay focused on their learning and achieve their targets. High staff to pupil ratios ensure that pupils are safe, well cared for, and supported in their learning and in managing their complex behaviours, as well as their social and emotional needs.  Teachers have been trained well in the school’s behaviour policy. The calm, rewards- based approach is helping pupils to understand and manage their own complex behaviours and to act as responsible members of the school community. Carefully planned part-time transitions into the school for the upper key stage 2 pupils help them to see the expectations staff have of behaviour and the way that they will be supported to achieve well during their time in school. Paragraph 4  The headteacher (also the proprietor), has developed a rigorous assessment system for both the primary- and secondary-aged pupils. It enables leaders to track pupils’ progress and achievements regularly. It also assesses pupils’ attendance, and

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Main inspection findings

emotional, social and behavioural development. This information informs learning in lessons and pupils’ individual behaviour plans. It also informs the regular reports which parents and carers receive.  Strong performance management arrangements are in place to hold staff to account for their pupils’ achievements and well-being. The headteacher and his deputy’s responsibilities include regular checks on the quality of teaching, pupils’ workbooks, teachers’ planning and use of assessment to inform learning in lessons. Training and development opportunities for teachers are informed by the outcomes of these reviews.  The schools’ promotion of the Equality Act 2010 is embedded in all aspects of the school’s work and in the strong relationships developed between adults and pupils.  Leaders have ensured that the standards are likely to be met should the Department for Education (DfE) decide to approve implementation of the material change.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraph 7, 7(a) and 7(b)  The school’s safeguarding policy is up to date and meets fully the Secretary of State for Education’s requirements. It is comprehensive and includes detailed information for parents, and pupils, regarding the school’s safer recruitment procedures and actions the school will take to keep pupils safe. It links well to anti-bullying and other school policies that are aimed at pupils’ welfare and safety. It also provides guidance and links to helpful national safeguarding websites, South Tyneside’s Local Safeguarding Children Board and the school’s whistleblowing procedures.  The headteacher has created a vigilant and safe culture in the school and has carefully considered the implications for safeguarding both younger and older pupils. Very detailed risk assessments have been developed for the preparation of upper key stage 2 pupils’ move into the school. This ensures that their particular needs will be met and

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Main inspection findings

their communication and socialisation with older pupils is carefully planned.  Leaders have ensured that the standards are likely to be met should the DfE decide to approve implementation of the material change. Part 4. Suitability of staff, supply staff, and proprietors Paragraph 17, 18, 19, 20 and 21  All appropriate checks on the suitability of staff and the proprietor are recorded on a detailed single central record. Recruitment procedures are rigorous.  Leaders have ensured that the standards are likely to be met should the DfE decide to approve implementation of the material change. Part 6. Provision of information Paragraph 32(1), 32(1)(a), 32(1)(b) and 32(1)(c)  The school’s safeguarding policy is available on the school’s website. An impressive range of other policies and strategies to support pupils’ safety and care accompanies it. The policy is available at the school and provided to parents should they request one

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Main inspection findings

when they visit the school prior to admission of their children.  Leaders have ensured that the standards are likely to be met should the DfE decide to approve implementation of the material change.

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Compliance with regulatory requirements

The school is likely to meet the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements that are relevant to the material change.

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School details

This inspection was carried out under section 162(4) of the Education Act 2002, the purpose of which is to advise the Secretary of State for Education about the school’s likely compliance with the independent school standards relevant to the material change that the school has applied to make.

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School details

Type of school Non-maintained independent special school

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School details

School status Independent special school

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School details

Date of previous standard inspection Not previously inspected

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recommendation

Age range of pupils 11 to 16 9 to 16 9 to 16

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recommendation

Number of pupils on the school roll registered for 50 currently 7 Not applicable Not applicable

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School’s current position School’s proposal

Number of full-time pupils of compulsory school age 3 Not applicable

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School’s current position School’s proposal

Number of part-time pupils 4 Not applicable

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities 7 Not applicable

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School’s current position School’s proposal

Of which, number of pupils with a statement of special educational needs or an education, health and care plan 7 Not applicable

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School’s current position School’s proposal

Of which, number of pupils paid for by a local authority with a statement of special educational needs or an education, health and care plan 7 Not applicable

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School’s current position School’s proposal

Number of full-time equivalent teaching staff 8 Not applicable

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School’s current position School’s proposal

Number of part-time teaching staff 0 Not applicable

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School’s current position School’s proposal

Number of staff in the welfare provision 4 Not applicable

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Information about this school

 SBC is an independent special school for pupils who have an education, health and care plan for their social, emotional and mental health needs. It opened to pupils in November 2017 and is registered for up to 50 boys from the age of 11 to 16 years.  There are currently three secondary-aged pupils attending on a full-time basis. Leaders intend to admit pupils in a phased way and will build up to the full complement by summer 2017. Four pupils aged from 9 to 11 years are currently attending the school on a part-time basis as part of transition programme on behalf of South Tyneside local authority.  It is based in a grade II listed building that has undergone significant restoration and improvement. More improvements are planned to be completed by January 2018.

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Information about this inspection

 The inspection was commissioned by the DfE following a request from the school to change the age range of pupils from 11 to 16 years to 9 to 16 years.  The department requested that the inspector carry out checks on the following independent school standards: Part 1, paragraph 2 a–d, h and i; all of paragraph 3 and all of paragraph 4.  Checks were also made on the school’s safeguarding policy and its implementation (Part 3) alongside checking whether the safeguarding policy is published on the school’s website (Part 6). The school’s recruitment procedures were also reviewed (Part 4).  The inspector toured the building to see the facilities for the planned age-group and considered learning and behaviour in lessons during this tour. She spoke to pupils and staff during visits to lessons.  Meetings were held with the headteacher and leaders. The inspector also studied a number of documents relating to the curriculum for pupils aged 9 to 11 years and

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Information about this inspection

those relating to pupils’ safety and welfare, including the safeguarding policy, the single central record and risk assessments.

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Inspection team

Margaret Farrow, 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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