KWS School

KWS School Unit R2D, 1–9 Barton Road, Bletchley, Milton Keynes MK2 3HU

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Effectiveness of leadership and management Inadequate

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Quality of teaching, learning and assessment Inadequate

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Personal development, behaviour and welfare 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

 The proprietor has not ensured that the independent school standards are fully met.  Leaders’ evaluations of the work of the school are inaccurate. As a result, leaders have not set a clear direction for school improvement.  Governance by trustees is ineffective. There are no arrangements in place to hold school leaders or staff to account.  Not enough pupils achieve well across the curriculum. The curriculum does not meet the requirements of the independent school standards. Consequently, pupils do not have access to a suitable range of subjects or the information they need to make informed decisions about their futures.  Leaders’ checks on pupils’ progress are insufficient. Assessment systems do not enable staff to track the progress of all pupils across the school and across subjects.  The quality of teaching and learning across the school is inconsistent and reading is not promoted effectively. Teachers do not use their

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Summary of key findings for parents and pupils

knowledge of pupils’ starting points, or their on- going progress, to plan activities that provide suitable levels of challenge.  Teachers’ expectations of what pupils are able to achieve are too low. The most able pupils do not receive the challenge they need in order to make effective progress.  Pupils who have special educational needs (SEN) and/or disabilities do not receive support that enables them to make good progress. The school has the following strengths

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Summary of key findings for parents and pupils

 Leaders and staff are firmly committed to supporting these vulnerable pupils. Pupils’ attendance and self-confidence improve as they settle into school.  Leaders and staff know pupils well. They build strong relationships with pupils, which helps pupils to develop positive relationships.

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Summary of key findings for parents and pupils

 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, management and governance by: – ensuring that the school fully meets the independent school standards – improving systems and procedures by which leaders, governors and the proprietor monitor the work of the school – ensuring that provision to support pupils who have SEN and/or disabilities enables them to make good progress – systematically evaluating all aspects of the school’s work, so that school improvement has a positive impact on pupils’ progress – holding all staff to account, to ensure that they carry out their roles and responsibilities effectively – regularly reviewing the school’s curriculum offer to ensure that it meets the needs of all pupils and complies with the independent school standards.  Improve teaching and learning by: – ensuring that staff have high expectations of what pupils can achieve – ensuring that teachers’ planning incorporates pupils’ prior learning in order to

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What does the school need to do to improve further?

accelerate pupils’ progress – using regular, accurate checks on pupils’ learning to ensure that pupils make good progress across the curriculum – routinely reviewing the progress that pupils make and identifying additional activities which can be introduced to develop pupils’ interests in a broader range of subjects, including to prepare them more effectively for future decision-making – ensuring that pupils have opportunities to read often.

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The school must meet the following independent school standards

 The proprietor must ensure that that a written policy on the curriculum is drawn up (paragraph 2(1), 2(1)(a), 2(1)(b), 2(1)(b)(i)).  The proprietor must ensure that full-time supervised education is provided for pupils of compulsory school age, which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education (paragraph 2(2), 2(2)(a)).  The proprietor must ensure that pupils receiving secondary education have access to accurate, up-to-date careers guidance that is presented in an impartial manner; enables them to make informed choices about a broad range of career options; and helps to encourage them to fulfil their potential (paragraph 2(2)(e), 2(2)(e)(i), 2(2)(e)(ii), 2(2)(e)(iii)).  The proprietor must ensure that teaching at the school: – enables pupils to acquire new knowledge and make good progress according to their

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The school must meet the following independent school standards

ability so that they increase their understanding and develop their skills in the subjects taught – involves well-planned lessons and effective teaching methods, activities and management of class time – 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 – 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(a), 3(c), 3(d), 3(g)).  The proprietor must 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).  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

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The school must meet the following independent school standards

physical education (paragraph 23(1)(c)).  The proprietor must ensure that suitable outdoor space is provided in order to enable physical education to be provided to pupils in accordance with the school curriculum and pupils to play outside (paragraph 29(1), 29(1)(a), 29(1)(b)).  To meet the standard about the provision of information the proprietor must ensure that the following information is published and maintained on the school’s website: – where a pupil wholly or partly funded by a local authority (except where funding is solely for free of charge early years provision in accordance with the duty contained in section 7 of the Childcare Act 2006[16]) is registered at the school, an annual account of income received and expenditure incurred by the school in respect of that pupil is provided to the local authority and, on request, to the Secretary of State – where a pupil with an education, health and care (EHC) plan wholly or partly funded

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The school must meet the following independent school standards

by a local authority or other body through public funds is registered at the school, such information as may reasonably be required for the purpose of the annual review of the EHC plan is provided to the responsible local authority (paragraph 32(1), 32(1)(h), 32(1)(i)).  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 – fulfil their responsibilities effectively so that the independent school standards are met consistently – actively promote the well-being of pupils (paragraph 34(1), 34(1)(a), 34(1)(b), 34(1)(c)).

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Effectiveness of leadership and management Inadequate

 The headteacher and proprietor have not ensured that the school meets the standards set out for independent schools. There are serious deficiencies in the curriculum, the quality of teaching, the premises and accommodation and the provision of information relating to pupils with an EHC plan. As a result, pupils do not receive a suitable quality of education at the school.  Leaders have not kept up to date with current expectations. For example, there is no curriculum policy available or published on the school’s website that relates specifically to KWS Milton Keynes. Consequently, leaders have an inaccurate understanding of the school’s effectiveness. Plans to improve provision lack precision and do not address shortcomings well.  Leaders’ capacity for improvement is limited. Leaders have not put in place the necessary independent school requirements since the school opened in May 2017. Leaders are not

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Effectiveness of leadership and management Inadequate

demonstrating the capacity to ensure an acceptable standard of education for all pupils.  The majority of pupils who attend school are supported by an EHC plan. Leaders do not monitor the impact of the actions taken to support these vulnerable pupils.  Leaders have not placed enough emphasis on securing good progress for pupils as they move through the school. There is currently no effective system in place to show the progress that pupils make across the curriculum. As a result, pupils are not achieving well enough over time.  Leaders do not access sufficient expert support and advice regarding pupils’ SEN and/or disabilities. This hinders leaders’ ability to provide pupils with bespoke programmes that assist pupils in managing their anxiety and behaviour, or to progress pupils’ learning.  The current curriculum offer to pupils is too narrow. Although a small number of pupils follow a vocational motor mechanics course and/or physical education programme once a

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Effectiveness of leadership and management Inadequate

week, most pupils only attend school for an hour a day. This is insufficient to enable pupils to make good progress.  All pupils follow entry-level programmes in English, mathematics and science, irrespective of their prior ability. Consequently, pupils do not develop their skills and attributes quickly enough, in a range of subjects, to help them engage in their education long term.  Reading has not been developed or embedded throughout the curriculum. Pupils are not encouraged to read widely and often.  Leaders recognise that the school’s site limits the activities that their pupils are involved in. Outside space is not suitable for physical education or as a playground. As a result, the school does not encourage pupils’ physical development.  Leaders carry out detailed risk assessments to ensure that pupils arrive and are safe on site. As result, the number of pupils on site at any one time is limited, to support the

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Effectiveness of leadership and management Inadequate

needs of different pupils. However, this further affects the number of hours of education that each pupil receives.  Pupils routinely discuss the need to live in a tolerant society where all people are valued and treated with respect. Leaders are developing a relevant programme to support pupils’ understanding of different cultures and religions. The school promotes pupils’ spiritual, moral, social and cultural development adequately.  Leaders are always mindful of pupils’ personal, social, health and economic education (PSHE). Staff thread aspects of pupils’ health and safety into learning conversations so that pupils understand how to avoid unhealthy choices. Insufficient focus is given to preparing pupils adequately for their futures.  Parents, carers and outside agencies receive frequent, often daily, updates on pupils’ well-being, concerns or behaviour. Currently, there are no formal reports available for

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Effectiveness of leadership and management Inadequate

parents and carers, including about pupils’ progress, although there are plans to introduce these later in the year.  Leaders and staff are keen to enhance pupils’ self-confidence and resilience, and reward positive behaviour. They model consistently positive attitudes and relationships. Consequently, pupils show respect to their teachers and to each other.

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Governance

 Changes to the governing body and unfilled staffing vacancies have affected how often checks are made to meet the independent school standards. Consequently, a number of the independent school standards are currently not met.  There are no effective systems in place to hold leaders to account for their work, particularly in relation to pupils’ progress. As a result, the school does not provide an adequate standard of education.  Governors have recently reviewed the school’s behaviour, safeguarding and child protection policies that so they are up to date and fit for purpose. These are published on the school’s website.

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Safeguarding

 The arrangements for safeguarding are effective. Appropriate checks are carried out to ensure that staff are safe to work with pupils. The recording of these checks meets statutory requirements.  The school has several senior staff who have been trained to a high level in safeguarding. They use this expertise well to ensure that pupils who need extra help get the support that they require. Leaders ensure that all staff are trained appropriately and actively fulfil their responsibilities.  Pupils say that they feel very safe in school and are confident about who to talk to if they have any concerns. School staff work very well with parents, carers and the local authority to protect pupils in need of care and support. This is despite the very limited records and information provided to the school by the local authority when pupils join.  The headteacher fulfils her role as designated safeguarding lead with commitment and

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Safeguarding

care, often going the ‘extra mile’ to ensure pupils’ safety and well-being.

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Quality of teaching, learning and assessment Inadequate

 Staff do not use school assessment information regarding pupils’ prior knowledge and attainment to plan learning that challenges or supports pupils effectively. As a result, work is often too easy and pupils do not engage in their learning. Some pupils’ work, while well-presented, is incomplete, leaving gaps in their knowledge and understanding.  Teachers’ expectations of what pupils can achieve are not high enough and the pace of learning is too slow. Consequently, pupils make limited progress over time in most subjects.  Staff do not track and monitor effectively the progress that pupils make in school. Consequently, most pupils continue to follow a reduced timetable for too long. This restricts what pupils can achieve in the long term and the options open to them after the age of 16.  Many pupils arrive in school with reading ages that are low by comparison with those typical for their ages. Staff do not routinely encourage all pupils to read for pleasure or

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Quality of teaching, learning and assessment Inadequate

regularly record the progress that pupils make in reading. Consequently, some pupils do not read often enough and their reading progress is hindered.  At times, thoughtful questioning by staff does help to draw out pupils’ opinions, knowledge and understanding. While this supports pupils’ engagement in their learning, teachers are not using these opportunities effectively to develop or extend pupils’ essential reading, writing and mathematical skills across the curriculum.  Teachers who deliver functional skills lessons in English and mathematics have a clear understanding of these requirements. However, teachers’ knowledge of the GCSE specifications in English, mathematics and science are weak, affecting their capacity to take pupils’ learning on to elements of this higher standard.  Teachers’ successful focus on the pupils’ spelling, punctuation and grammar is helping pupils to improve their writing. The specific support staff provide to pupils while they are

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Quality of teaching, learning and assessment Inadequate

writing, and the use of interesting topics, such as the recent ‘travel writing’ topic, encourage pupils to write with understanding and at increasing length. Consequently, some pupils are engaged in actively improving their writing.  Staff build strong relationships with pupils and model respectful behaviour. They regularly use praise and encouragement to improve pupils’ views of education. Staff are calm and friendly and ensure that the school provides a positive climate for pupils to learn in. As a result, pupils’ expectations of what they can achieve are starting to increase.  Pupils who attend KWS Bedford for a vocational motor mechanics course generally enjoy their learning experience. Pupils following a physical education course at KWS Bedford attend regularly and take an active part in their learning there.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare requires improvement.  Staff are developing a relevant personal, social and health education programme, focusing initially on pupils’ health. Teaching time is used well to help pupils learn about the effects of drugs and alcohol, and how to recognise and avoid potential threats online. Pupils’ recent learning about sex and relationships has given them an understanding of safe sex, including in relation to sexually transmitted infections.  Pupils do not currently have enough opportunities to reflect on their personal development; for example, they are not encouraged to identify their own strengths and weaknesses. This hinders pupils’ understanding and recognition of their employability and skills to identify possible career or further education options.  Informal discussions take place with pupils about possible careers. However, planned

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Personal development and welfare

advice and guidance are not fully integrated into the curriculum, limiting pupils’ understanding and ambition for progression on to post-16 courses or other opportunities.  Staff routinely discuss with pupils how they behave outside of school. Pupils told inspectors that they have learned the importance of sometimes adjusting their behaviour to allow others to help and support them, both in and outside of school.  Relationships are strong between staff and pupils. This is helping to develop pupils’ self- confidence and build resilience. Staff and pupils treat one another with dignity and respect.

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Behaviour

 The behaviour of pupils requires improvement.  Occasionally pupils arrive late to school or at a time outside their allocated lesson. These pupils are sometimes upset and their behaviour quickly deteriorates. Staff generally manage these situations very well, so that these incidents do not impact on the learning of others.  A few pupils become restless in lessons when the teaching is not matched to their individual starting points. When this happens, pupils lose focus and can wander around the classroom or disengage from their learning. In general, they do not disrupt the learning of others, because staff try a variety of different approaches to encourage and help them refocus.  Most pupils are polite, listen carefully and are respectful to staff at all times.  Leaders have well-organised systems that promote and encourage good attendance. Consequently, the majority of pupils typically arrive on time and attend school regularly at

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Outcomes for pupils Inadequate

 Outcomes are inadequate as a result of the shortcomings in teaching, learning and assessment and the narrow curriculum. Pupils do not make the progress they are capable of across the curriculum, including in English and mathematics, and are not prepared well for the next stage of their education, training or employment.  Pupils’ progress is limited. This is because tasks are not well matched to the needs of individual pupils. Some pupils repeat topics they have already mastered in mathematics and science. As a result, pupils sometimes duplicate learning unnecessarily, slowing their progress and losing their interest.  The most able pupils do not do as well as they should. Sufficiently challenging work for these pupils is rarely evident in lessons, so they do not get the opportunity to reach their potential. This occasionally leads to disengagement.  Pupils who have SEN and/or disabilities do not make enough progress. Individual

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Outcomes for pupils Inadequate

programmes of learning do not take adequate account of pupils’ specific learning needs and how these should be addressed to secure better progress.  Due to the changes in leadership, staff have not established systems for the recording and monitoring of pupils’ progress. As a result, pupils and staff are unclear about how well pupils are doing. Work in pupils’ books shows that they make little progress over time.  A few Year 11 pupils joined this school in September 2017. These pupils participate well in their lessons, contribute to class discussions and typically follow staff’s instructions. These pupils take pride in their work and record their learning well.  Pupils typically make good progress in their social development. They are building positive relationships with school staff and their attendance is improving as a result. Pupils told the inspector that school staff listen to them and help them to manage their behaviour.

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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 Other independent special school

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School details

Annual fees (day pupils) £17,700 pro rota

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School details

Email address sarah.nichols-weaver@kwseducational.co.uk

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School details

Date of previous inspection Not previously inspected

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Information about this school

 KWS Milton Keynes is an independent day school. The school opened in May 2017. This is the school’s first inspection.  The school is registered for 10 pupils, aged between 11 and 16 years. The school provides places for pupils who have been excluded or are at risk of permanent exclusion.  The school accepted its first pupils on roll in September 2017. There are currently only boys on role.  Most pupils have SEN and/or disabilities and are funded by Milton Keynes local authority. The majority of pupils have complex SEN. These include social, emotional and mental health difficulties, speech, language and communication difficulties and autism spectrum conditions.  There have been changes in staffing at KWS Milton Keynes. The current headteacher has been based at KWS Milton Keynes since December 2017.  Some pupils attend KWS Bedford School for vocational programmes such as motor mechanics and physical education.

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Information about this inspection

 The inspection was carried out over one and a half days, with notice of one day.  The inspector observed teaching and learning in lessons and talked to pupils about their educational experiences. She met with the headteacher, staff, a local authority representative and spoke to the proprietor on the phone. The inspector considered the school’s policies, including those for safeguarding, behaviour, attendance and SEN. She reviewed the school’s self-evaluation and school improvement plan. The inspector also looked at records relating to current pupils’ progress and attendance, as well as behaviour.  The inspector checked the school’s documentation in relation to the independent school standards.

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Inspection team

Caroline Walshe, lead inspector 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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