Seaview Learning Centre

Seaview Learning Centre Independent school inspection report

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DCSF registration number 888/6108 Unique reference number 135657 URN for registered childcare and social care SC068071 Inspection number 342484 Inspection dates 11-12 November 2009 Reporting inspector Peter Toft HMI Social care inspector Stephen Trainor

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Age group: 11-18 Published: 03 December 2009 Reference no: 342484 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk No. 090070 Independent school inspection report

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Purpose and scope of the inspection

This inspection was carried out by Ofsted under Section 162A 1 of the Education Act 2002, as amended by schedule 8 of the Education Act 2005 2 , the purpose of which is to advise the Secretary of State for Children, Schools and Families about the school’s suitability for continued registration as an independent school.

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Purpose and scope of the inspection

An inspection of the care provision was carried out under the Care Standards Act 2000 having regard to the national minimum standards for children’s homes. This inspection took place at the same time but the full report is published separately on Ofsted’s website and should be read in conjunction with this report which covers the educational registration of the school.

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Information about the school

The Seaview Learning Centre is based in Fleetwood. It is for boys and girls between the ages of 11 and 18 who have severe emotional and behavioural difficulties. It is part of a children’s home run by Pendlebury Care Limited which provides childcare and education. It was registered as an independent school in December 2008 and this is its first education inspection. The previous inspection of the children’s home was in May 2009. Currently, four boys are on roll full time and a fifth boy attends part time while being on the roll of a local pupil referral unit. All students are boarders. The students have had turbulent home lives, have been very challenging in their previous schools and have missed much formal education in the past. The centre aims to re-engage them in learning and to foster academic and personal development to equip them for adult life in the community. The school is managed by a headteacher who, together with the head of the care provision, is responsible to

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Information about the school

the proprietor of Pendlebury Care Limited. It is based in a converted detached house, as is the residential care home, and has a classroom and access to an outside play area and an indoor recreational room.

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Evaluation of the school

The new educational provision has developed well since it was registered. It gives a good quality of education which effectively meets the considerable needs of the students. It does so through teaching of a consistently high quality and clear success in providing care and safeguarding, and in developing self-esteem and good patterns of behaviour and concentration. The headteacher and his colleagues are skilful in dealing with the challenges provided by the students whose previous educational experiences have been patchy and have led in the past to low attainment. The students now make good progress and enjoy their learning. The overall quality of

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Evaluation of the school

1 www.opsi.gov.uk/acts/acts2002/ukpga_20020032_en_14#pt10-ch1-pb4-l1g162 2 www.opsi.gov.uk/ACTS/acts2005/ukpga_20050018_en_15#sch8 Independent school inspection report boarding is satisfactory. The school meets all but one of the independent school regulations.

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Quality of education

The quality of education is good. The curriculum is satisfactory overall with some good features. It has been carefully constructed to provide a broad education and to meet the specific needs of the students, including the development of their self- esteem. These needs have been carefully diagnosed and recorded using a variety of methods including the completion of sharply focused statements of special educational needs. The curriculum is well planned and all subjects have effective schemes of work. Most subjects are adequately resourced with books, computers and software but there is a lack of equipment for practical activities in science, design and technology, and art. This restricts opportunities for active learning and the breadth of their experiences. This restriction is deepened by a lack of specialist teaching skills in some aspects of these subjects.

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Quality of education

Lessons are carefully planned and well tuned to the specific needs of each learner, drawing well on individualised learning and intensive one-to-one tuition. This helps staff to respond effectively to the changing moods of the students and to help them overcome their particular learning difficulties. The core subjects of English and mathematics are well covered, as are some of the more theoretical aspects of science. History, geography, personal and social education (including citizenship and health) and business studies are also taught in the school’s pleasant classroom. Students have good access to a range of external sporting facilities, the regular use of which promotes exercise and healthy living. The overall residential provision in the centre strongly supports the school’s good provision for students’ personal and social development. Students’ good experiences of English and mathematics support

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Quality of education

their preparation for future economic well being but this is not currently well supported by provision of vocational education and learning about and within the local community. The school is planning to develop such provision. Procedures for reviewing and developing the curriculum are effective and well executed by the headteacher.

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Quality of education

Teaching and assessment are good. The teaching is provided in the main by the highly qualified and experienced headteacher who covers a very wide range of subjects. He is supported at times by care staff employed in the residential part of the centre. The lessons seen were well taught and benefited clearly from skill in the use of a wide range of teaching methods to engage students in learning. Students are given a clear picture of what they are expected to learn at the start of lessons and this helps them to see the point of what they are learning. Students and staff make good use of computers and programmes to strengthen and enliven learning. The teaching is based on good subject knowledge of staff, although this is less well developed in some of the more practical subjects where staff expertise and teaching resources are limited. Staff are firm and fair and provide consistently high expectations for students’ behaviour and application in lessons. They are adept at

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Quality of education

Independent school inspection report channelling students’ energies into worthwhile activity. They use a good range of teaching methods and the individual tuition given is very effective in helping students to concentrate, and overcome particular difficulties. Staff use an interesting range of activities to help restore students’ interest in learning which has been reportedly lost in previous schools. The students clearly enjoy much of what they do in lessons, and also in activities which take place off site. The lessons seen were well resourced and this, together with the rich individual attention and the perceived relevance of what is being taught, stimulates participation. The work of students is marked regularly and carefully. Record keeping is thorough. Students have ample opportunity, both in lessons and within the wider context of this residential centre, to discuss their work and barriers to learning with teaching

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Quality of education

and care staff. This supports their learning and social development and gives them a clear insight into what they need to do to improve. The teaching is well in tune with coursework requirements for external examinations and students are being well prepared for these.

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Quality of education

The past educational experiences of all students have been troubled and disrupted. They have missed much formal schooling and have started their work here well behind the standards expected of students of the same ages. They make good and steady progress in the centre as a result of the good teaching and the supportive care provision. Progress in lessons seen was good, especially so in the core subjects of English and mathematics. Achievement compared with prior attainment, both academically and in terms of personal development is good, although student’s awareness of the range of cultures in this country is underdeveloped. The abler students are being well prepared for external examinations such as GCSE and the quality of work seen here is high. The teacher’s assessments of their current attainment indicate they are on track to attain well in these examinations.

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Spiritual, moral, social and cultural development of the students

Provision for student’s spiritual, moral, social and cultural development is satisfactory overall. Social and moral development is good whereas spiritual and cultural development is satisfactory. Social awareness and interaction are well developed and staff take every opportunity to promote them through formal teaching and informal activities in the classroom and the residential setting. Toleration is carefully promoted and students get on well with each other in the main. When disagreements arise, staff use an effective range of ways to help the young people resolve them. Behaviour is similarly generally good and staff are skilled in promoting the students’ self-esteem, cooperation and respect. The young people feel secure in the centre and believe that the staff take account of their views. They enjoy much of the learning and believe that they are well supported in their development here, with one exclaiming that the teaching he receives is ‘the best he has ever had’. They are

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Spiritual, moral, social and cultural development of the students

being well supported socially in their preparation for life and work after school and are developing reasonable awareness of public institutions. Independent school inspection report The centre is very effective in promoting moral development, partly through its procedures to ensure consideration and respect for others and for property, to reflect on their lives and aspirations and to apply themselves well in lessons and activities. The students respond well to the structure provided by the staff and the fair and consistent way in which procedures to secure good behaviour and cooperation are carried out. This is particularly so within the centre although opportunities for the young people to develop morally by participating in community activities are limited. Cultural development is soundly promoted, in the main through the lessons and activities, as seen in a lively session about different views of how the governments of

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Spiritual, moral, social and cultural development of the students

the victorious countries dealt with Germany after the Second World War. However, the students have a limited understanding of the lives of members of the various cultures living in the United Kingdom. They also have a limited exposure to the arts developed in different cultures throughout the world. Spirituality is developed as students are encouraged to reflect on their lives and their interactions with others. However, its coverage within religious education has so far been limited.

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Welfare, health and safety of the students

Provision for students’ welfare, health and safety is good. The centre has a wide range of well-conceived policies, including those for child protection and safeguarding, to secure this and which meets regulations. The policies are carefully followed by well trained staff who work effectively together as a team to ensure that students learn and develop in a safe and secure environment. Healthy lifestyles are promoted well through lessons and activities, including sports. The meals provided in the centre are nutritious and are taken within a calm social atmosphere. Students are taught about and encouraged to think about the dangers of smoking, drugs and alcohol. Supervision during the teaching day, both on and off site, is good and students are well cared for. All risk assessments are carried out diligently by staff. Incidents involving bullying are quickly dealt with and recorded as required. Fire procedures are in order and students are well aware of evacuation procedures. Staff

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Welfare, health and safety of the students

are well trained in child protection matters and they put this training into consistently effective practice. First aid training is in order and there are always staff on duty with first aid expertise. The centre fulfils its duties in regard to the Disability Discrimination Act 2002.

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Suitability of the proprietor and staff

The centre complies fully with requirements to check staff on their appointment and maintains a single central register of all the required checks on staff and volunteers.

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School’s premises and accommodation

The centre occupies a single site and has adequate and appropriate facilities for its educational and care provision. However, it lacks appropriate spaces for specialist teaching of creative and practical subjects. The centre is close to the sea and a range of external facilities which are well used to provide students with sporting and Independent school inspection report recreational activities. The premises are in good shape and provide a safe and pleasant environment for learning and residential care. They comply with fire regulations.

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Provision of information for parents, carers and others

A good range of clear and accurate information is provided on the centre’s website, in separate documents and orally.

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Procedures for handling complaints

Complaints procedures are clear, effective and meet regulatory requirements. One complaint was received in the last year and this was resolved successfully.

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Effectiveness of the boarding provision

The care provision was judged to be satisfactory, and national minimum standards were met. A full report on the care provision in the children’s home is available on Ofsted’s website and should be viewed in conjunction with this report.

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Compliance with regulatory requirements

The school meets all of the Education (Independent School Standards) (England) Regulations 2003 as amended (‘the Regulations’), with the exception of that listed below. 3

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Compliance with regulatory requirements

The school does not meet all requirements in respect of pupils’ spiritual, moral, social and cultural development (standard 2) and must:

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Compliance with regulatory requirements

 improve its effectiveness in assisting students to acquire an appreciation of and respect for their own and other cultures, in a way that promotes tolerance and harmony between different cultural traditions (paragraph 2(e)).

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What the school could do to improve further

While not required by regulations, the school might wish to consider the following points for development:

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What the school could do to improve further

 Improve the breadth, balance and effectiveness of the curriculum by: - developing courses in practical, technical and vocational subjects and

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What the school could do to improve further

3 www.opsi.gov.uk/si/si2003/20031910.htm Independent school inspection report - ensuring that such courses are adequately resourced with specialist equipment and are taught by staff with appropriate specialist subject knowledge. Independent school inspection report Inspection judgement recording form outstanding good satisfactory inadequate

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What the school could do to improve further

Overall quality of education √ How well the curriculum and other activities meet the range of needs and interests of students √

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What the school could do to improve further

How effective teaching and assessment are in meeting the full range of students’ needs √

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What the school could do to improve further

How well students make progress in their learning √

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What the school could do to improve further

Students’ spiritual, moral, social and cultural development

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What the school could do to improve further

Quality of provision for students’ spiritual, moral, social and cultural development √

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What the school could do to improve further

The overall welfare, health and safety of students √ Independent school inspection report

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School details

Name of school Seaview Learning Centre DCSF number 888/6108 Unique reference number 135657 Type of school Special Status Independent Date school opened 2008 Age range of students 11-18 Gender of students Mixed Number on roll (full-time students) Boys: 4 Girls: 0 Total: 4 Number on roll (part-time students) Boys: 1 Girls: 0 Total: 1 Number of boarders Boys: 4 Girls: 0 Total: 4 Number of students with a statement of special educational need Boys: 3 Girls: 0 Total: 3

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School details

Number of students who are looked after Boys: 5 Girls: 0 Total: 5 Annual fees £20,800. Telephone number 01253 874600 Fax number 01253 873026 Email address kjhoodless@btinternet.com Headteacher Mr Keith Hoodless Proprietor Mr Richard Jones Reporting inspector Peter Toft HMI Dates of inspection 11-12 November 2009

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