The Farringdon Centre

The Farringdon Centre School Lane, Salisbury, Wiltshire SP1 3YA

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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 Inadequate

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Overall effectiveness at previous inspection Good

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Summary of key findings for parents and pupils

 Over recent years, there have been several changes of leadership and different approaches to how the school operates. This has led to widespread inconsistencies and weaknesses. Leaders have not ensured that the independent school standards are met.  Safeguarding is not effective. Leaders have not ensured that all staff receive appropriate safeguarding induction, training and updates. There is a lack of clarity about roles and responsibilities for safeguarding.  Too many staff do not receive the professional development and support they need to improve their practice. Staff absence is high and morale is low. Although there is an improvement plan, planned activities often do not take place.  Assessment systems are being refined to ensure that pupils’ targets are specific and assessments are accurate.  There is no overall curriculum plan in place and careers guidance is not consistent. Pupils do not receive a rich range of experiences that

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Summary of key findings for parents and pupils

support their personal development.  Although there are ongoing improvements, some parts of the school building are in a poor state of repair. This contributes to the low expectations seen across the school.  Despite a recent reduction, the numbers of incidents of misbehaviour are too high. As a result, teaching time is often lost and much of leaders’ time is taken managing such incidents.  New pupils join the school without the necessary understanding of their learning needs.  The proprietor recognises the need for stability in leadership and further investment in the school. However, not enough has been done to prevent a sharp decline in recent years.

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Summary of key findings for parents and pupils

 The interim headteacher and other senior teachers have an accurate view of strengths and weaknesses across the school.  Pupils make progress in mathematics as learning is planned that matches their needs. Pupils also enjoy music sessions.

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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 (‘the independent school standards’) 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?

 The proprietor should ensure that: – stable, effective leadership is secured as a matter of great urgency – school leaders have the resources they need to make improvements so that the independent school standards are met in full – the arrangements to safeguard and promote the welfare of pupils have regard to the latest guidance issued by the Secretary of State – there is a curriculum that meets pupils’ learning needs, interests and aspirations through an appropriate range of subjects and vocational studies – the learning environment is improved and maintained to a high standard in order to promote high expectations for pupils and well-being of staff – staff receive professional development that equips them to manage behaviour effectively and to deliver high-quality learning experiences for pupils – the number of serious incidents involving injuries to staff and damage to the environment reduces significantly

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What does the school need to do to improve further?

– staff receive the training and support they need to be able to accurately assess what pupils know, understand and can do so that they plan learning that meets pupils’ needs – staff have a secure understanding of the needs of new pupils and provide support so that they are successful – pupils are prepared well for their next steps, through ongoing careers guidance and teaching that successfully supports their personal development.

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Effectiveness of leadership and management Inadequate

 Considerable turbulence in leadership over recent years has had a detrimental effect on the work of the school. A period of changing priorities and approaches has affected the quality of teaching, learning and assessment.  The proprietor and leaders have not ensured that the independent school standards have continued to be met. Recent reviews to assess whether the independent school standards are being met have highlighted several concerns. However, these have not been resolved.  Leaders have insufficient time to improve the quality of teaching, learning and assessment as they are needed to intervene when pupils misbehave. There were a number of training days for staff at the start of this academic year, but these have not been followed up sufficiently to address weaknesses in teaching and behaviour management. Planned performance management and monitoring activities to evaluate the impact of this training often do not take place because leaders are also required to

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Effectiveness of leadership and management Inadequate

cover classes on a regular basis, due to the high level of staff absence.  The curriculum plan is underdeveloped, and therefore teachers do not have the guidance they need about what to teach and when to teach it. As a result, pupils do not receive an education that prepares them well for life beyond school. There are too few opportunities for pupils to take part in subjects that interest them or are relevant to their hopes for the future.  Leaders have not ensured that pupils’ spiritual, moral, social and cultural education is suitably wide-ranging. Although some trips take place to enhance this aspect of learning, there is a lack of coherent planning to ensure that pupils develop their understanding.  The lack of clarity extends to how staff manage pupils’ behaviour. Due to the complex needs of pupils who attend the school, improving behaviour and attitudes to learning are key priorities. There has been a recent attempt to introduce clearer boundaries and

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Effectiveness of leadership and management Inadequate

rewards for behaviour. However, too often, pupils’ attitudes towards adults, and each other, are disrespectful. Some pupils do not have a strong sense of tolerance or respect for other people’s views or particular characteristics. Injuries to staff and damage to the learning environment happen frequently.  The proprietor has plans to develop unused sites within the school to provide better facilities and to enhance the vocational studies available to pupils. This is to build on the success of the music studio, where pupils enthusiastically develop their percussion and drumming skills. However, this work is not yet complete, which restricts how well staff can provide interesting and safe learning experiences.

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Governance

 There are regular, detailed reports about aspects of the school, and this ensures that the proprietor is aware of the weaknesses that currently exist. However, the proprietor does not provide sufficient challenge to ensure that expectations are high enough. The learning environment requires improvement and there is insufficient oversight of safeguarding arrangements. As a result, pupils are not achieving as well as they should and the school’s effectiveness has declined.

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Safeguarding

 The arrangements for safeguarding are not effective.  The school has a safeguarding policy on its website that is suitable and meets requirements. However, staff do not receive high-quality training or updates that enable them to keep pupils safe. The induction process for new staff is under review, as leaders recognise that some staff do not have access to full induction information. Too little is done to ensure that staff have a full, reliable and up-to-date understanding of safeguarding issues.  Leaders have not ensured that all staff have completed safeguarding training, and in addition there has been too little follow-up discussion for those that have completed the training to check staff members’ understanding. As a result, leaders have not ensured that all staff are clear about the latest guidance on safeguarding issues or the school’s whistle-blowing procedures.  Systems to check the suitability of staff to work with pupils, whether at the school or at

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Safeguarding

other placements, are in place, but not all are recorded on the school’s single central register.  Staff show care and concern for pupils and work hard to help them to feel secure. However, the roles and responsibilities for safeguarding are unclear. Systems to record concerns do not effect a rapid response. There is a lack of clarity about who checks what. Serious incidents are recorded, but lessons learned from such events take too much time to filter through to staff. Checks on the alternative providers, including safeguarding checks, took place some time ago, but recommendations have not been followed up.  Weaknesses in the management of behaviour mean that there is volatile behaviour by some pupils. This sometimes leads to damage to the environment, triggering of fire alarms and refusal to evacuate during fire alarms. As a result, staff’s and pupils’ safety are compromised.

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Quality of teaching, learning and assessment Inadequate

 Leaders do not evaluate the quality of teaching and learning sufficiently. Consequently, staff do not receive the guidance or support they need. Planned monitoring activities often do not take place, as leaders are needed to intervene when pupils misbehave or to cover staff absences. Therefore, the quality of teaching is highly variable. Pupils respond well in some subjects but not as well in others.  Learning time is often lost due to pupils being disengaged with learning activities. Staff make rapid adjustments to planned learning activities to attempt to minimise disruptions to learning, for example changing classrooms or moving to a one-to-one teaching arrangement, but this is not consistently successful.  Pupils’ individual learning plans lack precision. Although pupils’ progress towards their targets is now being tracked, the lack of precision in individual plans means that pupils can find it difficult to understand how well they have achieved.

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Quality of teaching, learning and assessment Inadequate

 Staff assess pupils’ achievement throughout the year, in line with the school’s assessment policy. However, there is no system in place to check the accuracy of these assessments.  Pupils’ commitment to improving their work is highly variable between subjects. In mathematics, pupils are encouraged to learn from their mistakes and build resilience to cope when work becomes harder. However, this is not the case in all subjects.  The times between lessons, such as breaktimes, are particularly difficult to manage well; this is when incidents sometimes occur that affect the following lessons. Some pupils respond well to being outside as they can let off steam. Some head for the music studio to further develop their drumming skills. However, pupils lack resilience to cope with any unexpected changes to routine, such as visitors or fire alarms. Such events cause anxiety and concern for some pupils. Some pupils are polite and courteous. Others demonstrate a

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Quality of teaching, learning and assessment Inadequate

lack of respect for visitors, which sometimes remains unchallenged by staff.  Pupils appreciate the carefully targeted approach to the teaching of mathematics and music. These subjects are enthusiastically attended by pupils.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is inadequate. Pupils do not have a well-developed understanding of how to be good learner. Although much of this may be due to their previous experiences, the school is not successfully improving pupils’ attitudes towards learning.  Pupils have an underdeveloped understanding of values needed to prepare them for life in modern Britain. Although some lessons take place to promote pupils’ personal development, there is no strategic plan that sets out the learning activities to cover appropriate aspects.  Some pupils do not feel safe, and they are not safe, as they do not follow school rules, such as when they do not evacuate school buildings when the fire bell rings.  Some pupils take care in their work and work hard to improve their presentation. This is not the case for all pupils. Some pupils refuse to participate in activities, and staff

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Personal development and welfare

reorganise the supervision of these pupils during lessons, sometimes changing activities completely from those planned. Although this helps to maintain these pupils’ safety, learning time is lost during these adaptations.

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Behaviour

 The behaviour of pupils is inadequate. Too often, low expectations and a lack of consistent boundaries result in wilful disruption, damage to the environment and little learning taking place.  Pupils’ personal and social development is weak. Some pupils show a lack of respect for each other or for staff. Some pupils ignore requests to behave well and this leads to poor behaviour around school. Incidents of bullying continue.  The school provides a high ratio of staffing to pupils, often one-to-one, to support pupils’ underdeveloped social and behaviour skills. There has been a recent move to increase the expectations of pupils’ behaviour across the school. Leaders are present around the building throughout the day and are often called to support pupils’ behaviour. A system to track the behaviour of pupils and a reward system has been introduced. This work is new and does not yet show any significant improvement in pupils’ ability to manage their own

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Behaviour

behaviour.  Pupils’ attendance is low. Over half of the pupils are persistently absent. Although staff try to maintain communication with families, there is little evidence of successful liaison between school and parents and carers to ensure pupils’ safety or improve pupils’ attendance.  In alternative placements, where pupils are interested in their activities, pupils are more frequently engaged and, as a result, behaviour is often more settled.

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Outcomes for pupils Inadequate

 Pupils do not develop the skills or gain the qualifications they need to enable them to progress to their next stage of education, training or employment. Too few make progress that helps them to catch up, following missed education in previous settings.  Pupils are placed at the school throughout the year, often at short notice. Most pupils have had significant trauma and disruption to their education. As a result, many start with low attainment. The school does not have a clear strategy to ensure that new pupils get off to a good start when they join the school. Too little is known about pupils’ learning needs. Therefore, new pupils’ arrivals can be traumatic and create incidents which disrupt learning.  Pupils’ books show that some make good progress in mathematics. This is due to a carefully targeted and personalised approach. Much of the mathematics work in pupils’ books shows a commitment to improving. Pupils follow entry-level and unit award

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Outcomes for pupils Inadequate

courses, depending on their abilities. Only a few pupils follow GCSE courses for mathematics.  In a range of other subjects, there are more limited examples of work, although some books show very recent improvement. When learning interests and motivates pupils and when it matches pupils’ learning needs, pupils work hard and produce better-quality work. For example, pupils worked well together to make pizzas for lunch. They supported each other and followed instructions closely. Leaders have plans in place to develop the curriculum in order to introduce more activities that support life-based, vocational learning, but these are still in development.  Leaders have introduced systems for checking progress in reading, writing and mathematics. These show that most pupils are generally making some progress over time, with a few making good progress in some subjects. However, the assessment system is new. Leaders do not consistently use progress information to support and

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Outcomes for pupils Inadequate

challenge staff to ensure that pupils catch up and achieve as well as they are able.  Pupils receive therapies to support their emotional development and mental health. These help some pupils to become more self-assured and confident. However, there is no checking of the impact of these therapies, and leaders are not able to identify which are likely to be most beneficial.

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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) £44,200–£68,445

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School details

Date of previous inspection 9–11 December 2014

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Information about this school

 The Farringdon School was established in 2007 as an independent day school. The school offers specialist provision for up to 22 boys and girls, aged 9–18 years. All pupils have social, emotional or behavioural difficulties. In particular, the school caters for pupils who have experienced significant trauma and, as a result, are not able to maintain a place in a mainstream school.  Pupils are referred, usually by a local authority, and they join at any time throughout the year. Pupils attend the school for varying time, depending on the agreement with the local authority.  There are currently 15 pupils on roll; one attends part time. The school aims to provide a therapeutic educational framework that promotes emotional growth and academic success.  All of the pupils have special educational needs, and nine have an education, health and care plan.  The school was last inspected in December 2014 when it was judged to be good.

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Information about this school

 The school uses three alternative providers: Future Roots (Rylands Farm), Higher Green Arts Farm and Wiltshire Outdoor Learning Team.  The proprietor, who is the company’s representative, has responsibility for the governance of the school.  The school is part of the Five Rivers Child Care organisation, which provides residential care, foster care and specialist schools.

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Information about this inspection

 The lead inspector visited lessons alongside senior leaders. Several discussions were held with the headteacher, senior teacher and the head of education. A range of pupils’ workbooks and folders were scrutinised.  The inspector made checks of the premises in order to confirm that the premises comply with the independent school standards. An inspector also visited the alternative provision sites and the leisure centre used by the school.  There were insufficient views on Ofsted’s online survey, Parent View, to take into account. The inspector spoke to two parents by telephone. Views from pupils were gathered by talking informally with them. The inspector also had meetings with staff and took account of the nine responses to Ofsted’s questionnaire for staff.  The inspector spoke to the school’s improvement adviser and had meetings with the proprietor. A meeting with the chief executive officer of Five Rivers Child Care also took

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Information about this inspection

place.  Several school documents, including the school improvement plan, pupil progress information and schemes of work, were scrutinised. Other documents relating to safeguarding, including risk assessments, training records and the single central record, were taken into account. Health and safety documents and records relating to attendance were also checked.

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Inspection team

Tonwen Empson, lead inspector Her Majesty’s Inspector

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if: – 2(1)(a) the proprietor ensures 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 – 2(1)(b) the written policy, plans and schemes of work: o 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan o 2(1)(b)(ii) do not undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.  2(2) For the purposes of paragraph (2)(1)(a), the matters are: – 2(2)(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and

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Part 1. Quality of education provided

aesthetic and creative education – 2(2)(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that o 2(2)(e)(i) is presented in an impartial manner o 2(2)(e)(ii) enables them to make informed choices about a broad range of career options o 2(2)(e)(iii) helps to encourage them to fulfil their potential.

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Part 1. Quality of education provided

 3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school: – 3(f) utilises effectively classroom resources of a good quality, quantity and range.

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Part 2. Spiritual, moral, social and cultural development of pupils

 5 The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor: – 5(a) actively promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs – 5(b) ensures that principles are actively promoted which: o 5(b)(v) further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own and other cultures.

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Part 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that: – 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school – 7(b) such arrangements have regard to any guidance issued by the Secretary of State.

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school: – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently. 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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Part 8. Quality of leadership in and management of schools

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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Part 8. Quality of leadership in and management of schools

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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Part 8. Quality of leadership in and management of schools

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 children looked after, safeguarding and child protection.

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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