Delamere Forest School

Inspection Report Delamere Forest School

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111500 Unique Reference Number Cheshire LEA 278708 Inspection number 21 June 2006 to 22 June 2006 Inspection dates Mr Michael McDowell CfBT Lead Inspector Reporting inspector

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This inspection was carried out under section 5 of the Education Act 2005.

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Blakemere Lane School address Special Type of school Norley Non-maintained special School category Frodsham, Cheshire WA6 6NP 6 to 17 Age range of pupils 01928 788263 Telephone number Mixed Gender of pupils 01928 788263 Fax number 28 Number on roll Mr David Clayton Chair of governors The governing body Appropriate authority Mr Harvey Burman Headteacher 28 February 2000 Date of previous inspection

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Inspection number Inspection dates Age group 278708 21 June 2006 - 6 to 17 22 June 2006 Website: www.ofsted.gov.uk

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.

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Introduction

The inspection was carried out by an Additional Inspector.

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Description of the school

This is a non-maintained Jewish residential special school in Cheshire, for girls and boys aged 6 to 17 who have speech, language and communication difficulties and disorders, or complex needs. Learners come from Jewish communities throughout the country. The school provides for a significant number of non-Jewish local pupils. About half of the pupils are term-time or weekly boarders. Boarding provision is made in three residential units and the staff team includes a social worker who provides links with the Jewish community in Manchester. All but one of the learners on roll are of secondary age or above. By special, individual arrangements, the school offers continuing education to a group of nine students, aged 16 to 18.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Delamere Forest School, 21 June 2006 to 22 June 2006

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Grade: 2

This is a good school. Parents and pupils rate the school highly. The inspector agrees with the overall evaluation of its effectiveness. However, the school has been overly modest in its evaluations of some aspects of its work. From well below average starting points, the pupils make good progress because of the good quality teaching and learning. Teachers provide their classes with well planned, interesting, learning opportunities and assess pupils' needs accurately. The curriculum is good and meets the needs of learners well. Consequently, pupils achieve well and attain appropriate external qualifications. However, systems to track learners' progress over time are not fully in place. In a small minority of cases, the targets set in individual plans are not sufficiently sharp. Pupils' personal development and the care, support and guidance given to pupils are outstanding. The quality of the residential provision is good. The

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Grade: 2

school has addressed the minor shortfalls identified in the last Commission for Social Care Inspection (CSCI) report that found that most National Minimum Standards were met. Vulnerable pupils are very well provided for, with very effective liaison between the school and outside agencies. The excellent partnerships with other providers and the community promote inclusion and the future well-being of learners well. Leadership and management are good and good plans for school improvement are in place. Governors are knowledgeable about the school and strongly support it. Resources are effectively used but information and communication technology (ICT) resources are not fully adequate to support plans to introduce augmentative communication and to further develop teaching techniques. The school has good capacity to improve and gives good value for money.

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Grade: 2

The school grades this as good and the inspector agrees. The post-16 group is effective and uses resources efficiently to enable learners, who need extra time, to complete accredited courses and develop their confidence and independence, to do so. Programmes followed by learners are very well matched to their capabilities. Because of good teaching, achievement is good in academic courses, including GCSE examinations, and in practical courses that develop independence and life skills. The high standard of personal development of many of the Year 12 and 13 learners enables them to contribute greatly to the life of the school. Through good leadership, learning opportunities have been extended and there are plans to further improve provision.

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Grade: 2

The effectiveness and efficiency of the boarding provision are good. The latest CSCI report - enquiries@csci.qsi.gov.uk - found that the school met the National Minimum Standards in most instances, but that there were four Standards in which there were minor shortfalls. The school has, largely, rectified these shortcomings. The head of 2 Inspection Report: Delamere Forest School, 21 June 2006 to 22 June 2006 care is well qualified and very experienced. Members of the care staff are also qualified for their roles. Well established, hand-over procedures ensure that important information is transferred between school and the residence, so that the needs of learners can best be met. The boarding provision enhances learners' personal development well. Through the experience of communal living, learners come to take account of the needs of others and to develop their social communication skills. The programme of activities offered has an emphasis on developing healthy lifestyles and

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Grade: 2

the pupils understand, very well, what underpins healthy living. Facilities provided on-site for leisure, exercise and sport are first rate. Individual boarders are very well known to the staff who keep records of their development and achievements. Relationships between pupils and adults are very positive. The boarders report that they feel safe, and that they trust the staff to deal with bullying or oppressive behaviour should it occur. Opportunities and support are provided for learners to do homework and further study, and to take part in activities in the community. Both boarders and care staff are well aware of the necessity to avoid risks. Comprehensive risk assessments are made in relation to visits and activities. Care staff are well informed about child protection procedures. The school follows the guidance given by Ofsted in the Institutional Inspections and Frameworks Division (IIFD) minute 9, Annex B in its staff

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Grade: 2

recruitment procedures. Clear records of enhanced Criminal Records Bureau checks are kept.

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What the school should do to improve further

• Continue to develop the newly introduced system for tracking, over time, the progress of individual learners and groups of learners. • Ensure that targets in individual educational plans are refined, and not merely repeated, when learners do not meet these within the time envisaged. • Improve ICT resources to help with the development of augmentative communication and to further extend the variety of teaching methods.

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Grade: 2

Achievement is good. All learners have statements of special educational need and, on entry, assessment shows attainment is well below average. Learners may enter the school at any age from 6 to 17. Irrespective of their age, however, new learners quickly respond to good teaching and outstanding support and begin to make gains. Individual records reveal that progress in English, mathematics, science, and personal, social and health education is good for all age groups. The most vulnerable learners and those from minority ethnic groups do equally well. There is no underachievement by any identifiable group. In English, achievement is good across the age range. Writing develops well; spelling, in particular, is frequently very good, and learners read confidently. In mathematics, progress is also good and an increasing number go on to follow externally accredited courses. All learners aged 16 go on to successfully gain

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Grade: 2

accreditation for their learning at a level matched to their capability. The school sets challenging targets for success in accredited courses. Learners have individual education 3 Inspection Report: Delamere Forest School, 21 June 2006 to 22 June 2006 plans and, in most cases, specified targets are met within the time-frame envisaged. However, in a small number of cases, targets are not reached and are reset for a further period, without sufficient amendment.

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Grade: 1

Personal development and well-being are outstanding. Attitudes and behaviour of learners attending daily assemblies show that what happens has real meaning for them. They join in discussions in a mature way. They clearly wish to develop their understanding of their faith, their feelings, and those of others. In their daily lives, they help one another, the more able caring for the most vulnerable. This indicates exceptional spiritual, moral, social and cultural development. Learners say what they enjoy about the school. They like being with friends but they also enjoy lessons. They do not wish to significantly alter the nature of the school. They feel safe and know that there is an adult to whom they might turn if needed. Attendance is good and behaviour exceptionally good. Attitudes to work are very positive. Learners know about and adopt healthy lifestyles, and they behave safely in the classrooms,

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Grade: 1

dormitories and around the school. They make a positive contribution to the community of the school and the outside community. They take part responsibly in the school council and other pupils' meetings. There is a children's charity committee that raises money for those in need. Good arrangements to prepare learners for their future economic well-being include the programme of work experience placements and social skills programmes for lower attainers.

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Grade: 2

Teaching and learning are good. This ensures that learners across the age range, irrespective of their learning difficulties and/or disabilities make good progress. Teachers are well informed about the capabilities of learners. They set work for them that takes careful account of their aptitudes but, at the same time, they ensure that it is also sufficiently challenging. They choose teaching methods that enable learners to get the most from their lessons. Limited access to a full range of ICT, however, at times constrains what can be attempted. Teachers have good knowledge of the curriculum requirements for the subjects that they teach. Assessment of learners is accurate and comprehensive, and individual records are well maintained. The school is introducing a computer based tracking system to make it more accessible to check the progress of individual learners. Teachers are very good at managing their classes.

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Grade: 2

Because of their special educational needs, learners are, from time-to-time, challenging, but these difficulties are handled very well and with a minimum of fuss. Relationships between teachers, teaching assistants and learners are excellent and this helps to create the calm, learning atmosphere that is characteristic of the school. 4 Inspection Report: Delamere Forest School, 21 June 2006 to 22 June 2006

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Grade: 2

The curriculum is good. It addresses the communication and social use of language needs of learners effectively, thereby helping learners become confident that they can succeed. The full range of National Curriculum subjects appropriate to each age group is offered and the National Curriculum regulations and those of external accrediting bodies are fully complied with. During both the school day, and after-school in the residential units, learners are encouraged to live safe and healthy lifestyles. Meals are well balanced and there are excellent opportunities and facilities for learners to take exercise and take part in competitive sport. Learners are taught about the risks from smoking and substance abuse, and sex education is provided in line with the policy of the school. The curriculum is significantly enriched by the club night for non-residents and by planned visits. Theatre groups and other visitors hold workshops

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Grade: 2

for learners that serve to make learning enjoyable.

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Grade: 1

Care, guidance and support are outstanding. This has a positive impact on personal development of learners. The school has successfully established an exemplary learning community in which learners and adults treat each other with mutual respect and regard. Learners know that they can turn to adults for support or advice. In lessons, great care is taken that tasks are understood and that any needing help and reassurance receive it. Learners know that the school takes their ideas seriously. Academic and personal developments are well monitored. Risks to learners are very carefully assessed. Learners are taught to deal with key risks within and beyond the school. There is no evidence of anti-social behaviour, but the school is alert to deal with incidents should these occur. Child protection procedures are in place and fully understood by staff members.

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Grade: 2

Leadership and management are good. The headteacher is a good leader and the assistant headteacher and the head of care provide strong support. The headteacher has done much to enhance the Jewish ethos of the school, but he has also ensured that it continues to welcome learners of other faiths. The senior leadership team contains the expertise to tackle issues, identified through whole-school review, as being in need of improvement, and there are viable plans to help it move forward. The leadership is in a good position to ensure these are implemented. In its self-evaluation form, the school underestimated its effectiveness in some areas, chiefly because the form was completed before additional, significant evidence was available. Governors work hard to ensure the future of the school. They are much better informed about the overall quality of provision than formerly. The school retains its staff well and has

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Grade: 2

an inclusive spirit. It promotes equality of opportunity extremely well. Links with 5 Inspection Report: Delamere Forest School, 21 June 2006 to 22 June 2006 external agencies are very effective. This helps to ensure that the most vulnerable learners are well supported. The school has very good relationships with parents and with the Jewish communities from which learners are drawn. Resources are managed prudently, but more ICT resources are needed to meet the needs of future learners with communication difficulties, and to extend the planning options of teachers. 6 Inspection Report: Delamere Forest School, 21 June 2006 to 22 June 2006 .

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Grade: 2

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 7 Inspection Report: Delamere Forest School, 21 June 2006 to 22 June 2006

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Inspection judgements

16-19 School Overall Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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Inspection judgements

2 2 How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? 1 1 How well does the school work in partnership with others to promote learners' well-being? NA NA The quality and standards in foundation stage 2 2 The effectiveness of the school's self-evaluation Yes Yes The capacity to make any necessary improvements Yes Yes Effective steps have been taken to promote improvement since the last inspection

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Inspection judgements

Achievement and standards 2 2 How well do learners achieve? 4 4 The standards 1 reached by learners

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Inspection judgements

2 2 How well learners make progress, taking account of any significant variations between groups of learners 2 How well learners with learning difficulties and disabilities make progress

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Inspection judgements

Personal development and well-being 1 1 How good is the overall personal development and well-being of the learners? 1 The extent of learners' spiritual, moral, social and cultural development 1 The behaviour of learners 2 The attendance of learners 2 How well learners enjoy their education 1 The extent to which learners adopt safe practices 1 The extent to which learners adopt healthy lifestyles 1 The extent to which learners make a positive contribution to the community How well learners develop workplace and other skills that will contribute to their future economic well-being

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Inspection judgements

The quality of provision 2 2 How effective are teaching and learning in meeting the full range of the learners' needs? 2 2 How well do the curriculum and other activities meet the range of needs and interests of learners? 1 1 How well are learners cared for, guided and supported?

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Inspection judgements

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average; Grade 4 - Exceptionally low.

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Annex A

Leadership and management 2 2 How effective are leadership and management in raising achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can How effectively and efficiently resources are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Yes The adequacy and suitability of staff to ensure that learners are protected

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Annex A

The extent to which schools enable learners to be healthy Yes Learners are encouraged and enabled to eat and drink healthily Yes Learners are encouraged and enabled to take regular exercise Yes Learners are discouraged from smoking and substance abuse Yes Learners are educated about sexual health The extent to which providers ensure that learners stay safe Yes Procedures for safeguarding learners meet current government requirements Yes Risk assessment procedures and related staff training are in place Yes Action is taken to reduce anti-social behaviour, such as bullying and racism Yes Learners are taught about key risks and how to deal with them The extent to which learners make a positive contribution Yes Learners are helped to develop stable, positive relationships Yes Learners, individually and collectively, participate in making decisions that affect them Yes Learners are encouraged to initiate, participate in and manage activities in school and the

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Annex A

wider community The extent to which schools enable learners to achieve economic well-being Yes There is provision to promote learners’ basic skills Yes Learners have opportunities to develop enterprise skills and work in teams Yes Careers education and guidance is provided to all learners in key stage 3 and 4 and the sixth form Yes Education for all learners aged 14–19 provides an understanding of employment and the economy

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Text from letter to pupils explaining the findings of the inspection

Thank you very much for helping me when I visited your school. By talking to me and letting me see your work, you gave me lots of information on what your school is like and how you, as students, see it. Most of you liked best the chance that being at school gives you to be with your friends. You liked lessons, particularly those in art and in design technology. There were some minor things you would like to improve, but not much. You like and trust your teachers and care staff workers and feel that you could turn to them if you had a problem. You feel that the school is a safe place and you do not feel threatened by others. I found that: - all of you try hard in your work and that you behave very well - you make real progress in developing your communication and practical skills, increasing what you know and understand, and achieving very good results in the courses you follow - you are very considerate of others and interested in their lives, and that your faith and

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Text from letter to pupils explaining the findings of the inspection

communities are very important to you - you are taught well because your teachers know a lot about how you work best - you are given lots of interesting things to do both during and outside the school day - the school takes extremely good care of you and keeps you safe - the school is well-led and managed, and is likely to become even better. To help your school to become even better, I have asked the headteacher and governors to: - improve the way that they keep track of your progress - make sure that the targets set in your individual plans are right for you - increase the number and type of computers, including electronic whiteboards. Thanks again for your help.

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