Spring Hill School

121774 Unique Reference Number North Yorkshire Local Authority 327563 Inspection number 18 March 2009 Inspection date Honoree Gordon HMI Reporting inspector

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

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Boarding provision Social care URN Michael McCleave Social care inspector

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The inspection of social care was carried out under the Care Standards Act 2000.

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Special Type of school Non-maintained special School category 10–19 Age range of pupils Mixed Gender of pupils Number on roll 33 School (total) 14 Sixth form The governing body Appropriate authority Mr A Chisenhale-Marsh Chair Mrs L Nelson Headteacher 19 June 2006 Date of previous school inspection Palace Road School address Ripon North Yorkshire HG4 3HN 01765 603320 Telephone number 01765 607549 Fax number

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10–19 Age group 18 March 2009 Inspection date 327563 Inspection number .

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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. 2 of 12 Inspection Report: Spring Hill School, 18 March 2009

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Introduction

This was an integrated inspection of education and social care, carried out by one of Her Majesty's Inspectors of education, learning and skills and a social care inspector.

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Description of the school

Spring Hill School is a small non-maintained residential special school for pupils aged 9 to 19 who have educational, emotional and behavioural difficulties. A very small minority are day pupils. All pupils have statements that specify the provision that must be made to meet their additional needs. Most pupils have been excluded from their previous school because of their challenging behaviour and all have had severely disrupted learning. Pupils' attainment on entry to the school is very low. Almost half of the current pupils are in the post-16 section of the school. The school is owned by Barnados and run by a headteacher. A governing body has some delegated responsibilities.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 12 Inspection Report: Spring Hill School, 18 March 2009

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Grade: 2

Spring Hill School is a good school for both education and social care. The school has made good improvement since its previous inspection, particularly in the curriculum, which is now good. The curriculum for mathematics is planned and delivered better than before. Teachers' use of information and communication technology (ICT) in lessons, to promote learning, has improved considerably and is now a significant tool for engaging pupils, making learning more accessible and responding to pupils' different learning styles. The school offers a good range of activities and courses, including vocational options and there are good opportunities for pupils to gain qualifications. The care, guidance and support provided for pupils are outstanding. Both education and care staff work together very well to ensure that pupils' needs, including their emotional well-being, are met. The school makes particularly effective use of complementary art therapy as a means

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Grade: 2

to help pupils understand, express and begin to take control of their emotions. Standards are low because pupils have typically had very disrupted education before they arrive at the school and have significant gaps in their knowledge and skills. However, teaching is good, well tailored to individual pupils' needs and so pupils make good progress. Some make exceptional progress. Relationships between teachers and pupils are excellent. Teachers are highly skilled in managing pupils' behaviour and create a good atmosphere for learning. The sixth form is good, suitably balanced between promoting the basic skills of literacy and numeracy, and fostering pupils' independence. For example, all pupils have work related learning, which includes following vocational courses at local colleges. Recently, leaders have introduced a new system for tracking pupils' progress. This aims to provide more detailed information about pupils' progress, to help staff in planning lessons, the

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Grade: 2

curriculum and activities. The school hopes that this system will also extend the ways in which pupils can themselves get involved in and take on responsibility for their learning. For example, if pupils are able to determine small steps for themselves, they can use these as targets for academic progress. However, this is relatively new and so it is too soon for it to have a full effect. The school is well led and managed. The headteacher's leadership is excellent. She has engendered a good team spirit in the school. One parent stressed, in a typical questionnaire reply, that the positive attitude of staff had made such a difference to their child: 'Tomorrow's another day; we can try again.' Governance is good, within the remit given to governors. They are keen to support the school's work and have successfully secured improvements to resources. However, the extent of their monitoring and evaluation roles is not sufficiently clear.

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Grade: 2

The personal development of the pupils is good. The school encourages a healthy lifestyle, for example through the regular outdoor pursuits programme, and strongly promotes pupils' safety. Pupils' spiritual, moral, social and cultural development is good, with particular strengths in the development of social skills. Pupils are helped to manage their challenging behaviour and emotions. They generally enjoy school and are able to achieve well. 4 of 12 Inspection Report: Spring Hill School, 18 March 2009

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Grade: 2

The leadership and management of the sixth form are good. The curriculum is flexible enough to cope with changes in intake numbers or ability range, such as in September 2008 when a number of new students joined the school. Students are organised into class groups according to their potential for learning and their needs. Work is personalised, often grouped by theme, and promotes students' independence and social skills well. The curriculum is relevant to their age and students' learning leads to accreditation. Teaching is effective. In a good general studies lesson observed, students were working towards four different levels of accreditation in numeracy. The teacher had integrated work on weather very effectively so that students were using ICT skills to research and compare weather in different countries, calculating average temperatures and writing summaries to promote literacy skills. In another lesson, students were developing communication skills and vocabulary in

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Grade: 2

talking about their leisure pursuits. Students' achievement is good, although standards remain low. Students gain accreditation at Levels 1 and 2 including in numeracy and literacy. Good links with local colleges allow students to try a number of taster courses, such as photography, sport and leisure, motor vehicle maintenance, joinery and performing arts, and to pursue those that interest them or where they show aptitude. Many students continue in further education when they leave.

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Grade: 2

The boarding provision is good and all but one of the national minimum standards are met. A full report on this provision is available on application to Ofsted.

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What the school should do to improve further

■ Further develop the assessment system to allow pupils' progress to be tracked over time and to inform whole-school planning and targets for pupils. ■ Clarify and extend the role of governors to ensure more proactive involvement in evaluating the school's work and more effective challenge to the school. National Minimum Standards (NMS) to be met to improve social care. The boarding provision is good and all but one of the national minimum standards are met. A full report on this provision is available on application to Ofsted.

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Grade: 2

Standards are very low, except for a few, more able pupils who reach broadly average standards over time. Pupils achieve well and make good progress, particularly in the basic skills of literacy, mathematics and ICT. They gain accreditation at entry level GCSE or through the Award Scheme Development and Accreditation Network (ASDAN) framework, which recognises progress in life skills, covering transition to adult life. Able pupils can also prepare for a full GCSE, for 5 of 12 Inspection Report: Spring Hill School, 18 March 2009 example in mathematics. Older students successfully gain Adult Literacy and Adult Numeracy qualifications. The school's data support the judgement of good progress. Some students make exceptional progress, moving through National Curriculum levels, once they have settled into school and found they want to learn. For many students the progress that they make is all the more remarkable because it represents

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Grade: 2

a significant step forward for them from their starting points: in managing their own behaviour and in being able to catch up on gaps in previous learning. Good teaching, small classes and one-to-one support, where needed, are all factors that help the pupils do well. Pupils progress particularly well in social skills, which stand them in good stead for gaining employment or entering further education or training.

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Grade: 2

Pupils' behaviour and attitudes to learning are generally good, particularly in the post-16 section where skills for independent living are emphasised. There are good opportunities for pupils to express their views, for example though the school council, to get involved in decisions that affect them and to make suggestions. The Eco-school group is a further example: pupils have taken the initiative to promote recycling and to aim for Silver Eco Award for the school. In this way, pupils learn about their place in the wider world beyond school. Pupils' personal development has a high profile in the school. The provision for pupils' spiritual, moral, social and cultural development is good, enabling them to make good gains in these areas. Staff model the attitudes that they want to see in the young people. Excellent relationships between staff and pupils foster a climate of mutual respect. The outstanding care

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Grade: 2

and support and the good curriculum provided for pupils enable them to gain confidence and self-esteem. Through giving prominence to all the outcomes for children and young people, the school successfully helps pupils to grow and to take responsibility for their behaviour and learning. A positive reward system linked to lesson attendance is effective in encouraging regular habits of attendance and perseverance. Pupils get to choose extra-curricular activities that really interest them. In discussion, pupils say that they feel safe at the school and that they enjoy being there. Relationships amongst pupils are very good. The support given to pupils to help them understand how to keep themselves safe is exceptional. Much of this centres on pupils being able to understand and successfully control their emotions and responses. They are enabled to make sensible decisions in dealing with others.

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Grade: 2

Teaching and learning are good. Teachers are enthusiastic and transmit this to the pupils. Teachers use a good range of imaginative strategies and a variety of tasks, including good use of ICT, to capture and retain pupils' interest in the lessons. Teachers' plans for lessons are very good, with a high degree of personalisation, especially for older pupils. Teachers direct specific questions or tasks to individual pupils, with elements of choice built in, to stimulate their 6 of 12 Inspection Report: Spring Hill School, 18 March 2009 participation. In this way, pupils are encouraged to learn because they experience success in small steps. Lots of activities are active, to help learning. For example, when assembling colour-coded number cards Key Stage 4 pupils demonstrated their understanding of number bonds. In a post-16 class, pupils estimated and measured parts of the school. Staff have excellent skills in managing challenging behaviour and heading this off before it can

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Grade: 2

disrupt lessons. They know the pupils well and adopt particular strategies for each individual. Teaching assistants and, where appropriate, residential staff provide good support in lessons, helping to keep pupils on-task and extending the level of challenge for individuals, when needed. Progress in lessons is good overall, though often limited by pupils' generally low level of skills.

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Grade: 2

The curriculum has improved and it meets pupils' needs well. There is an appropriate emphasis on the development of basic skills, but also much enrichment that makes school enjoyable. Parents comment on how their children enjoy the trips out to places of interest and the cultural and sporting activities. The outdoor pursuits programme has a high uptake and introduces pupils to some exciting new sports, providing challenge, opportunities for teamwork and the promotion of a healthy lifestyle. The curriculum promotes pupils' economic well-being effectively. The curriculum continues to evolve: the school is looking to develop further the use of its extensive outside areas to provide additional opportunities, related to forestry. Links with other schools and colleges, and growing provision in school, for example in catering, provide a good range of vocational courses and work related learning opportunities.

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Grade: 1

The care, guidance and support provided for pupils are outstanding. All staff benefit from a staff development programme focused on safeguarding pupils' welfare and learning effective strategies to manage behaviour. Staff have clear guidance on how best to address each pupil's needs and how to deal with any problems. Supervision levels are high, often one-to-one. Policies and procedures to help safeguard pupils, including recruitment checks on staff, meet current requirements. The two aspects, boarding and education, link together seamlessly to provide a '24 hour' holistic curriculum that promotes pupils' emotional well-being exceptionally well. Helping pupils to keep themselves safe is a high priority, supported by a strong programme for personal, social and health education. Frequent communication and close involvement of parents; and regular assessment and review of pupils' progress and behaviour, underpin a strong system for guiding and supporting pupils.

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Grade: 1

Pupils have academic and personal targets to work towards in their individual plans. The school has made recent improvements to its systems for tracking pupils' progress, which enhance the information provided. Outside agencies and professionals work effectively in partnership with the school to support pupils' emotional needs. A strong feature is the additional, regular support provided through 7 of 12 Inspection Report: Spring Hill School, 18 March 2009 art therapy; pupils' feedback indicates that this is extremely beneficial in helping them to understand and express their emotions.

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Grade: 2

The excellent leadership of the headteacher has promoted good improvement in both education and social care since the previous inspections. Outcomes for pupils are all good or better. The school provides good value for money and demonstrates good capacity to improve further. This is a dynamic school that seeks constantly to improve. Within school, systems of self-evaluation are effective because of the school's small size and ease of communication between members of staff. The school has identified appropriate priorities for its further development, including targets for pupils' academic progress. The promotion of equality and diversity is excellent: each pupil is valued as a unique individual in the school. There is a strong sense of community both within the school and in its links locally. The children's services section of the proprietary body formally monitors the work of the school periodically, but this is insufficient to ensure that all procedures, records and practices are up

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Grade: 2

to date and that policies and decisions are being fully implemented on a day-to-day basis. The role of the school's governing body in monitoring and evaluation is not sufficiently clear. Only one governor was involved in preparing the school's self-assessment document for this inspection, and in considering the grades, the school chose for the various aspects of its work. The school has records of checks on risks, but there is no distinct, single overview of health and safety matters. The school has recently appointed a business manager whose remit could include this. 8 of 12 Inspection Report: Spring Hill School, 18 March 2009 .

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Grade: 2

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 9 of 12 Inspection Report: Spring Hill School, 18 March 2009

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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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meeting the needs of learners?

Yes Yes Effective steps have been taken to promote improvement since the last inspection 2 2 How well does the school work in partnership with others to promote learners' well being? 2 The effectiveness of boarding provision 2 2 The capacity to make any necessary improvements

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Achievement and standards

2 2 How well do learners achieve? 4 4 The standards 1 reached by learners 2 2 How well learners make progress, taking account of any significant variations between groups of learners How well learners with learning difficulties and/or disabilities make progress

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Achievement and standards

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 10 of 12 Inspection Report: Spring Hill School, 18 March 2009

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well-being of the learners?

The extent of learners' spiritual, moral, social and cultural development 2 The extent to which learners adopt healthy lifestyles 1 The extent to which learners adopt safe practices 2 The extent to which learners enjoy their education 2 The attendance of learners 2 The behaviour of learners 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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full range of 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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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 leaders and managers use challenging targets to raise standards 2 2 The effectiveness of the school's self-evaluation How well equality of opportunity is promoted and discrimination eliminated 2 How well does the school contribute to community cohesion? How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 11 of 12 Inspection Report: Spring Hill School, 18 March 2009

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Text from letter to pupils explaining the findings of the inspection

I am writing to thank you for your help when my colleague and I recently inspected your school and to tell you what we thought. It was good to talk to you as that helps us to find out your views about the school. You told us that you feel safe and well cared for at school. You also said that you enjoy school more now and want to learn more than in the past. We think your behaviour is good. We were pleased to see you try hard in lessons. We know that in the past many of you have had great difficulties with your behaviour and attendance at school, so you have made a really good effort to improve. Well done! We can see you are making good progress at school. Your personal development is good. You told us the teachers are good at helping you understand. We agree. We think the teaching is good. We like the range of subjects and activities you can do, including for the older ones good opportunities to go to college and try out new subjects. The post-16 section of your

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Text from letter to pupils explaining the findings of the inspection

school is good, also. The school helps you to become independent ready for when you leave. It also makes sure that you improve your literacy and numeracy, as these are important for your future. Leadership and management are good and the school governors are very keen to support the school. We think your headteacher is excellent! She has some really good ideas and she ensures that that you get involved in decisions about the school, and can make suggestions. This helps you take responsibility. We liked the Eco school project. We know that your headteacher is looking at how the outside areas at school could be developed further. We were particularly impressed by the outstanding care, guidance and support you receive from all the staff. We know your parents say the same. We think the boarding section of your school is good. So, we agree with your headteacher when she says your school is a good school. She has clear

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Text from letter to pupils explaining the findings of the inspection

ideas about how to make it even better. For example, she is checking your progress closely and she is looking for ways in which the governors of the school can get more involved. We think you can help most by keeping up your positive attitude to school. You already get a lot out of being at Spring Hill and we feel sure that you will continue to do so in the future. 12 of 12 Inspection Report: Spring Hill School, 18 March 2009

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