The Croft

The Croft Independent school inspection report

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DCSF registration number 353/6018 Unique reference number 131605 URN for registered social care SC 066072 Inspection number 344445 Inspection dates 27-28 January 2010 Reporting inspector Ramesh Kapadia Social care inspector Helen Walker

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This inspection of the school was carried out under section 162A of the Education Act 2002, as amended. The inspection of boarding was carried out under the Care Standards Act 2000.

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Age group: 10-18 Published: 22 February 2010 Reference no: 090070 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 Croft school is one of twelve small special schools run by the Meadows Care Group. The school is housed in a children’s home, providing education and care for one or two pupils aged between 10 and 18. The teachers work across the different schools, led by a headteacher. The school, which opened in 2006, provides for pupils with educational, social, emotional and behavioural difficulties. These pupils have had severely disrupted education in the past; some have a statement of special educational need relating to behaviour management. The school aims to enable pupils to attain high standards and succeed in education, within a mainstream setting where possible. The last education inspection was in June 2007. On this occasion, the residential provision was also inspected in parallel to the education inspection. The previous social care inspection was in July 2009.

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Evaluation of the school

The Croft School meets its aims by providing a good quality of boarding care and education, which is flexible and adjusted to meet the individual needs of its pupils, including those with statements of special educational need. Safeguarding and child protection measures are securely in place. There are shared ways of working, as evident in the care and education policies and procedures, which have been improved since the last inspection; the school now meets all the regulations. Once at the school, pupils often improve in their attitudes, social skills and behaviour so that return to a mainstream school is possible. In Year 11 some pupils apply for courses in further education. Pupils make good progress, based on the good teaching they receive.

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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

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Quality of education

The overall quality of education and the school’s curriculum are good. The curriculum meets regulatory requirements and is based on the National Curriculum but adapted to meet the needs of individual pupils who are admitted to the school after previous disruptions in education, including permanent exclusion. The core subjects of English, mathematics, science and information and communication technology (ICT) are taught by specialist teachers. This is supplemented by a range of other subjects which ensures that all other areas are covered over the year. A modern foreign language is taught in Key Stage 3 and for older pupils, where appropriate. Food technology is taught as well as humanities subjects. Personal, social, health, citizenship education (PSHCE) is a key component and based on an internally devised approach to promote personal development and enhance self-esteem. Religious education promotes the coverage of spiritual and moral issues, while physical

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Quality of education

education is linked to pupils’ interests such as badminton or horse-riding. Most teaching is on an individual basis although group sessions are limited; sometimes used to develop creative arts activities. Careers education is available and supported by Connexions advisers, for example to help pupils to make applications to further education. The range of extra-curricular activities is not extensive, with provision mainly offered by care staff, as part of the 24-hour curriculum. Entry level and other accredited courses are used to enable pupils to begin to gain externally recognised accredited qualifications quickly, as a means of building their self-esteem.

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Quality of education

The quality of teaching and assessment is good. A team of specialist teachers prepare lesson plans using a common pro-forma, which encourages a range of activities, the use of varied styles of learning, and cross-curricular links. This planning is monitored for quality by newly appointed team leaders.

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Quality of education

Pupils concentrate well in lessons and work hard. For example, a good lesson enabled pupils to learn numbers in Spanish through a range of activities, while a lesson in food technology made useful links to numeracy by requiring pupils to cost a meal carefully. A range of methods is used to encourage pupils to make written notes, with some searching the internet for appropriate information and others using carefully devised worksheets. Resources include computers and textbooks but there is limited practical equipment to undertake experiments in science.

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Quality of education

Stability and continuity in staffing has helped pupils to succeed and make good progress. Daily assessments are undertaken for each lesson and systematic records are kept which help the school’s managers to notice any sudden changes and plan appropriate action. There are also half-termly assessments to track progress over time and set targets. Work in pupils’ files shows progression in learning and good examples of creative writing in English. Pupils value education and benefit from enthusiastic teachers who support their learning and ambition, an improvement since the last inspection. Independent school inspection report

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Spiritual, moral, social and cultural development of the pupils

Provision for spiritual, moral, social and cultural development is good. Clear rules for behaviour, linked to a systematic policy of rewards and sanctions, ensure that pupils recognise differences between right and wrong. Over time pupils’ behaviour improves and generally becomes good. Pupils’ attendance is regular; documentation shows that the attendance of all pupils in the school has improved markedly and is now at least satisfactory. Spiritual development is promoted in religious education, which also deals with moral issues sensitively. A strong emphasis is put on social development by care and education staff, who work well together, sharing information as necessary. Cultural development is fostered by special celebrations such as for Chinese New Year, Christmas, and St. Patrick’s Day, but there is limited evidence of a systematic approach to develop cultural awareness and tolerance. Pupils develop awareness of public institutions and responsibilities through topics

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Spiritual, moral, social and cultural development of the pupils

taught within citizenship, such as basic human rights. They develop good attitudes to school.

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Spiritual, moral, social and cultural development of the pupils

Pupils are given sufficient opportunities for making a positive contribution to their school community. Self-sufficiency is promoted as far as possible through the use of ‘Independence time’, away from the home. This also helps to develop pupils’ economic awareness and future well-being. In questionnaire returns pupils state that they enjoy school.

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Welfare, health and safety of the pupils

The provision for the welfare, health and safety of pupils is good. There are robust arrangements for ensuring the safety of pupils. Child protection procedures are in place and given a high priority, with regular training for all staff, including more extensive training for the designated child protection officer. Risk assessments are undertaken, including for educational trips. The positive ethos in the home ensures that pupils feel safe and are well-cared for. The school meets the requirements of the Disability Discrimination Act 2002.

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Welfare, health and safety of the pupils

Healthy living is promoted by specific sessions in PSHCE as well as in science where ideas such as body-mass index are studied. Sessions in food technology include information about healthy eating as well as ways to plan for varied dietary needs such as for vegetarians. Pupils are also prompted to adopt a healthy life style by care staff. Education about drugs and smoking is also provided by trained professionals.

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Suitability of the proprietor and staff

The school maintains a single central record of checks on staff and undertakes vetting checks, systematically, in line with statutory requirements. Files for staff at the school show that all the necessary checks, including medical fitness and character references are undertaken; criminal record checks are renewed every three years and so all staff have now had an enhanced criminal records check. Independent school inspection report

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School’s premises and accommodation

The school is set in a safe and suitable modern detached building in a rural setting. The setting is peaceful, providing an effective learning environment for pupils with emotional, social, behavioural or learning difficulties. There are two small classrooms for teaching; facilities for teaching practical subjects of science and art are limited so, for example, pupils do not use a range of artistic materials. There is a garden which can be used for horticultural purposes and recreation. The school is located near open country which encourages pupils to undertake leisure walks.

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Provision of information for parents, carers and others

There are good channels of communication with pupils, their families and local authority placement officers to ensure that information relating to education and care is shared quickly. Regular education progress reports are completed to support individual education plans, which are completed for all pupils. Extra reviews are undertaken as necessary, such as for a pupil likely to return to a mainstream secondary school just before the next review of a statement. of special education need. The school’s brochure includes all the required information.

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Procedures for handling complaints

The school received no complaints in the last year; its complaints policy complies with the regulations.

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Effectiveness of the boarding provision

The care provision was judged to be good and national minimum standards were met. A full report on the care provision 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’). 3

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Compliance with regulatory requirements

3 www.opsi.gov.uk/si/si2003/20031910.htm Independent school inspection report

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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

 plan more opportunities for collaborative learning to support the 1-1 tuition received  monitor the extra-curricular visits arranged by care and teaching staff to ensure a balanced range of activities for all pupils. 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 pupils 

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What the school could do to improve further

How effective teaching and assessment are in meeting the full range of pupils’ needs 

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What the school could do to improve further

How well pupils make progress in their learning 

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What the school could do to improve further

Pupils’ spiritual, moral, social and cultural development

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What the school could do to improve further

Quality of provision for pupils’ 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 pupils 

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What the school could do to improve further

Evaluation of boarding provision  Independent school inspection report

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School details

Name of school The Croft DCSF number 353/6018 Unique reference number 131605 Type of school Special school and children’s home Status Independent Date school opened May 2006 Age range of pupils 10-18 Gender of pupils Mixed Number on roll (full-time pupils) Boys: 0 Girls: 2 Total: 2 Number of boarders Boys: 0 Girls: 2 Total: 2 Number of pupils who are looked after Boys: 0 Girls: 2 Total: 2 Number of pupils with a statement of special educational need Boys: 0 Girls: 1 Total:1

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School details

Annual fees (boarders) £245,000 Telephone number 01706 630022 Email address shellliebarcroft@meadowscare.co.uk Headteacher Ms Shellie Barcoft Proprietor Meadows Care Reporting inspector Ramesh Kapadia Dates of inspection 27-28 January 2010

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