Halton House School

Overall effectiveness Requires improvement

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Effectiveness of leadership and management Requires improvement

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Quality of teaching, learning and assessment Requires improvement

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Personal development, behaviour and welfare Good

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Outcomes for pupils Requires improvement

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Overall effectiveness at previous inspection Good

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Summary of key findings for parents and pupils

This is a school that requires improvement

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Summary of key findings for parents and pupils

 Since the last inspection, the school’s performance has declined. For too long, leaders took no effective action to address the areas for improvement identified by the previous inspection.  Leaders’ actions have not been effective in helping pupils make up the considerable ground lost prior to joining the school. Consequently, pupils do not make the progress of which they are capable. For example, only half of the Year 11 cohorts in 2017 and 2018 gained qualifications in both mathematics and English.  Limited training, resources and support for teachers have limited improvements to the quality of teaching in the past.  Teachers do not challenge the most able pupils sufficiently. This limits the progress that this group makes. Too often, the work set by teachers takes no account of what they already know and can do.  Previously, leaders failed to keep a close eye on how well individuals and key groups were

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Summary of key findings for parents and pupils

achieving academically. They were overly reliant on teachers putting in place their own assessment systems for their classes.  Pupils do not practise their reading, writing and mathematics routinely across the curriculum.  Leaders’ plans lack precision. They have not set out clear objectives or measurable milestones to help evaluate their impact. The school has the following strengths

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Summary of key findings for parents and pupils

 The school offers a fresh start for its pupils. For most pupils, this is their first taste of success at school. Almost all pupils improve their behaviour, attend regularly and take part in lessons during the time they are at the school.  Pupils receive the careers advice that they need. Teachers have introduced more qualifications and have standardised their assessments. As a result, teachers have slowed the school’s decline.  New leaders and governors have an accurate understanding of the school’s strengths and weaknesses. They have taken urgent action to deal with the most pressing issues, including the curriculum, assessment and qualifications.  Leaders have made sure that the independent school standards are met.  Safeguarding is effective. Staff are highly vigilant and follow up on any concerns.

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Summary of key findings for parents and pupils

 The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.

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What does the school need to do to improve further?

 Leaders and governors should improve the outcomes for pupils during their time at the school and ensure that pupils are well prepared for their next steps by: – making sure that teachers have a better understanding of pupils’ individual starting points and that they use this information more effectively to plan lessons which build on what pupils already know, challenge misconceptions and overcome any gaps in their prior learning – developing pupils’ reading, writing and mathematical skills more systematically across the curriculum – implementing the school’s new curriculum across the school – carrying out frequent curriculum reviews and making any necessary changes to ensure that the new curriculum meets the needs of individuals and groups of pupils – ensuring the school’s new assessment system provides accurate and useful information for leaders, teachers and pupils – providing suitable training and support for teachers so that they have a greater

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What does the school need to do to improve further?

impact on improving pupils’ academic and personal outcomes – further increasing the range of qualifications offered so that pupils can choose courses which support their aspirations, interests and abilities – maintaining an up-to-date, accurate and detailed evaluation of the school’s performance to inform the school’s improvement plan – using this evaluation to set ambitious, suitable and measurable objectives and milestones linked to pupils’ academic and personal outcomes – carrying out frequent, comprehensive reviews to reassure themselves that their ambitious plans are being effectively implemented and are making a positive difference to pupils’ outcomes.

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Effectiveness of leadership and management Requires improvement

 There has been a decline in the school’s performance since the previous inspection. Senior leaders and governors now have an accurate view of the school’s strengths and weaknesses. They have started to take the urgent action required to tackle the most pressing issues, including the areas for improvement from the previous inspection. For example, key stage 4 pupils are now able to study for GCSEs in art, geography and English literature, in addition to English language and mathematics.  New leaders’ plans lack precision. They do not focus sharply enough on the intended impact of their actions on pupils’ outcomes, and they lack measurable milestones. This hinders both leaders’ and governors’ ability to evaluate effectively the progress and impact of their agreed actions.  In the past, the school’s curriculum was fragmented. Each subject leader devised their own schemes of work in isolation from their colleagues. Lack of curriculum leadership and

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Effectiveness of leadership and management Requires improvement

oversight meant that pupils’ literacy, numeracy and communication skills were not developed well enough across the curriculum. Leaders are implementing a new curriculum at key stages 2 and 3, which builds on what is already working well. For example, the school’s scheme of work for computing is well thought-out and closely matches the needs, interests and aptitudes of the pupils.  Previously, teachers developed their own systems to find out about pupils’ knowledge and understanding and to help them plan learning. Subject teachers know their pupils well. They can describe pupils’ progress, both personal and academic, since pupils joined the school. Leaders have put in place a new whole-school assessment system to collect and analyse pupil performance information from across the school. This helps them to identify any emerging patterns and trends more systematically than in the past. This new system

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Effectiveness of leadership and management Requires improvement

also helps leaders to better hold teachers to account for pupils’ performance.  Previously, teachers have not had the training and support required to help them do their jobs well. Leaders have now put in place a rigorous and supportive appraisal process. This process helps teachers to know what is expected of them. Leaders have encouraged teachers to identify the training and support that they need to help them do their jobs better.  Pupils have very few opportunities to take part in extra-curricular activities. This limits their opportunities to try out new activities and develop hobbies and interests beyond the classroom. The school works with parents and carers to identify opportunities for pupils to take part in activities, such as football training, in their local area.  Pupils take part in charitable events such as the annual Macmillan coffee morning. However, in the past, pupils’ contributions to the day-to-day running of their school and

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Effectiveness of leadership and management Requires improvement

to helping in their local community were limited. All pupils are members of the school council now, which enables them to take on responsibilities and acquire skills, such as leadership, which will stand them in good stead in the workplace.  Leaders have ensured that all independent school standards are met. Since taking over the school, they have taken swift and decisive action to put in place sustainable improvements. Parents, pupils and staff agree that the school has improved considerably over the past few months. They describe a more structured school day, improved communication and greater clarity by leaders around their expectations, such as those in relation to pupils’ attendance and behaviour.  Pupils learn about what is going on in the world. Teachers are adept at weaving current issues, such as global warming, into discussions so that pupils increase their knowledge of local, national and world affairs. Teachers make good use of daily registration sessions

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Effectiveness of leadership and management Requires improvement

and personal, social and health education (PSHE) lessons to prepare pupils well for adulthood. Information and debates around subjects such as racism, crime and alcohol help pupils to think about some of the issues prevalent in British society.  The school promotes pupils’ spiritual, moral, social and cultural development well. Teachers plan visits which help pupils to appreciate arts and culture. Pupils enjoyed a recent visit to see ‘The Giants’, which is a street theatre show created by a French arts company. This opportunity to get up close to these huge puppets provoked thoughtful questions from pupils. In addition, the recent visit to both the Catholic and Anglican cathedrals in Liverpool enabled pupils to observe and compare these two religious buildings first-hand.

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Governance

 The new proprietor has put in place a tried and tested model of governance which they have used in similar schools. The governors have relevant experience and expertise. This has helped governors to identify and implement the urgent actions needed to reverse the school’s decline.  Governors have introduced systems to quality assure the school’s work. This enables them to keep a close eye on what is working well, and on which areas require further development. They have ensured that the new headteacher has the support he needs to do his job well.  Governors are mindful of the considerable changes that they have made, so they have taken steps to minimise the additional stress and workload on staff. As a result, they have maintained good staff morale during this period of transition.

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Safeguarding

 The arrangements for safeguarding are effective.  Pupils, parents and staff agree that pupils are well cared for and safe. Staff are up to date in their training so that they understand their roles and responsibilities. Staff are vigilant to any signs that pupils may be at risk of harm. Leaders make sure that any concerns are followed up assiduously. They make sure pupils have the information that they need to make informed decisions about risks and to keep themselves safe.  Staff liaise closely with parents and external agencies to make sure that pupils and their families get the help and support that they need. Staff build up good relationships quickly with pupils when they join the school. Pupils feel that they can share any worries or concerns with a trusted adult. Posters in every room remind staff and pupils what they should do if they have any concerns.  The school’s safeguarding policy is published on its website.

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Quality of teaching, learning and assessment Requires improvement

 Historically, leaders did very little to monitor and evaluate the quality of teaching. As a result, teachers did not receive useful feedback about how effectively they were teaching and what they could do to improve. Furthermore, leaders did not share effective practice routinely across the school so that colleagues could support and help each other. As a result, leaders did not help teachers to improve their practice, which led to a decline in the academic and personal outcomes of pupils.  The small teaching team means that teachers are required to deliver subjects that are outside of their own specialisms. Teachers work hard to overcome these challenges by drawing on their own resources, such as seeking help from colleagues in other schools. This helps them to give clear explanations, provide suitable resources and plan interesting lessons. Leaders now give staff access to both online and face-to-face training as well as

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Quality of teaching, learning and assessment Requires improvement

sharing good practice from other schools in the Keys Child Care group.  Teachers’ expectations of pupils are not always sufficiently ambitious, particularly for the most able pupils. Too often, pupils are set work which is too easy and does not enable them to make sufficient gains in their knowledge.  Teachers routinely provide feedback on pupils’ work in line with the school’s policy. They maintain an on-going dialogue with pupils about their learning during lessons. They are quick to step in to challenge misconceptions and provide additional support. Pupils generally take pride in their work and present it with care.  The quality of teaching was inconsistent and variable. In the past, the failure of leaders to put in place a suitable curriculum resulted in teachers designing and implementing their own subject plans, which took no account of pupils’ learning in other subjects. Although some subjects and lessons inspired pupils, a shortage of suitable resources, teachers’

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Quality of teaching, learning and assessment Requires improvement

variable subject expertise and a lack of planning for pupils’ different abilities meant that pupils did not make consistently positive rates of progress across all subjects. Leaders are taking swift and decisive action to overcome this legacy.  Well-planned lessons mean that most pupils make steady progress in mathematics. However, some of the most able pupils find the work too easy and do not make the rapid progress of which they are capable.  The pitch and challenge of English teaching fluctuates. Pupils find most of the tasks that are set too easy. Teachers do not provide pupils with regular opportunities to practise writing at length and to apply their literacy skills across the curriculum. Despite this, pupils make steady progress in developing key reading, writing and speaking skills. This is because teachers are successful in helping pupils overcome their reluctance to read aloud in front of their peers, put pen to paper and ask questions in class. Leaders have

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Quality of teaching, learning and assessment Requires improvement

appointed an English specialist teacher to improve the consistency and quality of English teaching both in English lessons and across the curriculum so that current pupils can make stronger progress.  Limited information about pupils’ academic performance was available to teachers when pupils joined their classes. The recent introduction of comprehensive assessment systems in mathematics, reading and spelling has helped teachers identify gaps in pupils’ knowledge so that they can address any misconceptions and provide pupils with work that plugs gaps in their learning. However, it is too early to evaluate the impact of this work.  The school’s termly reports to parents provide very little meaningful information about how well their children are getting on in school.  Some teachers are adept at tailoring the content of their teaching to pupils’ interests and enthusiasms. Where this is the case, pupils respond well. For example, in geography,

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Quality of teaching, learning and assessment Requires improvement

pupils were fascinated to use maps to locate those countries affected by the Boxing Day tsunami. Teachers also use trips and visits well to inspire pupils. In art, pupils used their learning from a recent visit to the local aquarium to generate ideas for a project exploring different media.  Lessons get off to a prompt start. Pupils generally settle down to work quickly and any interruptions to learning are dealt with well so that little learning time is wasted. Teachers use questioning to check pupils’ understanding, challenge misconceptions and reinforce pupils’ learning.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is good.  For many pupils, Halton House School is their ‘last chance’. Having experienced years of educational failure, most pupils have low self-esteem, high anxiety and lack trust in adults by the time they join the school. Staff build good relationships with pupils and help them to get their education back on track.  Pupils generally get on well together. They listen to each other’s different points of view, are empathetic to each other’s difficulties and give each other space when classmates are struggling to cope.  Parents appreciate the recently improved communication between home and school. They value the time taken by staff to inform them about how their children are getting on. Parents value that new leaders work well with them to resolve any issues swiftly. This has helped to nip any emerging issues in the bud.  Teachers are quick to challenge any aggressive or derogatory language. They make sure

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Personal development and welfare

that pupils understand why this language is unacceptable. Pupils state that no one is treated differently because of their disability, sexuality or home circumstances. Pupils are adamant that any rare incidents of bullying are dealt with effectively by staff.  Teachers make sure that pupils are taught about the different risks in the community, such as drugs and alcohol, as well as risks on social media. They make sure that pupils have the facts that they need to make informed decisions and understand how they can keep themselves safe.  Pupils learn how to keep themselves healthy. All pupils are encouraged to eat nutritious meals and snacks, take regular exercise and keep themselves clean.  Teachers make sure that each pupil receives appropriate advice and guidance to help them make informed choices about their next steps. Older pupils can articulate their plans for when they leave the school.

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Behaviour

 The behaviour of pupils is good.  All pupils arrive at the school with a history of challenging behaviour. Most pupils have been excluded from their previous schools. This school provides pupils with the help and support that they need to conform with expectations. Pupils are generally pleasant and polite to staff and visitors. Most pupils develop the skills and attributes to be successful learners. For example, pupils generally settle quickly to their tasks, listen attentively to their teachers and complete the work set.  The school is calm and orderly both in lessons and at breaktimes. Any incidents are dealt with swiftly and proportionately by staff so that lessons are not interrupted. Serious behaviour incidents are rare.  All pupils improve their attendance when they join the school. Despite most pupils having significant gaps in their schooling due to the legacy of erratic attendance, pupils settle

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Behaviour

into the school quickly and most attend on time every day. Leaders and staff work well with those parents who struggle to get their children to school. Once in school, most pupils cope well in class and remain in lessons throughout the day.  Pupils are generally reliant on staff to regulate their behaviour. High levels of staff support help pupils to get off to a good start at the school. Over time, pupils develop strategies to recognise and better manage their emotions.

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Outcomes for pupils Requires improvement

 The previous curriculum offer required all pupils to follow the same pathways regardless of their ambitions, interests or aptitudes. The narrow range of accredited courses offered by the school limited the qualifications that pupils could gain. Leaders have now increased the range of qualifications offered so that the most able key stage 4 pupils are now able to study for up to five GCSEs.  Most pupils do not read for pleasure. The books that pupils read as a class, and the texts that they study in English do not capture their imagination. The themes of these books often require knowledge and experiences which these pupils do not have. Many pupils join the school with reading abilities well below those expected for their age. Recent assessments have provided teachers with useful information about pupils’ strengths and weaknesses in reading. Teachers are using this information to plan and deliver individual

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Outcomes for pupils Requires improvement

programmes to improve pupils’ reading skills. These programmes help those pupils who need extra help to catch up more quickly. Moreover, new leaders are sourcing more suitable texts for pupils with the intention of enhancing pupils’ enjoyment of reading and enabling pupils to make quicker gains in their learning.  Leaders have no valid and reliable information available to evaluate how well individuals and groups of pupils, including those who have SEN and/or disabilities, achieved in the past. Evidence gathered during the inspection confirmed that current pupils make some progress over time at the school, but there is inconsistency and variability in rates of progress between subjects. Pupils make good progress in computing, food technology and art. Pupils enjoy these lessons and are proud of what they achieve.  While lower- and middle-ability pupils make good progress in mathematics, the most able

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Outcomes for pupils Requires improvement

pupils do not achieve as well. In English, pupils do not make consistently good progress, particularly in relation to the development of their writing, spelling, punctuation and grammar.  Most pupils were regularly excluded from school before joining Halton House. Typically, they did not attend school regularly. In contrast, most pupils make a success of their time at this school. Exclusions are very rare. Pupils’ attendance and punctuality typically improve considerably once they join the school.  Those pupils who leave the school at the end of Year 11, gain at least one recognised qualification. Nearly half of all Year 11 pupils gained qualifications in English and mathematics in 2017 and 2018. The introduction of art and geography GCSE courses and a computing qualification has been welcomed by pupils. Half of the Year 11 cohort passed their art GCSE last year and a number of pupils achieved either an entry level 2 or 3

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Outcomes for pupils Requires improvement

qualification in information and computing technology. In addition, most of the younger pupils gained BTEC level 1 in basic cooking skills in 2018. As a result, pupils are beginning to gain more qualifications during their time at the school.  For many pupils, decisions about their next steps are out of their hands. Changes of residential placement usually mean that pupils must leave the school as they move out of the area. This makes it tricky for leaders to get an accurate picture of pupils’ destinations. From the available evidence, some of these pupils move successfully on to college, work and apprenticeships. Moreover, some younger pupils return to mainstream schools.  Current pupils have made progress across the curriculum in the short time since they joined the school. Despite most having had a history of educational failure, teachers help pupils to overcome their anxieties about school. Teachers provide support and

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Outcomes for pupils Requires improvement

encouragement so that pupils grow in confidence quickly and are more willing to have a go at their work.

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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) £20800  £37050

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School details

Email address martyn.deakin@keyschildcare.co.uk

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School details

Date of previous inspection 9 to 11 December 2015

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Information about this school

 Halton House School was acquired by Keys Child Care Limited in March 2018.  It is registered with the Department for Education (DfE), to meet the needs of up to 14 pupils between the ages of eight and 18 years. There have been no pupils in the sixth form since prior to 2012.  All the pupils have social, emotional and mental health needs. Some of the pupils on roll have an education, health and care plan.  The school has a highly mobile population. Very few pupils join at the usual times, such as the start of Year 7 or stay at the school until the end of Year 11.  All pupils speak English as their first language.  The school’s aim is to offer ‘a holistic education that will provide pupils with learning opportunities which target their specific individual education needs and nurture confident individuals and responsible citizens, who can lead safe and happy lives and who will make a positive contribution to society’.

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Information about this school

 The headteacher joined the staff in June 2018. He is also responsible for nearby Halton School, which is owned by Keys Child Care Ltd.  The school was previously inspected in December 2015.  No alternative provision is used by the school.  The school makes use of local facilities, such as a leisure centre, to provide physical education for pupils.

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Information about this inspection

 The inspector observed teaching and learning across the school, including joint observations with the headteacher. The inspector checked work in a range of pupils’ books.  Discussions were held with senior leaders, middle leaders, representatives of the proprietor and members of the governing body.  The inspector examined a wide range of documentation, including that relating to safeguarding, behaviour and attendance, school improvement planning and assessment information.  The inspector spoke formally with pupils, as well as informally during the school day and observed them during breaktimes.  There were no responses to Parent View, Ofsted’s online survey. The inspector spoke with a parent during the inspection.  The inspector considered the eight written responses to Ofsted’s staff survey. The inspector spoke formally with a group of staff.

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Inspection team

Pippa Jackson Maitland, lead inspector Her Majesty’s Inspector 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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Inspection team

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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Inspection team

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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Inspection team

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Inspection team

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Inspection team

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Inspection team

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Inspection team

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

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