Delta Independent School

Delta Independent School Parliament Street, Consett, County Durham DH8 5DH

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Effectiveness of leadership and management Inadequate

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Quality of teaching, learning and assessment Inadequate

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Personal development, behaviour and welfare Requires improvement

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Overall effectiveness at previous inspection Requires improvement

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Summary of key findings for parents and pupils

 The curriculum does not meet pupils’ needs or aptitudes. Its design means that pupils who have been unable to succeed with a mainstream education continue to underachieve.  Last year, almost all pupils performed poorly in their GCSE examinations and very few left the school with any meaningful qualifications. Assessments and pupils’ work show that pupils currently in the school continue to underachieve considerably.  Leaders have not provided opportunities for teachers to share good practice and learn from one another. As a result, the quality of teaching is too variable to support pupils’ learning and progress effectively. Topics covered are often too demanding for pupils or are not covered in sufficient depth to be meaningful.  Gaps in pupils’ basic reading, writing and communication skills are not being addressed. Pupils with limited reading ability are not getting the focused help they need to improve.

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Summary of key findings for parents and pupils

 Too few pupils go on to find or sustain a place in education, employment or training when they leave the school.  Careers education does not inspire pupils, and some continue to have low aspirations. Pupils have little opportunity to meet employers and learn about routes into employment.  The level of pupils’ attendance is well below the national average.  The proprietor and school leaders have not ensured that the independent school standards are met.

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Summary of key findings for parents and pupils

 The proprietor, leaders and staff work hard to re-engage pupils who have lost their way in mainstream education. Pupils feel that the school gives them a second chance.  Many pupils improve their behaviour in the school. Good relationships between staff and pupils mean that the school helps many pupils to become more respectful, tolerant and willing to learn.

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Summary of key findings for parents and pupils

 The school must take action to meet the requirements of the schedule to The Education (Independent School Standards) Regulations 2014 and associated requirements. The details are listed in the full report.

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What does the school need to do to improve further?

 Improve the effectiveness of leadership and management, by: – ensuring that information about pupils’ progress and attainment is considered when evaluating the school’s performance and planning improvements – ensuring that the curriculum is closely matched to pupils’ aptitudes and needs so that a greater proportion of pupils secure a place in education, employment or training when they leave the school – providing a more appropriate suite of qualifications for pupils that reflect their differing starting points, aptitudes and interests – improving the training and development opportunities for teachers and ensuring that good practice in school is shared effectively.  Improve teaching, learning and assessment, so that outcomes improve considerably, by: – raising expectations for the presentation and completion of pupils’ work – systematically developing pupils’ communication, reading and writing skills and

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What does the school need to do to improve further?

ensuring that pupils with weak reading skills get regular, focused help to improve – ensuring that topics are covered in sufficient depth and are revisited often enough so that pupils know more and remember more – ensuring that there are planned opportunities for pupils to develop their aesthetic and creative skills – providing homework to support pupils’ learning, especially for the most able pupils.  Ensure that every effort is made to improve pupils’ attendance. In particular, foster stronger partnerships with families and hold families to account for the attendance of their children.  Extend the careers, information and guidance programme by arranging for pupils to hear directly from suitable employers and apprenticeship providers.  The school must meet the independent school standards, as set out in the annex of this report.

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Effectiveness of leadership and management Inadequate

 Leadership and management are inadequate because leaders and the proprietor have not ensured that the independent school standards are met.  The school’s curriculum does not meet pupils’ needs or aptitudes. Pupils enter the school having been unsuccessful in mainstream education and with substantial gaps in their knowledge and understanding, and so find the curriculum too academic and too demanding. As a result, too many pupils struggle to learn and consequently make poor progress. School leaders acknowledge that the curriculum is unsuitable for many of their pupils.  Although the behaviour of most pupils improves at the school, many continue to show a lack of aspiration and diligence. The quality of work in pupils’ workbooks reflects a lack of real engagement, as many pieces of work are incomplete. The inspector found workbooks to be torn and covered in graffiti. Pupils’ lack of engagement is also reflected in their poor

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Effectiveness of leadership and management Inadequate

attendance. So far this year, pupils have, on average, only attended 75% of the time.  Pupils’ performance in public examinations has declined since the last inspection. In 2018, examination results were particularly weak.  There are limited opportunities for teachers to develop their professional knowledge and skills. They do benefit from some external training courses, but there are no opportunities for teachers to plan together or to share the best practice that exists in school. Consequently, some teachers lack the necessary knowledge to prepare pupils well enough for the new GCSE examinations.  Pupils do say that the school gives them a second chance in education. The school’s ethos and approach help many of them to re-establish themselves as learners. Once they settle in, most pupils improve their behaviour because members of staff treat them as adults. Relationships between members of staff and pupils are typically polite and respectful.

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Effectiveness of leadership and management Inadequate

Pupils like the small class sizes because they get more one-to-one support and feel confident that they will get help if they need it.  Leaders have ensured that the personal development of pupils is central to the school’s work. There is a well-planned programme of personal, social, health and economic learning that helps pupils to appreciate risk and to understand how to live healthily. There is good extra support for those pupils who are more vulnerable, which is complemented effectively through the weekly visits by the school nurse.  Leaders have ensured that fundamental British values are promoted effectively. Opportunities are taken during lessons to reinforce the importance of respect and tolerance and the rule of law. Displays around the school, created by the pupils, further reinforce these messages. Pupils told the inspector that they respect one another once they settle in and there is little bullying or name-calling.

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Governance

 The proprietor’s clear vision is to improve the life chances of pupils who have lost their way in mainstream education. He takes an active role in the school and cares passionately about pupils’ well-being.  Following the last inspection, the proprietor responded to Ofsted’s recommendations to improve the school’s improvement plans and to embed better systems for managing assessments and other information. However, not enough weight has been given to the pupils’ poor outcomes when evaluating the school’s performance.  The proprietor and leaders have chosen to implement an academic curriculum, rather than a model that would better meet pupils’ needs and aptitudes. As a result, pupils who had fallen well behind academically in mainstream education continue to underachieve, and do not develop the skills that would better support them into education, employment or training.

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Safeguarding

 The arrangements for safeguarding are effective.  Thorough checks are made on all adults who work in or visit the school. The school’s safeguarding policy is up to date and in line with the latest government guidance. As the school does not have a website, copies of the school’s safeguarding policy are made available to parents and carers in the information pack they receive when pupils join the school.  The designated safeguarding leader follows up promptly if a concern about a pupil’s safety or welfare is identified. Record-keeping is thorough. Every effort is made to work in partnership with other agencies and parents and carers to resolve any concerns.  During the inspection, the inspector found one occasion when the correct route to refer a pupil to another agency had not been followed. Leaders responded quickly to remedy this issue during the inspection and to clarify the guidance in the school’s safeguarding policy.

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Quality of teaching, learning and assessment Inadequate

 Teaching is inadequate because it does not help enough pupils to make good progress and attain relevant qualifications.  Teachers do not make good enough use of prior attainment information to inform their planning. Weaknesses in most pupils’ basic reading, writing and communication skills, which are evident when they start at the school, are not being systematically addressed. This is because teachers are required to cover GCSE course content rather than addressing more basic gaps in pupils’ skills. Although there is some effective teaching of English literature, which engages and challenges pupils effectively, weaknesses in pupils’ writing are evident in other subjects.  Following the last inspection, leaders purchased more books and magazines and teachers have encouraged pupils to read more. However, in some subjects, pupils struggle to recall the meaning of subject-specific vocabulary, which limits their understanding of what they

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Quality of teaching, learning and assessment Inadequate

are reading. Furthermore, opportunities for pupils to practise reading in lessons are not maximised.  The quality of pupils’ presentation and handwriting is too variable. Scrutiny of workbooks shows that pupils tend not to improve their presentation over time. Too much work is left incomplete.  In some subjects, such as history and biology, topics are not covered in sufficient depth to be meaningful. Teachers move on too quickly before pupils have been able to understand content well enough. In other subjects, such as sports science and English literature, topics are covered in more depth and consequently pupils talk confidently about what they have learned.  In mathematics, learning is sequenced effectively and helps pupils to address gaps in their basic numeracy. Pupils improve because they practise calculations and arithmetic skills enough to grow in confidence. Methods are explained and modelled carefully for

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Quality of teaching, learning and assessment Inadequate

them and there is effective one-to-one help provided. However, pupils get few opportunities to apply their mathematics and most cannot cope with mathematical problems. Consequently, they are not being prepared well enough for the challenges of GCSE examination or for future employment.  Teaching assistants get involved in lessons and try to help pupils. Occasionally they are not directed and deployed well by the teacher.  The school does not set homework to support pupils’ learning. Some of the most able pupils in the school told the inspector they would do homework if it was set for them.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare requires improvement.  Pupils receive a basic programme of careers advice. They receive one-to-one guidance from an impartial careers adviser and are taken to visit local colleges. Pupils in Year 11 are helped to prepare progression plans and are introduced to a range of helpful websites. However, there are currently no planned opportunities for pupils to hear first- hand from employers or from apprenticeship providers.  A strength of the school is that staff help many pupils to re-engage with learning. Some pupils are initially disruptive but settle down and begin to show interest because staff are patient and treat them as adults. Typically, pupils conduct themselves well and learn to moderate their behaviour. Some show positive attitudes and are keen to learn.  The personal, social, health and economic programme of learning is delivered weekly and

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Personal development and welfare

covers a broad range of topics. It makes pupils aware of the risks of drugs and alcohol and covers relationships, including sexual health. Pupils’ wider social and moral development is supported effectively through topics integrated into the curriculum. However, there are few opportunities for pupils to learn about spirituality or to develop culturally. For example, aesthetic and creative learning is not catered for explicitly, although leaders point to some creative opportunities in some topics covered. Leaders are also seeking more artistic opportunities through bids to external agencies.  There is good support in place for vulnerable pupils and those who are experiencing trauma. Leaders are sensitive to pupils’ emotional needs and have recruited suitably experienced staff to work with pupils. The school nurse service is also appreciated by pupils. Very effective external counselling was provided for pupils and staff earlier this

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Behaviour

 The behaviour of pupils requires improvement. Not all pupils show positive attitudes to learning and some continue to have low aspirations. Generally, pupils do not take care with their work or apply themselves well enough.  Teachers manage behaviour well and build respectful relationships with pupils. They take opportunities in lessons to discuss social and moral issues and help pupils to foster a more positive approach to life. Parents who responded to Parent View, Ofsted’s online questionnaire, were keen to say that the school has made a difference following some very difficult periods for their children in mainstream schools.  Levels of attendance improve for some pupils when they settle in to the school. However, pupils’ overall attendance remains a concern and is well below the national average for secondary schools. The school contacts the families of absent pupils daily and leaders monitor attendance patterns carefully. However, some families remain hard to reach and

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Outcomes for pupils Inadequate

 Most pupils enter the school well behind in their learning because of considerable disruption to their education. Many pupils did not attain the standards expected for their age at the end of primary school and often they have had considerable time out of secondary education due to exclusion from their mainstream school.  Results from the Year 11 public examinations in 2018 were particularly weak. The school entered pupils for GCSE examinations in English language, English literature, mathematics, biology, history, geography and media studies. In addition, some pupils were entered for examinations in sports science and health and social care. Pupils attained only a handful of good GCSE passes in total from over 200 examination entries.  The school’s own assessments show that many pupils enter the school with weak reading, writing and communication skills. These weaknesses persist because the school does not

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Outcomes for pupils Inadequate

provide enough focused support for pupils to improve in these key areas.  Most pupils currently in the school are making slow progress. Pupils continue to struggle with the challenge of new GCSE courses, and are not showing the determination and diligence required.  The quality of work in pupils’ workbooks is too variable. Some pupils do take some care and pride in their handwriting and presentation, but many others do not. They too frequently fail to complete tasks set and some deface their work.  The most able pupils show more appetite for learning in lessons. However, their workbooks show their abilities are not being consistently developed. Some of the work set for them does not challenge them so they do not make the progress that they should.  Although the information on pupils’ destinations after leaving the school is incomplete, it is clear that several pupils from last year’s Year 11 cohort did not take up places in

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Outcomes for pupils Inadequate

education, employment or training. Some others who did so have subsequently dropped out of college. Almost all pupils who have sustained their places have moved onto vocational training courses which reflect their interests and aptitudes.

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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

Email address helen.delta.school@gmail.com

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School details

Date of previous inspection 13–15 December 2016

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Information about this school

 Delta Independent School opened in October 2015. It is registered by the Department for Education as an independent school for up to 80 boys and girls aged between 13 and 16 years. The proprietor is Mr William Robson.  The last standard inspection of the school took place in December 2016.  The school is housed in the former Consett YMCA building. Pupils can access a range of activities after school that operate from the building.  The school offers part-time or full-time provision to local maintained schools for pupils who are at risk of permanent exclusion. All pupils currently on roll attend full-time and are dual-registered with their mainstream school.  A small number of pupils have been identified as having special educational needs and/or disabilities (SEND). No pupils currently have an education, health and care plan.  The school aims to create a ‘dynamic, vibrant and welcoming learning environment that

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Information about this school

will give rise to a life-long love of learning for all in our community’.  The school does not use any off-site alternative education provision.

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Information about this inspection

 The inspection was carried out over two and a half days with half a day’s notice.  The inspector observed teaching and learning across the curriculum jointly with the headteacher. During lessons, the inspector sampled pupils’ books and talked to some pupils about their learning and progress.  The inspector held meetings with the headteacher and other senior leaders, the designated safeguarding leader, the lead teacher for SEND and the proprietor. The inspector also met a group of pupils.  The inspector scrutinised a wide selection of pupils’ workbooks across the full age range.  The inspector also considered eight responses to staff questionnaires and seven responses to Parent View.  The inspector examined a range of documents required as part of his assessment of the school’s compliance with the independent school standards, including policies, safeguarding information and documents provided for parents. In addition, the inspector

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Information about this inspection

examined assessment information, monitoring records and attendance information.

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Inspection team

Chris Smith, lead inspector Her Majesty’s Inspector

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if— – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and – 2(1)(b) the written policy, plans and schemes of work— – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan; and – 2(2)(b) that pupils acquire speaking, listening, literacy and numeracy skills;  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school— – 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time;

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Part 1. Quality of education provided

– 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons;

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school— – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently. guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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Part 8. Quality of leadership in and management of schools

Parent View You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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Part 8. Quality of leadership in and management of schools

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.gov.uk/government/organisations/ofsted .

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Part 8. Quality of leadership in and management of schools

excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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Part 8. Quality of leadership in and management of schools

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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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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

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