Ramillies Hall School

Ramillies Hall School Cheadle Hulme, Cheadle, Cheshire SK8 7AJ

p.1

Effectiveness of leadership and management Inadequate

p.1

Quality of teaching, learning and assessment Inadequate

p.1

Personal development, behaviour and welfare Outstanding

p.1

Outcomes for pupils Requires improvement

p.1

Overall effectiveness at previous inspection Inadequate

p.1

Summary of key findings for parents and pupils

 The proprietor and leaders have not ensured that all the independent school standards are met.  Leaders have not ensured that the curriculum is planned and taught well in several subjects, including English and mathematics. Learning does not build up as well as it should.  Teachers often provide pupils with work that is either too easy or too difficult.  Teachers’ explanations and their questioning of pupils do not help them to learn well.  Leaders have not ensured that teachers focus systematically on improving pupils’ literacy skills or on developing their reasoning skills in mathematics.  Teachers’ use of assessment is not helping them to improve teaching.  Leaders have not ensured that teachers receive the training that they need to plan and teach the curriculum well in their subjects.  Leaders’ monitoring and evaluation of teaching have led them to develop an overly optimistic view of its effectiveness.

p.1

Summary of key findings for parents and pupils

 Although pupils leave the school having attained a reasonable suite of qualifications, weaknesses in teaching prevent them from making the progress of which they are capable.  The recently formed governing body has not focused sufficiently on ensuring that pupils benefit from effective teaching.

p.1

Summary of key findings for parents and pupils

 The school’s work to promote pupils’ personal development is exemplary. Pupils grow in confidence during their time at the school.  Leaders have established a strong safeguarding culture.  Pupils’ behaviour is excellent, both in lessons and around the school site. Almost all pupils improve their attendance at the school.  Many parents and carers feel that the school has transformed their children’s well-being.

p.1

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 annex to this report.

p.1

What does the school need to do to improve further?

 Improve teaching, learning and assessment, so that pupils make greater progress, by ensuring that teachers: – sequence learning in a way that systematically builds pupils’ knowledge, skills and understanding – pitch new learning at a level that pupils find both accessible and challenging – help pupils to learn well by explaining new knowledge and skills clearly, questioning pupils effectively and introducing new content in small steps that do not overwhelm pupils – use assessment to inform their teaching and enable pupils to understand the next steps in their learning – enable pupils to develop their reasoning skills in mathematics – help pupils systematically to improve their spelling, punctuation and grammar in English lessons and across the curriculum.  Ensure that leaders and managers support the further development of teaching, learning and assessment by: – enabling teachers to undertake the training that they need to improve teaching and

p.2

What does the school need to do to improve further?

the curriculum in their subjects – developing the curriculum, particularly in key stage 3, so that teachers of all subjects are helped to sequence new learning in a way that maximises pupils’ progress in each subject and across the curriculum – enhancing their monitoring of teaching so they can evaluate the impact of teaching on pupils’ learning and gain an accurate view of the effectiveness of teaching – making sure that governors have the knowledge and skills to hold leaders to account for the effectiveness of teaching.

p.2

Effectiveness of leadership and management Inadequate

 The school’s development has been uneven since the previous inspection. Not enough attention has been paid to the development of the curriculum and the effectiveness of teaching in each subject. Pupils do not consistently benefit from effective teaching, particularly in English and mathematics.  The proprietor and leaders have not ensured that all the independent school standards are met.  Leaders have not quality assured the curriculum effectively. Some subjects, including English and mathematics, do not have appropriate curriculum plans in place. As a result, teachers’ planning is ad hoc, and learning is not organised in a way that maximises pupils’ progress in individual subjects and across the curriculum.  Leaders’ monitoring of teaching does not routinely evaluate the impact of teaching on learning. This has contributed to them developing an overly generous view of the effectiveness of teaching.

p.3

Effectiveness of leadership and management Inadequate

 Leaders have not ensured that teachers consistently benefit from training opportunities that enable them to develop the curriculum and teaching in their subjects. Leaders have left too much to chance regarding teachers’ professional development. Some teachers use personal contacts to ensure that they keep abreast of developments within their subjects. Others, by contrast, are unsupported. This has contributed to the huge variation in the quality of teaching at the school.  The proprietor, governors and senior leaders have not supported effectively the emergence of middle leadership. Teachers are not held to account for leading and managing the development of the subjects that they teach. This has further exacerbated weaknesses in teaching and the curriculum. In contrast, where senior leaders have worked closely with middle leaders, significant progress has been made. For example, middle leaders have greatly improved careers education and the ‘community curriculum’,

p.3

Effectiveness of leadership and management Inadequate

which acts as a focal point for the school’s work to promote pupils’ personal development and welfare.  Despite this, leaders have been resolute in their determination to improve the school. They have addressed some of the deficiencies that were identified at the previous inspection. They have also overseen further improvements to pupils’ behaviour and the promotion of pupils’ personal development and welfare. Their endeavours to improve the school have been underpinned by a strong moral conviction to help pupils who have often struggled in mainstream schools prior to joining Ramillies Hall.  Leaders have modernised many of the school’s systems. For example, they have worked with a number of other schools to introduce systems that enable them to monitor and evaluate the progress that pupils make in both their academic learning and personal development.  Leaders have ensured that pupils benefit from a broad and balanced curriculum. The

p.3

Effectiveness of leadership and management Inadequate

curriculum is personalised to meet pupils’ needs and interests, although its impact is reduced by weaknesses in the planning and development of the curriculum in different subjects. Pupils study subjects at key stage 4 that are offered in response to pupils’ ambitions and preferences. The curriculum is tailored to meet the needs of different pupils through the provision of different qualifications and additional supportive sessions run by professionals, such as occupational therapists and speech and language therapists.  Pupils benefit from an extensive enrichment curriculum that involves a broad range of extra-curricular activities and numerous trips and visits that enhance their understanding of the world and life in modern Britain.  The special educational needs coordinator ensures that all staff work towards the removal of barriers to learning that result from pupils’ special educational needs and/or disabilities

p.3

Effectiveness of leadership and management Inadequate

(SEND). She ensures that staff benefit from precise training on a range of matters relating to SEND. In turn, this enables staff to cater well for pupils with a diverse range of needs. This ensures that, over time, pupils’ needs become much less of an impediment to their achievement.  The parents spoken to during the inspection were effusive about the work of the school. They described the support offered by the school as ‘invaluable’. They feel that the school has had a transformative impact on their children and the overall well-being of different family members. Several parents commented that they ‘cannot speak highly enough of the school’. Those parents who made comments via Parent View concurred with these views.  Staff feel proud to work at the school and recognise how it has improved in several aspects since the previous inspection.  Pupils greatly value the school’s nurturing approach. They typically say that they have

p.4

Effectiveness of leadership and management Inadequate

grown in confidence since joining. Several pupils commented that they feel they can ‘be themselves’ at the school.

p.4

Governance

 A governing body formed in the wake of the previous inspection. Governors do not have the necessary knowledge and skills to validate the accuracy of the information about teaching and pupils’ outcomes that they are provided with by leaders.  The proprietor and governors have not ensured that governors benefit from a structured training programme to enhance their understanding of education and SEND.  Governors have been preoccupied with the school’s long-term viability rather than the development of teaching, learning and assessment and the curriculum. Consequently, they have done little to address the weaknesses that were uncovered during the inspection.  Governors oversee the school’s safeguarding arrangements effectively.

p.4

Safeguarding

 The arrangements for safeguarding are effective. Leaders have created a strong safeguarding culture. Staff are vigilant to any changes in pupils’ mood or behaviour.  Leaders have established effective systems for staff to pass concerns to leaders and, where appropriate, share information with their colleagues. Safeguarding records are fit for purpose and leaders refer any concerns to the authorities as appropriate.  Leaders have ensured that staff are well trained on matters relating to pupils’ safety. This has ensured that all staff share a highly nuanced understanding of the risks that are potentially more prevalent among the school’s pupils. In particular, staff understand the ways in which pupils’ needs make them more vulnerable. For example, the school’s approach to e-safety is particularly thorough because of pupils’ greater vulnerability online.  The school’s work to educate pupils on matters relating to their personal safety is

p.4

Safeguarding

exceptionally strong. The ‘community curriculum’ is used to focus on key aspects relating to personal safety, such as road safety, relationships and the dangers associated with drugs and alcohol.  The school’s safeguarding policy is available on the school’s website.

p.5

Quality of teaching, learning and assessment Inadequate

 Teaching does not capitalise on the excellent work that is undertaken to support pupils’ personal development. Due to weaknesses in training, some teachers lack the knowledge, understanding and skills to teach their subjects effectively.  Leaders have not ensured that there are effective schemes of work in place to help teachers to organise learning effectively. In particular, the effectiveness of teaching in English and mathematics is undermined by weaknesses in curriculum planning. Weaknesses in long- and medium-term planning therefore significantly limit the amount of progress that pupils make over time, particularly in key stage 3.  Teachers do not consistently pitch learning at a level that enables pupils to learn effectively. Some pupils find learning too easy, whereas others find it too difficult.  Teachers often do not structure new learning effectively. They do not routinely explain new content and model new skills clearly. Some teachers confuse pupils by overloading

p.5

Quality of teaching, learning and assessment Inadequate

their memory with too many instructions and things to consider. Many of the pupils that the inspector spoke to said that they feel teachers often move too quickly and that this impedes their learning.  Teachers do not question pupils consistently well. They do not use questioning routinely to check pupils’ understanding and support the development of their thinking. Teachers do not systematically use their assessment of pupils’ progress to help them plan new learning and to enable pupils to understand how they can improve.  Teachers of English and other subjects do not develop methodically pupils’ spelling, punctuation and grammar. As a result, pupils make limited progress with the technical aspects of their writing.  Teachers of mathematics do not provide pupils with regular opportunities to apply their mathematical knowledge and reasoning skills. Moreover, it is difficult to see progression in pupils’ mathematical work over time because the level of challenge provided by teachers

p.5

Quality of teaching, learning and assessment Inadequate

varies greatly from one lesson to the next.  Pupils’ behaviour and attitudes to learning are very strong. Pupils enjoy positive and productive relationships with teachers and other adults who help them in the classroom.  Teachers and other adults are skilled at employing a range of strategies to help pupils to overcome the personal challenges that they face. These strategies help low-ability pupils in particular.  Some teachers utilise strategies to assess pupils’ understanding during lessons. This enables teachers to address pupils’ misconceptions and move them on in their learning.  Pupils typically enjoy practical lessons such as food technology.  Teaching is strong in history and geography where the teacher has high expectations of pupils and learning is thoughtfully sequenced over time. In these subjects, learning is pitched at a level that pupils find both accessible and challenging.

p.5

Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is outstanding. A high proportion of pupils join the school at times other than at the start of an academic year. Many join the school following the breakdown of one or more previous school placements. Some join following a period out of formal education. Most of the parents spoken to during the inspection described how their children had been in crisis when they joined the school. From these starting points, pupils make excellent progress in their personal development and welfare. Pupils typically grow in confidence during their time at the school. Over time, they feel happy, settled and better prepared for the future.  Pupils benefit from a structured and thorough approach to the development of their knowledge and understanding of different careers. Pupils gain valuable work experience, which provides them with useful insights into the aspects of different careers that they

p.6

Personal development and welfare

like and dislike. Pupils’ understanding of the different options available to them once they leave school is enhanced with the regular meetings that they have with an independent careers adviser. This work is enabling pupils to develop precise and appropriate plans for the future.  The school’s programme to enhance pupils’ spiritual, moral, social and cultural understanding aligns closely with its promotion of British values. Pupils learn about a range of issues, such as those related to ethics, safety and understanding others. As a result, pupils become tolerant, open-minded and hugely considerate towards others.  Pupils’ emotional health is promoted to great effect. Leaders have consciously created a tranquil environment which helps pupils to remain calm and focused. Leaders prioritise outdoor learning and make full use of the school’s extensive grounds and semi-rural location to utilise strategies that help staff to refocus pupils if they start to become

p.6

Personal development and welfare

anxious. Pupils told the inspector how much they value the school’s work in this area. They feel it has made a positive difference to their emotional well-being.  Pupils are also supported well to develop their physical health. Pupils participate in regular lessons in physical education and are supported to develop a thorough understanding of what constitutes healthy living. Where leaders have concerns about the physical health of a pupil, they work closely with parents to improve aspects of their child’s lifestyle.  Pupils are supported well to develop an understanding of what constitutes an effective learner. They become keen to do well and try hard in all aspects of their studies, including with their homework.

p.6

Behaviour

 The behaviour of pupils is outstanding. Pupils’ behaviour is excellent in lessons and around the school site. Pupils persevere and work hard, even when teaching is not well matched to their needs.  Low-level disruption is exceptionally rare in lessons and serious incidents of misbehaviour are also uncommon.  Staff provide excellent support for pupils who have exhibited challenging behaviour in the past. They use their expertise and knowledge of individual pupils to adopt a proactive approach that prevents pupils from becoming anxious or distressed. Over time, pupils improve their behaviour markedly.  Leaders have ensured that overall rates of attendance have improved significantly since the previous inspection. This is because they have strengthened and increased the range of strategies that they employ to encourage regular attendance and challenge unnecessary absence. The proportion of pupils who have long-term absence has dropped

p.6

Behaviour

markedly.  Pupils with a history of poor attendance usually improve their attendance dramatically once they join the school.

p.7

Outcomes for pupils Requires improvement

 Due to weaknesses in teaching, pupils do not make the academic progress of which they are capable during their time at the school. Despite this, pupils’ outcomes are not inadequate because the excellent work undertaken by the school to support pupils’ personal development ensures that pupils make steady progress in their learning, even when there are clear weaknesses in teaching.  A scrutiny of pupils’ work in English and mathematics indicates that pupils do not make good progress in these subjects due to weaknesses in the teaching of these subjects.  Leaders have introduced systems to assess pupils’ attainment on entry to the school and to chart the progress that they make. Leaders’ information indicates that the majority of pupils are making the progress in English, mathematics and science that the school expects of them. However, their information indicates that few pupils exceed these expectations and make very strong progress.

p.7

Outcomes for pupils Requires improvement

 Leaders’ systems for evaluating pupils’ progress in subjects beyond English, mathematics and science are in their infancy. Consequently, they do not have information which provides an indication of how much progress pupils are making in these subjects. However, evidence from observations of teaching and learning, and scrutiny of pupils’ work, indicates that pupils are making greater progress in these subjects than in English and mathematics. In particular, pupils are making strong progress in history and geography.  Many pupils join the school in crisis. Some have experienced disrupted or limited schooling in the months or years prior to joining the school. From these starting points, pupils typically leave the school with a suite of qualifications that represent reasonable academic progress during their time at the school.  The majority of pupils leave the school having attained GCSEs in English and

p.7

Outcomes for pupils Requires improvement

mathematics, with some attaining standard or good passes. Pupils have also recently attained GCSEs in computer science, art, French, physical education and media studies.  The school has recently extended its vocational curriculum at key stage 4 in response to pupils’ aptitudes and aspirations. Pupils have attained BTEC awards in subjects such as cooking and sport. Pupils have also attained qualifications in a range of functional skills and entry-level qualifications.  Leaders’ information indicates that pupils make strong progress in relation to specific targets that relate to their SEND. Evidence gathered on inspection confirmed this to be the case.  Pupils are encouraged to develop an enjoyment of reading. Leaders utilise a number of strategies, including regular rewards, to raise the profile of reading. Several pupils told the inspector how proud they are to say that they now consider themselves to be avid

p.7

Outcomes for pupils Requires improvement

readers.  In recent years, the overwhelming majority of pupils have advanced to destinations that are appropriate for their abilities and future plans. The improvements made to careers education and developments to the school’s vocational curriculum have strengthened its work in this area.

p.8

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.

p.9

School details

Type of school Other independent special school

p.9

School details

Proprietor Ramillies Hall School Limited

p.9

School details

Annual fees (day pupils) Years 10–11 £10,350 Years 7–9 £9,735 Reception–Year 6 £9,270 Telephone number 0161 485 3804

p.9

School details

Date of previous inspection 13–15 September 2016

p.9

Information about this school

 Ramillies Hall School is a long-established school that operates from a large site in Cheadle Hulme, close to south Manchester. It currently caters for girls and boys aged between five and 16 years.  The number of pupils on roll has decreased since the previous inspection. There are currently no pupils aged below 11 at the school. The number of staff working at the school has also reduced.  There are currently more boys than girls at the school. There are no disadvantaged pupils at the school.  Most pupils are identified as having SEND. Many of these pupils have an education, health and care plan. The school caters for pupils with a wide range of SEND. A large proportion of pupils have autism spectrum conditions and/or difficulties with their speech, language and communication. An increasing proportion of pupils have specific learning difficulties or experience challenges that relate to their social, emotional and mental health.

p.9

Information about this school

 Pupils attend the school from a number of different local authorities. Some places are funded by local authorities, whereas others are paid for by parents.  The school’s leadership and management structure was reorganised following the last inspection in September 2016. A member of the proprietorial body is not a joint headteacher any longer and is now part of the governing body. The governing body was established in January 2017.  The school works with a range of external specialists, including speech and language therapists, an educational psychologist, an occupational therapist and a specialist in autism spectrum conditions.  The school is located on the same site as a separate private nursery school, which is also run by the same proprietor.

p.10

Information about this inspection

 The inspector observed the work of the school across a range of subjects and year groups. Most observations of teaching and learning were undertaken jointly with a school leader.  The inspector looked closely at samples of pupils’ written work across a range of subjects and year groups. He also observed pupils’ behaviour and conduct around the school.  Meetings were held with leaders, the chair of the governing body, a representative of the proprietorial body, other members of staff and a group of pupils.  A wide range of documents were scrutinised, including the school’s policies, records relating to behaviour and attendance, safeguarding records and performance information. Development planning, self-evaluation documents, minutes of meetings, and records relating to teaching and learning were also considered. Detailed consideration was also given to the school’s plans for the curriculum.  Inspectors considered 16 responses to Ofsted’s online questionnaire, Parent View, as well

p.11

Information about this inspection

as 16 responses from parents to Ofsted’s free-text service. Inspectors also spoke directly with four parents about their experiences of the school. Inspectors considered the 21 responses to the staff survey and the 22 responses to the pupils’ survey.

p.11

Inspection team

Will Smith, lead inspector Her Majesty’s Inspector

p.11

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.

p.12

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 .

p.12

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.

p.13

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 .

p.13

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.

p.13

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 .

p.13

Part 8. Quality of leadership in and management of schools

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.13

Part 8. Quality of leadership in and management of schools

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.13

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

p.13