Ameina Community Education

Ameina Community Education 93 London Road, Luton LU1 3RG

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Effectiveness of leadership and management Inadequate

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Quality of teaching, learning and assessment Requires improvement

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Personal development, behaviour and welfare Inadequate

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Outcomes for pupils Requires improvement

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Overall effectiveness at previous inspection Not previously inspected

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Summary of key findings for parents and pupils

 The proprietors, leaders and governors have not ensured the well-being of pupils who attend the school. A significant number of independent school standards are unmet, specifically relating to safeguarding pupils, and health and safety.  Leaders have not acted with sufficient urgency to ensure a smooth transition from alternative provision status to becoming a fully-fledged school.  Systems are not in place to monitor and review the school’s work and evaluate its overall effectiveness. The proprietor and governors have not held staff to account for the work that they do.  The quality of teaching, learning and assessment is too variable. Some teaching requires instructors to deliver lessons in subjects for which they have little knowledge or experience. Systems to assess pupils’ progress in non-core subjects do not exist.  Some pupils require reminding in lessons to maintain their concentration and to keep on

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Summary of key findings for parents and pupils

task.  Progress made by pupils is not good. Some teaching is not matched well enough to meet pupils’ needs. Reading is not popular among the pupils.  Governors lack the knowledge, skills and expertise required to fulfil their role effectively.

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Summary of key findings for parents and pupils

 The recently appointed headteacher is realistic about what needs to be done and has clear plans in place to address many of the school’s weaknesses. These plans require time to be actioned and to demonstrate impact.  The school promotes pupils’ spiritual, moral, social and cultural development well.  The curriculum is broad and balanced and is enhanced through a wide range of additional activities.

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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?

 Urgently address the weaknesses in the school’s management of safeguarding by: – ensuring that all the necessary pre-employment checks are carried out and appropriately recorded on the single central record – conducting the additional checks on proprietors, leaders and governors as required – providing training for staff who manage the single central record and holding them to account for this aspect of their work – publishing a suitable safeguarding policy on the school’s website and implementing the policy – refreshing staff’s knowledge and understanding of all matters relating to safeguarding pupils – quickly embedding the proposed system to record safeguarding concerns.  Improve leadership and management by: – regularly auditing the school’s compliance with the independent school standards – establishing robust systems to monitor, evaluate and review the school’s work in order to produce a more accurate picture of the school’s current effectiveness

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What does the school need to do to improve further?

– improving the quality of day-to-day risk assessments and checking risk assessments for offsite activities – improving the performance management systems so that these processes contribute to whole-school improvement – ensuring that governors acquire the skills and knowledge to fulfil their roles effectively, particularly with regard to the management of safeguarding – publishing all the relevant information on the website and making all required information available on request – ensuring that all policies are fit for purpose and implemented effectively.  Improve the quality of teaching, learning and assessment, and pupils’ outcomes by: – sharing the more effective teaching practice in the school to secure consistency – ensuring that all instructors have appropriate subject knowledge – matching work to pupils’ needs – establishing accurate systems to assess pupils’ progress, particularly in the foundation

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What does the school need to do to improve further?

subjects – making sure that teachers make best use of lesson time – promoting a love of reading.  Ensure pupils’ safety and well-being by: – adhering to the requirements of the Fire Safety Order 2005 – making the hazardous area of the school safe – making drinking water available to pupils at all times.  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

 The proprietorial body and the governors have not used their time well enough to prepare for the opening of the school since permission to do so was granted by the Department for Education (DfE). A significant number of the independent school standards are unmet. Many of the failings relate to safeguarding pupils and pupils’ well-being.  The school’s self-evaluation summary is too generous, and inspection evidence does not support leaders’ views of the school’s effectiveness. The summary is not sufficiently evaluative and makes claims which are not backed up with evidence. An example of inaccurate self-evaluation is the claim that the single central record was maintained to a high standard; this is not the case.  The school development plan and the self-evaluation summary do not tie in closely with each other. The development plan lacks measurable success criteria, which means it is difficult for leaders to see if they are making progress against their targets.

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Effectiveness of leadership and management Inadequate

 There are no established systems in place at present to monitor, evaluate and review the school and its impact on pupils’ progress. The new headteacher discussed with the inspector the plans to set up an annual monitoring schedule, but at this stage it is difficult for leaders to provide an accurate picture of the quality of the provision.  Some work has taken place to identify a new vision for the school, a set of values and a mission statement. This work currently represents intent rather than what is happening in the school.  The management of teaching is at a very early stage of development. There are no systems in place to measure the quality of teaching, learning and assessment.  Performance management systems are not robust and have not led to improvements in the provision.  Leaders have not acted swiftly to address all the matters raised in the pre-registration inspection of August 2018. They have not amended the complaints policy. The policy does

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Effectiveness of leadership and management Inadequate

not include the requirement for an independent panel member.  The curriculum is broad and balanced. It covers all aspects required by the independent school standards. A range of suitable accreditations is offered to pupils in key stage 4.  Pupils are offered a suitable range of extra-curricular activities. These have included a trip to the National History Museum at Tring and the RAF Museum in Hendon.  Pupils’ spiritual, moral, social and cultural development is well promoted. Pupils have personal, social, health and economic education (PSHE) lessons in key stages 3 and 4. Additionally, pupils in key stage 3 have discrete lessons on fundamental British values.  The school does not readily provide all of the required information to parents or prospective parents; for example, there is no first aid policy, although this is a requirement of the independent school standards.

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Governance

 Members of the governing body have not ensured through their actions that all of the independent school standards have been met or that safeguarding arrangements are effective. They have not challenged the school’s leaders or held them sufficiently to account. Governors do not demonstrate a good understanding of the independent school standards.  Meetings of the governing body tend to focus on operational matters. They do not routinely discuss safeguarding arrangements, pupils’ progress or the quality of teaching, learning and assessment.  Governors themselves have not undergone all of the necessary checks and, in some aspects, have been quite naive in this regard. The chair of the governing body and the governor who oversees safeguarding had not heard of the section 128 (prohibition from management) check which is required of them. None of the governors had picked up on the gaps and flaws in the school’s single central record.

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Safeguarding

 The arrangements for safeguarding are not effective.  The school has not published a suitable safeguarding policy on its website. The policy presented to the inspector incorrectly names the designated safeguarding lead. The current policy is not being implemented effectively.  The school’s single central record of recruitment checks has been poorly maintained. During the inspection there were numerous errors in the recording of the checks and some of the required statutory checks had not been carried out.  Not all members of staff who have key responsibilities for safeguarding pupils have sufficient knowledge or expertise.  The new headteacher, who is the designated safeguarding lead, has not been able to access the safeguarding records since taking up his post in April 2019.  Discussions with members of staff and governors revealed a lack of understanding of safeguarding issues.  The school is moving towards a more sophisticated online system for recording

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Safeguarding

safeguarding concerns from September 2019. Leaders have researched which system best suits the school’s needs.

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Quality of teaching, learning and assessment Requires improvement

 The quality of teaching is too variable. While the school makes effective use of teachers who are subject specialists, they also use instructors who do not have the necessary subject expertise. This arrangement acts as a barrier to pupils’ progress.  Work planned by teachers or instructors does not match the needs of pupils well enough. Teachers understand the need to pitch work at the right level to stretch pupils in their learning, but this is not always delivered effectively.  Assessment systems are in place for English, mathematics and science but they do not exist for other subjects, which means it is difficult for teachers or instructors to measure progress accurately or plan effectively for pupils’ needs.  Where learning is more effective, pupils are encouraged to explain their answers or workings out. Pupils are encouraged to make reference to subject-specific vocabulary such as metaphors or similes in English. Teachers also help pupils to plan for their written

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Quality of teaching, learning and assessment Requires improvement

work through the use of ‘mind maps’.  There is some effective use of resources such as interactive whiteboards, visual stimuli and dictionaries. This range of resources encourages pupils to engage in their learning.  Some teaching makes reference to previously acquired knowledge, which enables pupils to put what they are learning into context. In one health and social care lesson observed, pupils were able to talk about what constitutes a healthy meal and they demonstrated a clear awareness of food allergies and dietary needs.

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Personal development and welfare

 The school’s work to promote pupils’ personal development and welfare is inadequate.  Although pupils told the inspector they feel safe in school, leaders’ lack of attention to safeguarding and health and safety matters means pupils are not kept safe.  Drinking water is not readily available to pupils at all times during the school day.  Some of the school’s external lighting is not in a good state of repair.  Toilet paper had not been replenished in the girls’ toilet.  The London Road site poses risks to pupils as they can access areas which are hazardous.  The day-to-day risk assessments for the school are lacking in detail, and risk assessments produced for offsite activities, although detailed, are not looked at by leaders or signed off as fit for purpose. The risk assessments are simply filed away.  The school does not comply with the requirements of the Fire Safety Order (2005). Statutory tests of the fire alarm system have not routinely taken place on both sites, as is

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Personal development and welfare

required. Recording of any tests is woefully inadequate. This lack of compliance compromises pupils’ safety.  Pupils have a good understanding of different types of bullying and are encouraged to understand how people can be different in today’s society. The school has an LGBTQ policy and promotes an understanding of people who have protected characteristics under the Equalities Act 2010.  Pupils are taught well about e-safety and the risks associated with the use of social networking sites.  A range of visitors teach pupils about keeping safe; for example, members of the police force have visited the school to talk to pupils about the dangers of belonging to a gang and also about knife crime.

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Behaviour

 The behaviour of pupils requires improvement.  When the teaching is engaging, pupils respond positively and take an interest in their learning, cooperating with their teachers’ requests.  On occasion, pupils have to be reminded to concentrate or to focus on the task they are set. They sometimes try to distract their teachers or avoid their writing tasks by spending too long on activities that do not promote learning, such as cutting slips of paper or drawing.  Attendance for pupils currently on roll is high overall, although the school has only been operating for a number of weeks. Sometimes, leaders pick up pupils from home and fetch them into school, because they have refused to come in.  The inspector observed pupils using their recreation time to good effect, using the outdoor space to shoot some basketball hoops.

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Outcomes for pupils Requires improvement

 The inspector considered the progress being made by pupils currently on the school roll as well as progress made by pupils who have previously been in Year 11, but who no longer attend the school.  Discussions with the headteacher and a review of information on current and previous pupils’ achievement show that pupils’ academic progress is not good. Some pupils have had less than positive experiences at their previous or host school. Gaps in their learning have impacted negatively on their progress.  Current pupils are making variable progress and it is not consistently good. A major barrier to progress is the lack of a love of reading. Some pupils are reluctant to read aloud and say that they rarely read books at home.  The school provides positive support for pupils who have low self-esteem and a lack of confidence. This therapeutic support addresses pupils’ mental health needs and aims to promote their well-being. Successes are celebrated through assemblies.

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Outcomes for pupils Requires improvement

 Pupils receive suitable careers education and guidance on their next steps after school. The proportion of pupils who leave the school and do not enter education, employment or training is very low.

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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

School category Independent special school

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School details

Annual fees (day pupils) £19,500 to £25,000

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School details

Date of previous inspection Not previously inspected

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Information about this school

 Ameina Centre CIC operates from two sites 20 minutes’ drive from one another. The main site is at 19a Ambleside, Luton LU3 2SF. The other site is at 93 London Road, Luton LU1 3RG. This is also the registered address for the school.  The school admits pupils with special educational needs, predominantly relating to social, emotional and mental health needs. Some of the pupils have additional needs, such as cognitive and learning needs; moderate learning difficulties; behavioural, emotional and social development needs; and communication and interaction needs.  The school had a pre-registration inspection in August 2018 when it was operating as an alternative provision. Permission was granted by the DfE to operate as a school in October 2018. Permission was granted to admit up to 15 pupils. The proprietor wrote to the DfE in January 2019 to inform them that the school opening would be delayed until

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Information about this school

29 April 2019 when a new headteacher would be in place. In the meantime, pupils continued to be educated by the provider.  The school has a governing body. One of the three proprietors sits on the governing body.  At the time of the inspection, there were four pupils on roll. The few pupils in Year 11 had already left the school. Information in this report on pupils’ outcomes is therefore not discussed in great detail so as not to identify individuals.  The school does not make use of any alternative provision.

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Information about this inspection

 This inspection was commissioned by the DfE and the school was given one day’s notice.  The inspector met with one of the proprietors, the headteacher, the administration officer, a group of staff and two pupils. A telephone conversation took place with two members of the governing body and a representative from the local authority.  The inspector reviewed a range of documentation, including the self-evaluation summary; the school development plan; a range of policies; records of teaching, learning and assessment; and the single central record of recruitment checks.  The inspector observed five parts of lessons, some of which were jointly observed with the headteacher. The inspector also reviewed the work in pupils’ books.  The inspector toured both school sites.  There were no responses to Ofsted’s online survey, Parent View, or to Ofsted’s pupil survey. The inspector considered the two responses to the staff survey.

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Inspection team

John Daniell, lead inspector Ofsted Inspector

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Part 1. Quality of education provided

 3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school-

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Part 1. Quality of education provided

– 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;

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Part 1. Quality of education provided

– 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 1. Quality of education provided

– 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress.

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Part 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that-

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Part 3. Welfare, health and safety of pupils

– 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and

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Part 3. Welfare, health and safety of pupils

– 7(b) such arrangements have regard to any guidance issued by the Secretary of State.

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Part 3. Welfare, health and safety of pupils

 11 The standard in this paragraph is met if the proprietor ensures that relevant health and safety laws are complied with by the drawing up and effective implementation of a written health and safety policy.

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Part 3. Welfare, health and safety of pupils

 12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005[12].

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Part 3. Welfare, health and safety of pupils

 13 The standard in this paragraph is met if the proprietor ensures that first aid is administered in a timely and competent manner by the drawing up and effective implementation of a written first aid policy.

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Part 3. Welfare, health and safety of pupils

 16 The standard in this paragraph is met if the proprietor ensures that-

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Part 3. Welfare, health and safety of pupils

– 16(a) the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy; and – 16(b) appropriate action is taken to reduce risks that are identified.

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Part 4. Suitability of staff, supply staff, and proprietors

 18(2) The standard in this paragraph is met if-

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Part 4. Suitability of staff, supply staff, and proprietors

– 18(2)(b) no such person carries out work, or intends to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act, or any disqualification, prohibition or restriction which takes effect as if contained in either such direction;

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Part 4. Suitability of staff, supply staff, and proprietors

– 18(2)(c) the proprietor carries out appropriate checks to confirm in respect of each such person-

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Part 4. Suitability of staff, supply staff, and proprietors

– 18(2)(c)(iii) the person’s right to work in the United Kingdom; and

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Part 4. Suitability of staff, supply staff, and proprietors

– 18(2)(c)(iv) where appropriate, the person’s qualifications;

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Part 4. Suitability of staff, supply staff, and proprietors

– 18(2)(d) the proprietor ensures that, where relevant to any such person, an enhanced criminal record check is made in respect of that person and an enhanced criminal record certificate is obtained before or as soon as practicable after that person’s appointment, – and in the light of the information from the checks referred to in paragraphs (c) to (f) the proprietor considers that the person is suitable for the position to which the person is appointed.

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Part 4. Suitability of staff, supply staff, and proprietors

 20(6) The standard in this paragraph is met in relation to an individual ("MB"), not being the Chair of the school, who is a member of a body of persons corporate or unincorporate named as the proprietor of the school in the register or in an application to enter the school in the register, if-

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Part 4. Suitability of staff, supply staff, and proprietors

– 20(6)(a)(ii) does not carry out work, or intend to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition or restriction which takes effect as if contained in either such direction.

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Part 4. Suitability of staff, supply staff, and proprietors

 21(1) The standard in this paragraph is met if the proprietor keeps a register which shows such of the information referred to in sub-paragraphs (3) to (7) as is applicable to the school in question.

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Part 4. Suitability of staff, supply staff, and proprietors

 21(3) The information referred to in this sub-paragraph is-

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Part 4. Suitability of staff, supply staff, and proprietors

– 21(3)(a) in relation to each member of staff ("S") appointed on or after 1st May 2007, whether- – 21(3)(a)(i) S’s identity was checked;

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Part 4. Suitability of staff, supply staff, and proprietors

– 21(3)(a)(iii) a check was made to establish whether S is subject to any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition or restriction which takes effect as if contained in such a direction;

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Part 4. Suitability of staff, supply staff, and proprietors

– 21(3)(a)(iv) checks were made to ensure, where appropriate, that S had the relevant qualifications;

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Part 4. Suitability of staff, supply staff, and proprietors

– 21(3)(a)(vi) checks were made pursuant to paragraph 18(2)(d);

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Part 4. Suitability of staff, supply staff, and proprietors

– 21(3)(a)(vii) a check of S’s right to work in the United Kingdom was made,

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Part 4. Suitability of staff, supply staff, and proprietors

– including the date on which each such check was completed or the certificate obtained.

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Part 5. Premises of and accommodation at schools

 25 The standard in this paragraph is met if the proprietor ensures that the school premises and the accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practicable, the health, safety and welfare of pupils are ensured.

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Part 5. Premises of and accommodation at schools

 27 The standard in this paragraph is met if the proprietor ensures that-

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Part 5. Premises of and accommodation at schools

– 27(b) external lighting is provided in order to ensure that people can safely enter and leave the school premises.

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Part 5. Premises of and accommodation at schools

 28(1) The standard in this paragraph is met if the proprietor ensures that-

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Part 5. Premises of and accommodation at schools

– 28(1)(a) suitable drinking water facilities are provided;

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Part 5. Premises of and accommodation at schools

– 28(1)(c) cold water supplies that are suitable for drinking are clearly marked as such.

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Part 5. Premises of and accommodation at schools

 28(2) The facilities provided under sub-paragraph (1)(a) will be suitable only if-

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Part 5. Premises of and accommodation at schools

– 28(2)(a) they are readily accessible at all times when the premises are in use.

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Part 6. Provision of information

 32(1) The standard about the provision of information by the school is met if the proprietor ensures that-

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Part 6. Provision of information

– 32(1)(a) the information specified in sub-paragraph (2) is provided to parents of pupils and parents of prospective pupils, and on request, to the Chief Inspector, the Secretary of State, or an independent inspectorate;

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Part 6. Provision of information

– 32(1)(b) the information specified in sub-paragraph (3) is provided to parents of pupils and parents of prospective pupils, and on request, to the Chief Inspector, the Secretary of State, or an independent inspectorate;

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Part 6. Provision of information

– 32(1)(c) particulars of the arrangements for meeting the standard contained in paragraph 7 are published on the school’s internet website or, where no such website exists, are provided to parents on request.

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Part 6. Provision of information

 32(2) The information specified in this sub-paragraph is-

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Part 6. Provision of information

– 32(2)(c) where there is a governing body, the name and address for correspondence of its Chair; and

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Part 6. Provision of information

– 32(2)(d) a statement of the school’s ethos (including any religious ethos) and aims.

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Part 6. Provision of information

 32(3) The information specified in this sub-paragraph is-

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Part 6. Provision of information

– 32(3)(d) particulars of arrangements for meeting the standards contained in paragraphs 9, 10, 11 and 13.

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Part 7. Manner in which complaints are handled

 33 The standard about the manner in which complaints are handled is met if the proprietor ensures that a complaints procedure is drawn up and effectively implemented which deals with the handling of complaints from parents of pupils and which-

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Part 7. Manner in which complaints are handled

– 33(g) ensures that, where there is a panel hearing of a complaint, one panel member is independent of the management and running of the school.

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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-

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Part 8. Quality of leadership in and management of schools

– 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently;

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Part 8. Quality of leadership in and management of schools

– 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and

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Part 8. Quality of leadership in and management of schools

– 34(1)(c) actively promote the well-being of pupils. 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

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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

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Part 8. Quality of leadership in and management of schools

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