Lamledge School

Hillcrest Shifnal School Lamledge Lane, Shifnal, Shropshire TF11 8SD

p.1

Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1), 2(1)(a), 2(1)(b), 2(1)(b)(i), 2(1)(b)(ii), 2(2), 2(2)(a), 2(2)(b), 2(2)(d), 2(2)(d)(i), 2(2)(d)(ii), 2(2)(e), 2(2)(e)(i), 2(2)(e)(ii), 2(2)(e)(iii), 2(2)(g), 2(2)(h), 2(2)(i), 3, 3(a), 3(b), 3(c), 3(d), 3(e), 3(f), 3(g), 3(h), 3(i), 3(j) and 4  The school’s curriculum policies are published on the school’s website. They clearly set out the aims and objectives of the curriculum, how it is to be organised and the expectations of teachers to deliver a quality education. The curriculum plan, schemes of work, pupils’ timetables and books reflect a curriculum that is broad, balanced and appropriate.  All subjects continue to be taught by suitably qualified staff and planning makes provision for the different ages, aptitudes and abilities of pupils. Mathematics workbooks show that, over time, pupils are completing more work with increasing accuracy and earning rewards more frequently. These features indicate improvements

p.1

Main inspection findings

in learning and behaviour because teaching is meeting pupils’ needs.  School leaders continue to use assessment information to track how well pupils are learning and to inform planning. Outcomes are included in the headteacher’s report to governors and on the school’s website. Information shows that pupils are making steady progress but are still working below age-related expectations. The school acknowledges this and is planning to offer a range of accredited independent living skills qualifications from September 2019. These are likely to broaden the qualifications that pupils can achieve and enable them to develop the skills they will need later in life.  The school provides detailed reports to parents and carers on the progress of their children. This information is also used in annual reviews of education, health and care plans.  Leaders have identified that when pupils transition from the primary phase to

p.1

Main inspection findings

secondary, some have difficulty coping with moving from room to room for different lessons. They become anxious and often disruptive. In response, leaders have modified the primary phase practice of pupils remaining in a designated teaching base for their lessons. Now, pupils in the secondary phase remain in designated bases for all lessons, except where subjects require specialist facilities such as science, music, art and food technology. By reducing excess pupil mobility between lessons, leaders have effectively achieved less disruption at these times, and pupils are more settled for learning as a result.  The curriculum plan makes suitable provision for the teaching of fundamental British values and protected characteristics in an age-appropriate way. The curriculum provides opportunities for pupils to develop their speaking, listening, literacy and numeracy skills. However, on occasions, staff limit the opportunities for pupils to

p.1

Main inspection findings

develop their questioning skills, such as, for example, when staff, rather than pupils, answer visitors’ questions.  Careers education is well thought out. The programme builds on other aspects of personal development to prepare pupils for their next steps. This is done through specific lessons, assemblies, welcoming visitors, including careers advisers, and participating in visits and trips, including careers events. Pupils are naturally more anxious when moving on, but staff work sensitively to support and prepare them for the next stage of their education, employment or training.  Pupils make secure progress because staff plan and provide work appropriately. Relationships between staff and pupils are strong, supportive and harmonious.  Leaders have ensured that these standards continue to be met.

p.2

Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 7, 7(a) and7(b)  A greater proportion of pupils are spending more time in school because attendance has improved slightly, and fixed-term exclusions have reduced. While these features increase pupils’ potential for learning, it also means that staff are managing more anxiety-related incidents in school. As a result, physical interventions to manage behaviour have increased. School leaders have recognised the need to reduce the frequency of these interventions and are supporting staff well with specialised training in behaviour management strategies.  Staff model calm behaviour. When anxieties overwhelm pupils, staff are well prepared to deal with them and do so calmly.  Regular training and safeguarding updates ensure that suitable arrangements are in place to safeguard and promote the welfare of pupils. Staff spoken to during the inspection demonstrated that they are knowledgeable about safeguarding matters.

p.2

Main inspection findings

 The school’s policies and procedures have regard to guidance issued by the Secretary of State. The safeguarding policy is appropriate and is available on the school’s website.  Leaders have continued to ensure that this standard is met.

p.2

Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2), 18(2)(a), 18(2)(b), 18(2)(c), 18(2)(c)(i), 18(2)(c)(ii), 18(2)(c)(iii), 18(2)(c)(iv), 18(2)(d), 18(2)(e), 18(2)(f), 18(3), 20(6), 20(6)(a), 20(6)(a)(i), 20(6)(a)(ii), 20(6)(b), 20(6)(b)(i), 20(6)(b)(ii), 20(6)(b)(iii) and 20(6)(c)  The school has established a principle of not using agency supply staff. Instead, they retain a bank of their own staff who are not bound by contracted hours and who already work in the school daily. This approach provides leaders with the flexibility to deploy staff who are conversant with the school’s policies, procedures and expectations. These staff also know the pupils well. As pupils already know the staff, they are less anxious when their normal teacher is unavailable. In this way, leaders have effectively enabled greater continuity in and around classroom activities and support for pupils.

p.2

Main inspection findings

 Staff recruitment follows safer recruitment procedures. All staff and governors are subject to the same rigorous checks. New staff are not allowed to join the school until all checks have been completed.  The school’s single central register is compliant with the requirements of the independent school standards.  Leaders have continued to ensure that this standard is met.

p.3

Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraphs 34(1), 34(1)(a), 34(1)(b) and 34(1)(c)  The school is organised into separate primary and secondary units. School leaders are taking positive steps to bring the two units together to create an all-through school and provide seamless transition between the different key stages.  Over recent years, there have been frequent changes in leadership and this has had an adverse effect on the morale of some staff. As a result, there have been some inevitable staffing losses and recruitment opportunities. Changes have been introduced carefully, and with support, so that staff understand the rationale behind the changes and what is expected of them. The current senior leadership team and governors have effectively united staff into an enthusiastic team for the start of the new term in September 2019.  Leaders routinely carry out internal audits of the school that usefully align the

p.3

Main inspection findings

independent school standards with school development planning. Leaders ensure that the independent school standards continue to be met consistently.  Leaders have taken positive steps to improve the curriculum experience for pupils. They have done this by improving the monitoring of the quality of teaching and learning, identifying appropriate interventions, rewarding and encouraging self- regulation and achievement and incorporating expertise from the clinical support team. Policies and procedures are regularly reviewed to incorporate current guidance. Leaders effectively promote the well-being of pupils through the curriculum and through the arrangements to keep pupils safe.  The governing body provides appropriate support and challenge to the senior leadership team and works effectively in partnership with the headteacher.  Leaders have continued to ensure that this standard is met.

p.3

Compliance with regulatory requirements

The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 ('the independent school standards') and associated requirements that were checked during this inspection. Not all of the standards and associated requirements were checked during this inspection.

p.4

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.5

School details

Type of school Independent special school

p.5

School details

School status Independent special school

p.5

School details

Gender of pupils in the sixth form Mixed

p.5

School details

Of which, number on roll in sixth form 3

p.5

School details

Annual fees (day pupils) £55,000 to £87,000 dependent on need

p.5

School details

Website www.hillcrestchildrensservices.co.uk

p.5

School details

Date of previous standard inspection 5–7 June 2018

p.5

Information about this school

 Hillcrest Shifnal School is an independent day school for pupils with social, emotional and mental health difficulties as well as other learning needs. Many children have experienced erratic schooling prior to attending Hillcrest Shifnal School and consequently present challenging behaviours. The school is located in a rural setting close to the Shropshire/Staffordshire border.  Hillcrest Shifnal School is part of a much larger organisation called Hillcrest Children’s Services that provides therapeutic schools and services across the country. The parent company also operates a clinical psychology service from the same location (but not the same premises) and this is accessible to the school as and when required. The regional office for the Midlands is based in Warwickshire.  In recent years, the school has had a series of different headteachers and this has resulted in some degree of instability for staff and pupils.

p.5

Information about this school

 The current headteacher has been in post since January 2019.  The school does not make use of full-time alternative provision for any of its pupils.  The school does not have a religious ethos.

p.6

Information about this inspection

 This emergency inspection was carried out at the request of the Department for Education (DfE) in response to a complaint raised to the DfE.  The purpose of this emergency inspection was to establish whether or not the school met the independent school standards in respect of the quality of education it provides, the arrangements it makes to safeguard and protect its pupils and their welfare, that procedures for vetting staff are robust and that leaders and managers have the necessary knowledge and skills to deliver the independent school standards effectively.  This emergency inspection was carried out without notice and lasted for one day.  This was the school’s first emergency inspection since the last standard inspection in June 2018, when the school was judged to be good.  During this emergency inspection, Year 8 pupils were out of school on an outdoor education experience.  The inspector held meetings with the headteacher and deputy headteacher, the chair

p.7

Information about this inspection

of governors and a group of staff members. She observed all pupils at work during the morning and afternoon sessions and spoke informally to pupils.  Prior to the start of this emergency inspection, the inspector reviewed policies published on the school’s website. These included safeguarding, anti-bullying, e- safety, mobile phones and communication devices, behaviour, curriculum and assessment.  During the inspection, the inspector reviewed other school documents. These included a staff induction booklet, timetables, curriculum planning documents and schemes of work, careers booklets, staff training records, school audits against the independent school standards, and pupil reports, logs and analyses relating to behaviour tracking and physical interventions. She also reviewed the physical intervention policy, emotional literacy tracking, the headteacher’s report to governors and minutes of governors’ meetings.

p.7

Information about this inspection

 The inspector spoke over the phone with the local authority safeguarding officer and a social worker.

p.7

Inspection team

Elizabeth Ellis-Martin, lead inspector Ofsted 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 .

p.7

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.

p.8

Inspection team

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

p.8

Inspection team

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory 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.8

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 . 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.8

Inspection team

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

p.8

Inspection team

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

p.8