The Hollies Pupil Referral Unit

Inspection of The Hollies Pupil Referral Unit The Stables, The Hollies, Stafford, Staffordshire ST16 1BY

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Previous inspection grade Inadequate 28–29 January 2020

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What is it like to attend this school?

Pupils join this school at different times of the year. They arrive here after exclusion from their previous school. Some younger pupils stay here for short periods of time. Most older pupils stay until the end of Year 11.

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What is it like to attend this school?

Leaders and staff work very hard to give pupils another chance at education. Their expectations of pupils are high. They build positive relationships with pupils. Small class sizes help all staff to know pupils very well.

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What is it like to attend this school?

Many pupils behave well. They try in lessons. Staff manage most poor behaviour skilfully. A few pupils distract others. Some pupils’ attendance and punctuality are erratic.

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What is it like to attend this school?

Pupils usually get on well with each other. They are often well mannered, smart and engaging. Bullying among pupils is rare. Pupils’ personal development is at the heart of this school. It helps pupils to grow in confidence. Leaders are encouraging a new and wider range of activities outside of the classroom.

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What is it like to attend this school?

Leaders have improved the school since the last inspection. Most pupils achieve well, but in a limited number of subjects. A few younger pupils still struggle with reading. Older pupils leave Year 11 ready for further education at local colleges.

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better?

Effective teaching helps pupils learn in mathematics and writing. The curriculum in these areas is well organised. New topics build on earlier work. Most lessons fill gaps in pupils’ learning. A few pupils, including some with special educational needs and/or disabilities (SEND), do not get enough help with reading.

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better?

Pupils also study physical education, geography, art and design, food technology and citizenship. They learn useful life skills in these subjects. But pupils do not always learn and remember enough of what they are taught. Pupils do little history, music or science because of lack of accommodation and staff expertise.

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better?

Teaching has improved. Teachers have very good relationships with pupils. Most lessons start with interesting activities. This helps to engage pupils. Teachers expect pupils to make an effort. They encourage pupils to complete work. However, they do not always give pupils enough opportunities to recall or practise what they learn.

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better?

Pupils say they like the practical aspects of lessons. They enjoy it when they work outside or go on visits. Many are keen to exercise in the local gym and play sport. Older pupils study for the Duke of Edinburgh’s Award. They work together very well when doing these activities. 28–29 January 2020

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A few lessons occur away from the main school sites. Some pupils, for example, learn about agriculture or construction for a day each week. Pupils say they love these lessons. Leaders know that pupils enjoy learning practical skills. They are launching new vocational courses next year.

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Pupils have other opportunities outside of the classroom. They visit local museums and places of worship. They learn about themselves and the wider world. Pupils volunteer and raise money for local causes. The school football team is very successful. Leaders have introduced new citizenship lessons to help prepare pupils for life in modern Britain.

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Most pupils achieve level 1 or level 2 qualifications. All Year 11 pupils sit GCSEs in mathematics and English. Independent careers advice helps pupils make good choices about what to do next. Most Year 11 leavers go onto a relevant college course.

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This school is better than when it was last inspected. Some leaders and many other staff are new. Leaders have improved the curriculum. They are starting to widen the range of subjects that pupils learn. The behaviour, attendance and teaching of a few pupils need to improve further. The programme of pupils’ personal development is still very new. A lack of capacity means that some pupils with SEND do not have their exact needs recognised.

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The school is inclusive and caring. Leaders support staff well. A new management committee oversees the work of the school. It supports and challenges school leaders well. A local multi-academy trust provides useful and effective support for the school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Pupils are safe in school. They know what to do if they have any difficulties.

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Safeguarding

Staff know what to do if they are worried about a pupil. They know how to protect pupils from harm. They act quickly when they have concerns.

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Safeguarding

Staff teach pupils about local and wider risks to their safety. For example, pupils learn about child exploitation and extremism. Staff help pupils understand the serious consequences of involvement in gangs, or with alcohol or drugs.

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Safeguarding

Safeguarding is well led. School staff work closely with other agencies to help keep pupils safe. School safeguarding records are detailed. 28–29 January 2020

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( Information for the school and appropriate authority)

 The school offers a limited range of subjects due to lack of accommodation and staff expertise. The school expects to move into new accommodation by 1 September 2020. Before this, the school and its leaders need to plan for a broader curriculum, by: – increasing staff capacity to teach all national curriculum subjects in key stage 3 – developing the range of subjects on offer at key stage 4, including vocational options – ensuring that the new accommodation has sufficient specialist teaching areas.  Although pupils usually listen well and learn in lessons, they do not always remember what they have been taught. Leaders and staff should ensure that teaching helps pupils to remember more of their learning, including by giving pupils further opportunities to recall and practise what they have learned.  A few low-attaining pupils, and some with SEND, struggle when reading. To remedy this, leaders should:

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( Information for the school and appropriate authority)

– review the current arrangements for SEND to ensure that there is enough capacity to diagnose all pupils’ needs accurately – ensure that all pupils who are struggling with reading receive more effective support.  Behaviour and attendance have improved since the last inspection. However, the poor behaviour, erratic attendance and irregular punctuality of a few pupils disrupts learning. Leaders need to ensure that they review and revise strategies to improve punctuality, behaviour and attendance so that they have greater impact on all pupils.

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school. 28–29 January 2020

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In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 28–29 January 2020

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School details

Inspection number 10122473 Type of school Pupil referral unit

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School details

Date of previous inspection 25 June 2019, under section 8 of the Education Act 2005

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Information about this school

 The school now operates on two sites. Most key stage 3 pupils are taught on the new Rodbaston site. Key stage 4 pupils are taught at The Stables.  Some pupils at this school attend alternative provision for part of each week. The alternative providers used by the school are: Reaseheath College, South Staffordshire College, the Military Preparation School, A Company of Horsemen, Beechcliffe Farm, Ingestre Stables and Julian Porter Alternative Provision.  The school is due to move into new accommodation from 1 September 2020.

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

In accordance with section 13(5) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that the school no longer requires significant improvement.

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Information about this inspection

 During the inspection, we visited all classes in the school on both sites. We spoke with pupils and observed them learning in lessons. We looked at the work they 28–29 January 2020

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were doing. We looked at their examination results. We also took account of pupils’ destinations once they leave the school.  We looked in detail at English, mathematics, citizenship, and physical education. We also looked briefly at other subjects taught at key stage 3 and key stage 4.  We spoke to senior leaders, other staff and members of the management committee. We also spoke to a local authority officer and the chief executive of a multi-academy trust that provides some support for the school. We scrutinised a range of documents, including safeguarding information. We took account of views of pupils and staff. No pupils, staff or parents returned the Ofsted questionnaires.  Inspectors talked with leaders, staff and pupils about the school’s safeguarding procedures. They reviewed policies and records relating to safeguarding, attendance and children who have left the school.

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Inspection team

Mike Cladingbowl, lead inspector Ofsted Inspector

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Inspection team

Jane Edgerton Ofsted Inspector 28–29 January 2020

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regulates and inspects to 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.

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