Tram House School

Inspection of Tram House School 520 Garratt Lane, London SW17 0NY

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Sixth-form provision Outstanding Overall effectiveness at previous inspection Outstanding

p.1

Overall effectiveness Good

Does the school meet the independent school standards?

p.1

What is it like to attend this school?

‘The school is a lifeline for me and my child,’ commented one parent. Other parents and carers share similar views. Pupils often come to this school after a long time out of education or if a previous placement has broken down. At Tram House, staff never give up. They keep going and are determined to find a way to help every pupil.

p.2

What is it like to attend this school?

Leaders are right to be proud of their recent award for well-being, reflecting their strong emphasis on mental health. Pupils’ personal development blossoms during their time at the school. They learn to be independent, communicate, work with each other and go out into the local community. Students in the sixth form are being extremely well prepared for adulthood.

p.2

What is it like to attend this school?

All staff have high expectations. This includes for pupils’ behaviour and academic achievements. Staff follow the same routines so that when learning starts, all pupils are ready. Staff manage behaviour very well. When pupils are having an off moment, no one raises their voice, everyone remains calm.

p.2

What is it like to attend this school?

Pupils learn how to be kind to each another and bullying is never accepted. As a result, any incidents of bullying are rare. Pupils feel happy and safe.

p.2

better?

When pupils start at the school, leaders get to know them exceptionally well. A range of adults, including therapy staff, build up an in-depth picture of each pupil. Staff use this information, alongside each pupil’s education, health and care plan (EHC plan), to create a curriculum that is right for each individual. Adults then work together to break down learning into sensible, smaller steps.

p.2

better?

Pupils study a broad range of subjects. All subjects are delivered through a balance of one-to-one and group sessions. The one-to-one teaching helps pupils prepare to work successfully with their peers in their group sessions. As a result, when pupils join in group work, they behave well and can focus on learning. The one-to-one identified adult also gives pupils carefully managed support for other areas of learning, including personal hygiene and independent living.

p.2

better?

Leaders set ambitious targets for pupils, and staff check on progress regularly. Pupils are given tasks to do in the classroom and in the local community so that they apply their knowledge and skills in different ways. Staff set more ambitious challenges for pupils when they know they are ready.

p.2

better?

Pupils benefit from opportunities to read aloud in their one to ones and in groups. A small group of pupils are receiving phonics lessons as part of their individual education plans. Sometimes, the books that pupils read contain sounds they do not know. This is not helpful in supporting pupils to embed sounds into their long-term 17 to 19 May 2022 memory and in becoming better readers. Some staff lack full expertise in delivering the school’s phonics programme.

p.2

better?

Leaders have planned a clear personal, social, health and economic (PSHE) education programme that includes relationships and sex education. Pupils learn lots about topics such as puberty, consent and healthy and unhealthy relationships. They also learn what makes people and families different from one another. Leaders look for every way to adapt materials and vocabulary so that their pupils can learn in a way that is right for them.

p.3

better?

Classrooms are bright and airy. Staff are well prepared for their sessions and have the resources that they need to deliver their subjects. They are well trained in autism spectrum disorder (ASD). They know how to make learning accessible, for example asking short, clear questions and using lots of visual aids.

p.3

better?

Teachers and other adults know pupils really well. They work together to plan what pupils need to know, remember and practise. Sometimes, in group sessions, teachers do not use the supporting adults as well as they could. When this happens, the precise checking and/or extending of pupils’ understanding is not sharp enough.

p.3

better?

The sixth form is a hive of activity. Staff have a clear focus on what each pupil must achieve during their three years in the sixth form. Pupils gain a range of qualifications that help prepare them for life after school. The curriculum gives the right focus to careers, employability and independent living. One parent commented that it ‘was a miracle’ to see their child doing work experience. Another said their child has ‘the skills they need for the best and most independent quality of life’.

p.3

better?

Leaders ensure that careers and work experience provide meaningful opportunities for all pupils. Leaders work with employers to help them understand ASD. They share with them what pupils can and cannot do. As a result, placements give pupils positive and purposeful experiences.

p.3

better?

Pupils come on leaps and bounds during their time at the school. The school goes above and beyond to help pupils unlock the barriers ASD may cause them. That said, they also challenge pupils to come out of their comfort zones. Leaders ensure pupils go swimming weekly. Pupils go skiing and have experiences such as ‘politics week’ and ‘animal awareness’. These are just a few examples of what is on offer. All the activities and experiences significantly support pupils in developing an understanding of the world around them.

p.3

better?

Staff enjoy working at the school and feel well supported by leaders. They spoke positively about the training they receive in ASD and behaviour management to help them meet the challenges of their roles.

p.3

better?

The proprietor body, including trustees and governors, have strong knowledge and skills. They understand ASD and share high expectations. The school meets the requirements of the independent school standards (the standards). However, a few aspects of record-keeping and compliance were remedied during the inspection. 17 to 19 May 2022 Leaders recognise the need for training for the local governing body on the standards. Currently, their ability to hold leaders to account for compliance with the standards is limited.

p.3

better?

Leaders have ensured that the school meets the requirements of schedule 10 of the Equality Act 2010.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

Safeguarding

Everyone puts keeping pupils safe at the heart of their work. All staff know pupils incredibly well. Staff use this knowledge and their training to notice when a pupil may be worried about something, especially if they may be unable to communicate for themselves.

p.4

Safeguarding

Staff use a range of effective ways to help pupils understand how to stay safe and manage risks that they may face, for example when taking part in community activities. Leaders work well with different agencies to keep pupils safe. They are quick to pick up any concerns and to seek advice when needed. Parents feel that their children are safe and well looked after.

p.4

Safeguarding

The school’s safeguarding policy is written in line with the latest statutory guidance and is available on its website.

p.4

(Information for the school and proprietor)

 Leaders have rightly put in place a systematic synthetic phonics scheme for a small group of pupils where this is highlighted in their individual education plans. However, not all aspects of the programme are being implemented as well as they should be. Some books that pupils read do not match the sounds they are learning. Leaders have planned further training, but currently, some staff do not have the depth of expertise needed. Leaders need to refine their phonics curriculum, ensuring all staff have sufficient expertise and that books and/or any adapted materials that pupils read always match the sounds they are learning.  Occasionally, teachers do not use supporting adults as well as they could in group sessions. As a result, sometimes, pupils’ knowledge and skills are not being systematically checked and/or embedded. Leaders need to provide further training for teachers on how to maximise the use of supporting adults during

p.4

How can I feedback my views?

or to find out what other parents and carers think. We use information from Ofsted 17 to 19 May 2022 Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feedback my views?

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

p.5

How can I feedback my views?

If you are the provider and you are not happy with the inspection or the report, you can complain to Ofsted . 17 to 19 May 2022

p.5

School details

Type of school Other independent special school

p.6

School details

Gender of pupils in the sixth form Mixed

p.6

form

Headteacher Kieran Bird (Executive Headteacher)

p.6

form

Email address tramhouseschool@beyondautism.org.uk

p.6

form

Date of previous inspection 10 to 12 July 2018 17 to 19 May 2022

p.6

Information about this school

 Tram House is an independent special school.  All pupils have an EHC plan. Pupils have a diagnosis of ASD and a wide range of associated difficulties.  Pupils are placed at the school by a wide range of local authorities.  The school has accommodation that it uses for sixth-form provision at the South Thames College campus in Wandsworth. The address is Wandsworth High St, London, SW18 2PP . The sixth form is taught by staff from Tram House.  The school does not use any alternative provision.  The school had its last standard inspection in July 2018 when it was judged to be outstanding and all independent school standards were met. The school had a material change inspection in August 2020. This change involved extending the age range of pupils from 14 to 19 to 11 to 19.  The proprietor is Beyond Autism, a national charity that is overseen by a board of trustees. There is a chief executive officer. The governance of the school is

p.7

Information about this school

overseen by a local governing body. The chair of the governing body was appointed in September 2021.  The proprietor body is not listed on the government’s Get Information about Schools website.  The school’s current registration is for a maximum number of 50 pupils. Leaders requested a material change to the Department for Education (DfE) to change this to 70 pupils. Pending the DfE’s decision, leaders requested an exemption to increase the number of pupils on roll.

p.7

Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

p.7

Information about this inspection

The school meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

p.7

Information about this inspection

This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school leaders and have taken that into account in their evaluation.

p.7

Information about this inspection

 Inspectors met with the executive headteacher, the head of school and other senior staff. An inspector also held meetings with the chair of trustees, the chief executive officer and representatives from the local governing body, including the chair. 17 to 19 May 2022  Inspectors also held telephone meetings with local authority leaders to discuss safeguarding and the quality of education provided to pupils.  Inspectors carried out deep dives in these subjects: English (including phonics), mathematics, PSHE and computing. For each deep dive, inspectors met with lead teachers/senior leaders, looked at curriculum plans, visited a sample of lessons and spoke to teachers, therapists, supporting adults and pupils about their learning. Inspectors looked at samples of pupils’ work.  Inspectors also looked at curriculum plans and pupils’ work and spoke to leaders about other subjects, including humanities.

p.7

Information about this inspection

 Inspectors met with leaders with responsibility for safeguarding and behaviour. They reviewed a range of safeguarding documentation, including pre-employment checks on staff, risk assessments and case studies. Inspectors considered the views of parents, staff, pupils and other agencies to help evaluate the school’s safeguarding arrangements.  Inspectors considered a range of evidence to evaluate compliance with the independent school standards.  Inspectors considered replies to Ofsted Parent View and the online surveys for pupils and staff.

p.8

The school’s proposed change to increase the maximum number of pupils

to 70.  The school has applied to the DfE to make a ‘material change’ to its registration. At the DfE’s request, we checked whether the school is likely to meet the relevant independent school standards if the DfE decides to approve the change. This part of the inspection was carried out under section 162(4) of the Education Act 2002.  The outcome of this part of the inspection is: the school is likely to meet the

p.8

Inspection team

Sam Hainey, lead inspector Her Majesty’s Inspector

p.8

Inspection team

Andrea Bedeau Her Majesty’s Inspector 17 to 19 May 2022 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.

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 .

p.9

Inspection team

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.9

Inspection team

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

p.9

Inspection team

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9