Progress Schools - Wolverhampton

Inspection of Progress Schools – Wolverhampton The Way Youth Zone, School Street, Wolverhampton WV3 0NR

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Good Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not previously inspected

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Overall effectiveness Inadequate

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils are safe here because staff know them well and take good care of them. Pupils are well informed about the risks they may face in the community and how to protect themselves from these potential dangers. Pupils have regular opportunities to discuss issues that affect them.

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What is it like to attend this school?

Pupils join the school at different times during the year. Staff ensure that they settle into the routines of the school well. Most pupils have experienced disruption to their education in the past. Staff are sensitive to this. They put pupils at their ease and take time to get to know each pupil and build positive relationships. Consequently, compared with how it was when they joined the school, pupils’ behaviour improves quickly. Pupils are confident that, if any bullying happens, staff will sort it out quickly. However, pupils do not do as well as they should because the curriculum, including in English and mathematics, is poorly designed and delivered.

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What is it like to attend this school?

Pupils enjoy using the extensive sports facilities on site, such as the climbing wall. Staff encourage pupils to try new activities to help build their confidence. However, pupils have limited opportunities to broaden their experiences. They are not adequately prepared for life in modern Britain.

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better?

Leaders have created a calm, orderly environment where pupils learn to re-engage with education. Pupils benefit from small teaching groups and caring relationships with staff. However, the proprietor body has not held leaders to account for the quality of education. Leaders have not developed nor delivered a curriculum that meets pupils’ needs. As a result, the quality of education is inadequate and the independent school standards are not met consistently.

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better?

The school is located in a purpose-built youth centre, which is well maintained. Classrooms are bright and welcoming. Secure outdoor space is available for physical education and for pupils to play outside. Pupils use the on-site facilities for enrichment and sports activities during the school day. Pupils can attend the youth centre in the evenings and weekends. Leaders encourage this as a way to help pupils stay safe and to be active.

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better?

The curriculum, particularly in English and mathematics, is not well sequenced. The curriculum does not set out what leaders intend pupils to learn. As a result, pupils experience a series of muddled lessons that do not help them build on what they have learned before. Leaders have identified that pupils have significant gaps in their literacy and numeracy knowledge. Despite this, pupils only study mathematics and English for two days a week. This means that pupils struggle to recall what they have previously learned. As a result, gaps in pupils’ knowledge and skills are not closing. 12 to 14 July 2022 Each teacher delivers the curriculum for the majority of subjects. They have access to support from subject specialist teachers who work across all the Progress schools. Nevertheless, leaders have not made sure that teachers have the necessary subject knowledge and expertise to teach the subjects outside their subject specialisms.

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better?

Consequently, teachers do not deliver the curriculum well. They do not adapt or modify their teaching to address gaps in pupils’ knowledge and skills. In addition, they do not use assessment information effectively to identify pupils’ misconceptions. This means that pupils repeat the same mistakes, which further hinders their progress.

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better?

Pupils read a range of extracts from challenging texts in their English lessons. However, they do not read complete texts in class or at other times in school. This means that pupils miss out on opportunities to enjoy reading a book from start to finish. Pupils do not read frequently or for pleasure because it is not promoted in school. There is currently no systematic approach to the teaching of reading. Teachers do not have the expertise they need to identify and address gaps in pupils’ reading knowledge and skills. As a result, pupils’ progress in reading is limited because gaps in their reading skills are not identified accurately and addressed rapidly enough.

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better?

Pupils benefit from independent careers education, advice and guidance. Leaders help to ensure that pupils have a college place, employment or training opportunity when they leave the school at the end of Year 11. However, pupils are not well prepared for life in modern Britain. Pupils do not have enough meaningful opportunities to understand how to be responsible, respectful, active citizens who contribute positively to society. Pupils do not have a strong grasp of the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.

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better?

The proprietor body has failed to ensure that several of the independent schools standards are met. The proprietor body has ensured that the school complies with section 10 of the Equality Act 2010. An accessibility plan is in place.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have implemented robust safeguarding procedures. Staff can spot the signs that a pupil may be at risk of harm. They know pupils well and report concerns promptly. Leaders proactively engage with the local safeguarding partnership, and work closely with pupils’ home schools and other agencies to keep pupils safe. Pupils learn how to avoid risks online and in the community from lessons and external speakers, including the police. Checks on staff are completed and recorded appropriately

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Safeguarding

The safeguarding policy is fit for purpose. It is available on the school’s website. It considers the most recent guidance from the Department for Education (DfE). 12 to 14 July 2022

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(Information for the school and proprietor)

 Leaders have not ensured that the curriculum, particularly in English and mathematics, is well sequenced. It does not set out what leaders intend pupils to learn. As a result, pupils do not develop their literacy and numeracy skills. Leaders need to make sure that the curriculum in English and mathematics sets out the key knowledge and skills that pupils need to learn in a logical sequence. Leaders need to make sure that, regardless of pupils’ starting points, pupils make strong and sustained progress in mathematics, reading, writing, speaking and listening.  Leaders have not ensured that pupils spend enough time learning English and mathematics. This means that pupils struggle to recall what they have previously learned and the significant gaps in their knowledge are not closing. Leaders should ensure that pupils have frequent opportunities to recall, consolidate and apply their learning in English and mathematics.

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(Information for the school and proprietor)

 Leaders have not ensured that teachers have the subject knowledge and expertise to teach the subjects outside their specialism. They have not provided teachers with adequate support and training. As a result, teachers do not know how to use assessment information to identify next steps in pupils’ learning effectively and adapt their teaching to address gaps in pupils’ knowledge and skills. This means that pupils continue to make the same mistakes. Leaders should ensure that teachers have the expertise they need to teach all subjects well and that they know how to use assessment information to address gaps in pupils’ knowledge and skills.  There is currently no systematic approach to the teaching of reading. As a result, pupils’ progress is limited because gaps in their reading skills are not identified accurately or addressed rapidly enough. Teachers do not have the expertise to identify or address these gaps. Leaders need to ensure that a systematic

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(Information for the school and proprietor)

approach to the assessment and teaching of reading is implemented, and that staff are trained to deliver this effectively.  Pupils are not prepared well enough for life in modern Britain. Pupils have few meaningful opportunities to understand how to be responsible, respectful, active citizens who contribute positively to society. This means that pupils do not have a strong grasp of the fundamental British values of democracy, rule of law, tolerance and individual liberty. Leaders should ensure that opportunities are deliberately planned for pupils to have the rich experiences they need to make a positive contribution to society.  The proprietor body has not held leaders to account for the quality of education. Leaders have not checked that the curriculum meets pupils’ needs or that it is well implemented. As a result, the quality of education is inadequate and the independent school standards are not met consistently. The proprietor must

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(Information for the school and proprietor)

ensure that leaders have the knowledge and expertise to plan a well-sequenced curriculum that meets pupils’ needs and ensure that it is delivered effectively. 12 to 14 July 2022

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View 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 provider and you are not happy with the inspection or the report, you can complain to Ofsted . 12 to 14 July 2022

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School details

Unique reference number 148643 DfE registration number 336/6008

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School details

Inspection number 10220462 Type of school Other Independent School

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School details

Annual fees (day pupils) £12,370 to £30,552

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School details

Email address wolverhamptonps@progress- education.org.uk Date of previous inspection Not previously inspected 12 to 14 July 2022

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Information about this school

 This is the school’s first standard inspection.  Since the pre-registration inspection, new leaders have been appointed, including the director of education, the headteacher and the head of school. At the time of the inspection, the headteacher was absent from school. The post of managing director is currently filled by an interim appointment.  Pupils attending the school have social, emotional and mental health needs.  The school is registered to provide full-time education for up to 30 pupils, aged 11 to 16 years. There are currently 6 pupils on roll.  No pupils on roll have an education, health and care (EHC) plan.  The school does not use any alternative provision.

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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.

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Information about this inspection

The school has failed to meet the independent school standards. These are the requirements of the schedule to the Education (Independent School Standards) Regulations 2014.

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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.  Inspectors met with the director of education and the head of school at various points throughout the inspection.  The lead inspector met with the interim managing director as the representative of the proprietor body.  The lead inspector met with central office leaders to examine safeguarding records, safer recruitment and the school’s single central record.  Inspectors carried out deep dives in English, mathematics, physical education and personal, social, health and economic education. For each deep dive, inspectors met with subject leaders to discuss the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors heard pupils reading in lessons and talked to

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Information about this inspection

them about reading.  Inspectors observed the behaviour of pupils during social times and spoke to pupils about behaviour, safeguarding and bullying. 12 to 14 July 2022  The lead inspector reviewed a range of documentation, including school policies, curriculum documents, health and safety and fire records, individual risk assessments for pupils, and information about pupils’ attendance and behaviour.  There were no responses to Ofsted Parent View, Ofsted’s online questionnaire, or the pupil and staff questionnaires. An inspector spoke to a small number of parents and carers on the telephone.  The lead inspector spoke to staff from three schools who had placed pupils at the school.  The lead inspector checked the school’s compliance with the independent school standards by reviewing relevant documentation and checking the facilities on site.

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Inspection team

Jane Spilsbury, lead inspector Ofsted Inspector

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Inspection team

Peter Humphries Her Majesty’s Inspector 12 to 14 July 2022

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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; and – 2(2)(b) that pupils acquire speaking, listening, literacy and numeracy skills; – 2(2)(h) that all pupils have the opportunity to learn and make progress; and – 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school-– – 3(a) enables pupils to acquire new knowledge and make good progress

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Part 1. Quality of education provided

according to their ability so that they increase their understanding and develop their skills in the subjects taught; – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 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; – 3(e) demonstrates good knowledge and understanding of the subject matter being taught; – 3(f) utilises effectively classroom resources of a good quality, quantity and range; – 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. 12 to 14 July 2022

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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-– – 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. 12 to 14 July 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

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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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