West Lodge School

Inspection of West Lodge School 23-25 Waterloo Road, Ipswich, Suffolk IP1 2NY

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Inspection dates: 29 November to 1 December 2022

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Inadequate Overall effectiveness at previous inspection Requires improvement

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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 at West Lodge School do not benefit from a well-planned curriculum. They are limited by low expectations of what they can learn. As a result, they do not achieve as well as they should.

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What is it like to attend this school?

The school site does not support a positive experience for pupils. The space is cramped. Because of this, staff work in the same rooms that pupils are learning in. Pupils can be distracted by hearing noise through the walls. The toilets are too small and not fit for purpose. Pupils have nowhere to change or shower for physical education. This does not help them to be happy at school or to be ready to learn.

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What is it like to attend this school?

Before starting here, pupils experienced disruption to their education. Consequently, some of their behaviour is very unsettled. However, pupils learn strategies to calm down and self-regulate. They have supportive relationships with staff. Pupils get regular individual help with their well-being. Therefore, they feel safe.

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What is it like to attend this school?

Pupils do not have a positive view of life in school. While they say they do not experience much bullying, they do not enjoy being around some of their peers. They typically learn and socialise separately. This does not create a culture of respect or friendship.

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better?

Leaders have not put in place a coherent and well-designed curriculum. Leaders aim to provide bespoke learning to support pupils’ individual needs. However, they do not plan this effectively. What pupils are taught does not link to their prior learning. In a few areas, such as science and mathematics, pupils build up a body of knowledge. But in most cases, pupils experience a disconnected jumble of learning activities. For example, staff read with them, but the different reading activities are not connected. This does not help their motivation. Too often, pupils do not see the point of what they are learning. As a result, the quality of much of their work is poor.

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better?

Leaders have struggled to recruit teachers. The teachers currently in school have appropriate subject knowledge. However, many of them are new or supply teachers who do not get enough guidance from leaders on planning learning. Teachers are not clear about what content to assess. They do too much of the work for the pupils and do not correct misconceptions well. This means that pupils do not develop knowledge that they can apply in tasks. The fragmented nature of the curriculum does not prepare them for their next stage of learning.

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better?

Leaders have not implemented an effective behaviour policy. Staff support pupils well on an individual basis. For instance, staff help pupils understand what triggers lead to poor choices of conduct. Staff create a calm environment. At times, pupils are polite and show positive learning behaviours. While this is the case, leaders have not made the ethos and expectations they wish everyone to understand clear 29 November to 1 December 2022 enough. As a result, pupils do not improve their behaviour as much as they could.

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better?

Leaders make sure that pupils learn what they need to be ready for life in modern Britain. The curriculum teaches pupils about life skills, such as cooking. Pupils also show an understanding of key issues such as accepting those with different identities. However, like much of the curriculum, the delivery of this is somewhat disjointed.

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better?

Leaders do not provide reliable, effective careers education. They ensure pupils receive information about options, such as by attending open evenings at local colleges. Leaders also talk regularly to pupils about what they want to do in the future. However, this does not happen in a planned way. Pupils do not receive objective careers guidance. Therefore, they do not have the understanding they need when they make choices for their next stage of learning or training.

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better?

The proprietor and leaders do not have a rigorous strategy towards ensuring the independent school standards are met. They do not know the standards well enough. There is no policy for relationships and sex education and health education. The medical room is being used as a store cupboard. There is no admissions register. The website lacks the required information for parents about exclusions or provision for pupils who speak English as an additional language.

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better?

The proprietor is reflective and knows the provision must improve. The newly appointed board of governors is beginning to monitor leaders’ work effectively. The proprietor has increased leadership capacity and engaged outside expertise to address weaknesses. In areas such as safeguarding and governance, this has led to improvements. The proprietor plans to move to a site better equipped to meet the needs of pupils.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The school provides a safe ‘personal’ place for very vulnerable pupils. Staff get regular safeguarding training. They know how to spot the potential signs of abuse. Staff understand how to report concerns.

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Safeguarding

Leaders act promptly when there are safeguarding concerns. They liaise with agencies when they should. Leaders have rigorous health and safety processes and use risk assessment regularly to keep pupils safe. Leaders make the required recruitment checks on new and supply staff.

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Safeguarding

Pupils learn how to be safe. They get taught about online safety. They learn about healthy relationships, including important issues like consent. 29 November to 1 December 2022

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(Information for the school and proprietor)

 Leaders have not put in place a coherent, well-sequenced curriculum. Instead, teachers develop units of work in an ad hoc way, without enough guidance. Because of this, pupils experience a disconnected jumble of learning experiences, have weak knowledge and do not achieve as well as they should. Leaders need to identify and sequence the key knowledge to be taught and assessed in all subjects so that pupils build up a secure body of knowledge that they can draw upon and apply.  Leaders have not established clear and shared expectations for behaviour. As a result, although staff help pupils improve their behaviour, this work does not have the impact it might. Leaders need to put in place an effective behaviour policy that all staff and pupils understand and follow.  Pupils do not receive well-planned careers education. They do not get objective careers advice and guidance. Consequently, pupils at all stages do not have the

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(Information for the school and proprietor)

knowledge they need to prepare well for their next steps. Leaders need to ensure they put in place a well-designed plan for careers education and guidance.  The proprietor has not had a rigorous approach to ensuring the independent school standards are met. Leaders do not know the standards well enough. As a result, features of the site and the provision do not support pupils’ education well enough. The proprietor should ensure that procedures are in place to systematically check that the standards are met and that all those with delegated responsibility understand the standards and their roles fully.

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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. 29 November to 1 December 2022

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School details

Type of school Other independent special school

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School details

Proprietor Able Health Care Ltd (with a single proprietor, Aruna Kukadia) Chair Nish Kukadia

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School details

Website www.able-healthcare.co.uk/west-lodge- school Email address nicki@westlodgesch.com

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School details

Date of previous inspection 14 to 16 May 2019 29 November to 1 December 2022

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Information about this school

 West Lodge is an independent special school for boys and girls aged between 11 and 16 years. The school provides education for up to six pupils with social, emotional and mental health difficulties.  At the time of the previous inspection, the school was called Liberty Lodge. It was granted a change of name to West Lodge School in June 2021.  The headteacher was appointed in May 2021.  The school is owned and run by a single person under the proprietorship of Able Health Care Limited.  In February 2022, the proprietor appointed a local governing board, with a chair of governors, to provide governance for the school.  The school premises consist of two basement rooms in a large Victorian house in an urban location. Pupils have some lessons at a second location, Eastern Angles, Gatacre Road, Ipswich, 2LQ.  All current pupils on roll have education, health and care plans. They are all funded by local authorities.

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Information about this school

 Leaders do not use any alternative provision.  At the previous inspection, all the independent school standards were met.

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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 and have taken that into account in their evaluation of the school.

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Information about this inspection

 Inspectors met with the proprietor and chair of governors, other leaders, staff and pupils.  Inspectors carried out deep dives in these subjects: English, history, design and technology and personal, social, health and economic education. For each deep dive, inspectors met with subject leaders, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also evaluated the curriculum in some other subjects, notably 29 November to 1 December 2022 mathematics and science.  As part of the evaluation of safeguarding, inspectors checked the school’s single central record of recruitment and vetting checks, considered its safeguarding policy and procedures and spoke to leaders, staff, parents and pupils.  There was a very small number of responses submitted by parents to Ofsted’s online survey, Ofsted Parent View. There were no responses to either the staff

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Inspection team

Charlie Fordham, lead inspector His Majesty’s Inspector

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Inspection team

Joanna Pedlow Ofsted Inspector 29 November to 1 December 2022

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if-

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Part 1. Quality of education provided

– 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

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Part 1. Quality of education provided

– 2(1)(b) the written policy, plans and schemes of work-

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Part 1. Quality of education provided

– 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan.

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Part 1. Quality of education provided

 2(2) For the purposes of paragraph (2)(1)(a), the matters are-

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Part 1. Quality of education provided

– 2(2)(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that-

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Part 1. Quality of education provided

– 2(2)(e)(i) is presented in an impartial manner;

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Part 1. Quality of education provided

– 2(2)(e)(ii) enables them to make informed choices about a broad range of career options; and

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Part 1. Quality of education provided

– 2(2)(e)(iii) helps to encourage them to fulfil their potential;

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Part 1. Quality of education provided

 2A(1) The standard in this paragraph is met if the proprietor-

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Part 1. Quality of education provided

– 2A(1)(d) in making arrangements for the purposes of paragraphs (a), (b) or (c), has regard to any guidance under section 80A of the Education Act 2002 that applies in relation to the provision of education by maintained schools,

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Part 1. Quality of education provided

– 2A(1)(e) makes and keeps up to date a separate written statement of its policy with regard to the provision of education as required by each of paragraphs (a) and (b),

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Part 1. Quality of education provided

– 2A(1)(f) consults parents of registered pupils at the school before making or revising a statement under sub-paragraph (e), and

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Part 1. Quality of education provided

– 2A(1)(g) publishes a copy of the statement on a website and provides a copy of the statement free of charge to anyone who asks for one.

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Part 1. Quality of education provided

 2A(2) Arrangements made by the proprietor for the purposes of sub-paragraph (1)(b) must ensure that where a pupil’s parent requests that the pupil is wholly or partly excused from sex education provided as part of relationships and sex 29 November to 1 December 2022 education, the pupil is so excused until the request is withdrawn, unless or to the extent that the head teacher considers that the pupil should not be so excused.

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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(b) fosters in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for themselves;

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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(f) utilises effectively classroom resources of a good quality, quantity and range;

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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 1. Quality of education provided

– 3(h) utilises effective strategies for managing behaviour and encouraging pupils to act responsibly.

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Part 3. Welfare, health and safety of pupils

 9 The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that-

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Part 3. Welfare, health and safety of pupils

– 9(a) a written behaviour policy is drawn up that, amongst other matters, sets out the sanctions to be adopted in the event of pupil misbehaviour;

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Part 3. Welfare, health and safety of pupils

– 9(b) the policy is implemented effectively.

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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

 15 The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the Education (Pupil Registration) (England) Regulations 2006[13]. 29 November to 1 December 2022

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Part 5. Premises of and accommodation at schools

 23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that-

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Part 5. Premises of and accommodation at schools

– 23(1)(b) separate toilet facilities for boys and girls aged 8 years or over are provided except where the toilet facility is provided in a room that can be secured from the inside and that is intended for use by one pupil at a time; and

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Part 5. Premises of and accommodation at schools

– 23(1)(c) suitable changing accommodation and showers are provided for pupils aged 11 years or over at the start of the school year who receive physical education.

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Part 5. Premises of and accommodation at schools

 24(1) The standard in this paragraph is met if the proprietor ensures that suitable accommodation is provided in order to cater for the medical and therapy needs of pupils, including-

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Part 5. Premises of and accommodation at schools

– 24(1)(a) accommodation for the medical examination and treatment of pupils;

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Part 5. Premises of and accommodation at schools

– 24(1)(b) accommodation for the short-term care of sick and injured pupils, which includes a washing facility and is near to a toilet facility.

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Part 5. Premises of and accommodation at schools

 24(2) The accommodation provided under sub-paragraphs (1)(a) and (b) may be used for other purposes (apart from teaching) provided it is always readily available to be used for the purposes set out in sub-paragraphs (1)(a) and (b).

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Part 5. Premises of and accommodation at schools

 26 The standard in this paragraph is met if the proprietor ensures that the acoustic conditions and sound insulation of each room or other space are suitable, having regard to the nature of the activities which normally take place therein.

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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)(b) the information specified in sub-paragraph (3) is made available 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(3) The information specified in this sub-paragraph is-

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Part 6. Provision of information

– 32(3)(a) particulars of the school’s policy on and arrangements for admissions, misbehaviour and exclusions;

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Part 6. Provision of information

– 32(3)(b) particulars of educational and welfare provision for pupils with EHC plans and pupils for whom English is an additional language. 29 November to 1 December 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-

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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. 29 November to 1 December 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.

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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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