Lancaster Independent School for Alternative Learning (Lisal)

Inspection of Lancaster Steiner School Lune Road, Lancaster, Lancashire LA1 5QU

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Overall effectiveness Good

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

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Overall effectiveness Good

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils thrive in this nurturing school environment. This is a happy school. Pupils are articulate and spoke about the importance of the positive relationships that they have with staff.

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What is it like to attend this school?

Pupils value the support that staff give them for their emotional well-being. Leaders are quick to deal with any incidents of unkind behaviour or bullying. As a result, pupils feel safe in school.

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What is it like to attend this school?

Pupils rise to leaders’ high expectations of their behaviour and achievement. Pupils are inquisitive and resilient learners. They are eager to learn and contribute enthusiastically to lessons. Pupils, including those with special educational needs and/or disabilities (SEND), achieve well in the school’s specialist curriculum.

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What is it like to attend this school?

Leaders provide a broad range of experiences to support pupils to develop their individuality and confidence. Pupils’ wider personal development is enhanced through their learning in the outdoor learning environment. Pupils delight in the time that they spend outside. They told inspectors that they particularly enjoy the opportunities that they have to work on the school allotment and prepare for the Steiner Olympics.

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What is it like to attend this school?

Pupils are confident and self-assured because they know that their views are important to staff and that their voices will be heard. Pupils are well prepared for life in modern Britain.

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better?

The school uses the Steiner Waldorf Fellowship’s curriculum as a base from which to build the learning opportunities for pupils. Leaders and trustees have brought about transformative improvement since the previous inspection. Pupils receive a high- quality education. Leaders have designed an ambitious curriculum, which builds logically to Year 6 and prepares pupils well for their next steps.

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better?

In most subjects, leaders have thought carefully about the important knowledge that pupils should learn and the order in which this should be taught. Teachers use their strong subject knowledge to make frequent checks on what pupils know and remember. They use this information skilfully to address any gaps or misconceptions that pupils have about their learning.

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better?

In a small number of subjects, leaders’ curriculum thinking is not as well developed. Leaders are still in the process of defining the essential knowledge that pupils require for subsequent learning. As a result, sometimes teachers are not as clear as they should be about what pupils should know. This hinders how deeply some pupils learn in these subjects. 23 to 25 May 2023 Leaders have introduced a phonics reading scheme to further support their existing strategies to teach pupils to read. Staff are skilled in the delivery of the scheme. Throughout the school, pupils read widely and often. They particularly enjoy story time with their teachers. Pupils benefit from many opportunities to practise their reading. This helps them to read fluently. Pupils have access to a broad range of texts from a variety of different authors.

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better?

Leaders have a thorough understanding of pupils’ needs. They quickly identify pupils with SEND. Teachers adapt the delivery of the curriculum so that these pupils learn well alongside their peers. A small number of pupils who need extra help benefit from well-thought-out individual support. This helps them to achieve well.

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better?

Pupils have positive attitudes to learning. They listen carefully to their teachers and follow instructions conscientiously. Clear routines, positive relationships and the fair application of the behaviour policy mean that school is a calm place where pupils can learn without distraction.

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better?

Leaders have designed high-quality opportunities to support pupils’ wider development. Pupils understand and respect that people have different families and religions. They are tolerant and accepting. Pupils also value learning about, and debating, a wide range of issues. Leaders also provide an extensive array of opportunities for pupils to develop new interests, such as knitting or gardening.

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better?

Staff morale is high. Leaders consider workload and staff well-being when making decisions about the school. Staff know that they could speak to any school leader if they had any concerns.

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better?

The board of trustees know the school well. They play an active part in school life. Trustees and leaders engage well with staff. They ensure that staff’s workload and well-being are given due regard. They fulfil their statutory duties effectively.

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better?

The proprietor body and leaders have ensured that the school complies with the independent school standards (the standards). The school also complies with schedule 10 of the Equality Act 2010.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff and trustees are well trained in safeguarding processes. They can recognise the signs that pupils may be at risk of harm. Staff know what processes to follow when they have concerns about a pupil’s well-being, and they raise these concerns quickly with leaders. In turn, leaders respond appropriately to ensure that pupils and their families receive the support they need. For example, leaders work closely with external agencies to secure support for vulnerable pupils when necessary.

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Safeguarding

Throughout the curriculum, pupils learn how to keep themselves safe in a range of situations, including when online and in the local community. 23 to 25 May 2023

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(Information for the school and proprietor)

 In a very small number of subjects, leaders are still developing the curriculum and identifying the key knowledge that pupils need to know. In these subjects, pupils do not access the depth of learning that they could. They have some gaps in their learning as a result. Leaders should ensure that they finalise their curriculum thinking in these remaining subjects. This is so that teachers are clear about what content to teach and when it should be taught.

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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. 23 to 25 May 2023

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School details

Website https://lancastersteinerschool.org/

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School details

Email address ola@lancastersteinerschool.org

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School details

Date of previous inspection 13 to 15 July 2021 23 to 25 May 2023

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Information about this school

 The school follows the philosophy and methodology of the Steiner Waldorf Schools Fellowship.  The legal proprietor of the school is the board of trustees of the Lancaster Steiner School. The board of trustees also provides governance for the school.  The school has a flat structure with three members of staff sharing responsibility for leadership in the school.  The previous standard inspection was on 13 to 15 July 2021.  The school is located on Lune Road, Lancaster LA1 5QU  Leaders do 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 meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.

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Information about this inspection

 Inspectors spoke with the headteacher and a wide range of staff. The lead inspector met with representatives of the board of trustees.  Inspectors reviewed a wide range of documentation. This included information relating to the standards, the school’s curriculum, leaders’ improvement priorities, leaders’ approach to safeguarding pupils and the checks that leaders carry out on newly appointed staff. Inspectors also spoke to staff to check how well they understand safeguarding procedures.  The lead inspector considered the responses to Ofsted Parent View, including the free-text comments. The lead inspector also spoke with some parents and carers to gather their views.  There were no responses to Ofsted’s staff survey. However, inspectors spoke with staff about their workload and well-being.  There were no responses to Ofsted’s pupil survey. However, inspectors spoke with pupils about their learning and experiences at school.

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Information about this inspection

 Inspectors observed pupils’ behaviour at breaktime and lunchtime, in lessons and around the school.  Inspectors carried out deep dives in early reading, mathematics, history and the 23 to 25 May 2023 creative and aesthetic curriculum. They met subject leaders and teachers and visited a sample of lessons. They also considered the curriculum across some other subject areas and looked at examples of pupils’ work.  The lead inspector scrutinised a wide range of documents and information relating to the standards. She also made a tour of the school premises.

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Inspection team

Rebecca Sharples, lead inspector His Majesty’s Inspector

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Inspection team

Dympna Woods Ofsted Inspector 23 to 25 May 2023 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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