Compass Community School Athelstan Park

Inspection of Compass Community School Athelstan Park 114 Warminster Road, Westbury, Wiltshire BA13 3PR

p.1

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Good Leadership and management Requires improvement Does the school meet the independent school standards?

p.1

What is it like to attend this school?

All pupils at Compass Community School Athelstan Park have special educational needs and/or disabilities (SEND). They have had negative experiences of education in the past. Many have had significant periods where they did not attend school at all. Staff build positive relationships with pupils so that they begin to feel that school is a safe and enjoyable place. Consequently, pupils attend well.

p.2

What is it like to attend this school?

Leaders seek pupils’ views and use these when making decisions. This helps pupils build their trust in school staff and to feel valued. Staff are aspirational for pupils. They care about them and want them to do well.

p.2

What is it like to attend this school?

When leaders have raised expectations, such as when dealing with some types of behaviour, pupils have responded to them. However, there remain aspects of school life where pupils do not comply with what is being asked of them. In addition, some pupils treat one another, or staff, with disrespect. Swearing is commonplace and not always challenged by staff.

p.2

What is it like to attend this school?

In the primary phase, this is not the case. Pupils are typically tolerant of one another. Pupils are beginning to form more positive relationships with one another. For example, providing informal football coaching to younger pupils during social time.

p.2

better?

When they start at the school, pupils lack confidence in their ability to learn and in school staff to help them. Staff get to know pupils well. They are adept at identifying any newly emerging needs. Staff know how to support pupils to self-regulate their behaviour and manage their feelings. However, this is not yet having the impact that leaders intend. Many older pupils display poor attitudes to learning and are disrespectful to staff and their peers. Their lessons are often interrupted by poor behaviour.

p.2

better?

Leaders have designed a broad and suitably ambitious curriculum. They have identified the essential knowledge that pupils should learn. When pupils start at the school, staff find out pupils’ interests to re-engage them with learning. As the curriculum is built around these interests initially, this means that pupils do not learn the essential knowledge that leaders have identified. Learning is sometimes disconnected and does not build on what pupils know and remember.

p.2

better?

Leaders assess pupils’ knowledge promptly when they join the school. Leaders identify with precision the most significant gaps. This information is used to create a bespoke curriculum for each pupil. For older pupils, this means ensuring they can secure qualifications that will prepare them for their next stages in education. Teachers check what pupils have learned. However, they do not then revisit learning in light of these checks. Therefore, gaps in pupils’ knowledge remain. 13 to 15 June 2023 In key stage 2, staff rigorously close the gaps in knowledge which pupils arrive with. Pupils develop and strengthen their reading and core mathematical knowledge well. This provides pupils with a strong foundation so that they can learn the wider curriculum.

p.2

better?

There are daily opportunities for pupils to read. For some pupils, this includes phonics teaching. Staff find reading materials that reflect pupils’ interests and develop a love of reading. Leaders promote and prioritise reading. However, older pupils do not all read widely or often.

p.3

better?

The proprietor, governors and leaders have a strong sense of moral purpose. They put pupils’ best interests at the centre of their work. Staff are proud to work at the school. However, much of the work of the school is not yet having the intended impact.

p.3

better?

Pupils’ personal development is delivered sensitively to meet their needs. The school’s work to develop and support pupils’ understanding of mental health is a particular strength. Pupils are developing their sense of citizenship and an understanding of the law.

p.3

better?

Leaders have ensured they are compliant with schedule 10 of the Equality Act 2010. Policies are up to date and reflect the latest statutory guidance. The safeguarding policy and the relationships and sex education and health education policy are available on the school’s website.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is a strong culture of safeguarding. All staff are aware of the safeguarding risks that are most prevalent for their pupils.

p.3

Safeguarding

All staff are vigilant for signs that a pupil may be at risk of harm. They refer these concerns promptly and in detail. Pupils’ safeguarding records are comprehensive. As a result, leaders make referrals swiftly. They are tenacious in securing support from external agencies when this is necessary.

p.3

(Information for the school and proprietor)

 The way that the curriculum is implemented does not always focus on or order the important knowledge that pupils need to learn. As a result, some pupils are not building a coherent knowledge of the subjects that they study and cannot build on what they already know. Leaders must ensure that that pupils develop secure knowledge which prepares them well for their next steps.  Teaching does not focus sufficiently on the gaps in knowledge that staff identify. Consequently, these gaps persist. Leaders need to ensure that staff know how to 13 to 15 June 2023 address deficits in pupils’ knowledge and skills.  Older pupils do not behave as well as those in the primary phase. Their behaviour impacts negatively on pupils’ learning and the atmosphere in the school. This includes swearing and discriminatory language, which is not always challenged by staff. Leaders should ensure that behaviour systems are used effectively to ensure

p.3

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.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 13 to 15 June 2023

p.4

School details

Type of school Other independent special school

p.5

School details

Website www.compass- schools.org/featured_schools/our- schools/athelstan-park/ Email address andrew.cooper@compass-schools.org 13 to 15 June 2023

p.5

Information about this school

 The school caters for pupils with SEND. All pupils have an education, health and care plan. Pupils’ primary need is social, emotional and mental health.  The school uses two unregistered alternative provisions. All pupils attending alternative provision spend the majority of their time at the school.  The school meet the requirements of the provider access legislation, which requires schools to provide pupils in Years 7 to 13 with information and engagement about approved technical education qualifications and apprenticeships  The school opened in September 2022.

p.6

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.6

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.6

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

p.6

Information about this inspection

 Inspectors carried out deep dives in these subjects: English, mathematics, personal, social, health, citizenship and economic education and physical 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 met with the designated safeguarding lead, examined school records and discussed safeguarding cases.  Inspectors considered responses to Ofsted’s online survey, Ofsted Parent View, and the views of staff and pupils in Ofsted’s online surveys.  Inspectors spoke to parents as they dropped their children off at school and collected them.  The lead inspector spoke to governors, the proprietor and representatives from a local authority and a virtual school with whom the school works. 13 to 15 June 2023

p.6

Inspection team

Sarah Favager-Dalton, lead inspector His Majesty’s Inspector

p.7

Inspection team

Steve Smith Ofsted Inspector 13 to 15 June 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.

p.7

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.8

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.8

Inspection team

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

p.8

Inspection team

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

p.8