Progress Schools - Tees Valley

Inspection of Progress Schools - Tees Valley 114 Fabian Road, Eston, Middlesbrough TS6 9RQ

p.1

Overall effectiveness Inadequate

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

p.1

What is it like to attend this school?

Leaders’ expectations of what pupils can and should achieve are too low. The school’s curriculum is not ambitious enough, and pupils do not achieve well. Teachers do not understand how to support pupils to achieve academically. They do not have a good knowledge and understanding of the subjects that they teach.

p.2

What is it like to attend this school?

Many pupils join this school having not attended a school for some time. Some pupils have been permanently excluded from their previous school. They have substantial gaps in their knowledge and understanding when they join the school. Teachers do not understand how to identify these gaps and then support pupils to close them. Staff do not understand how to support pupils who have weaknesses in reading.

p.2

What is it like to attend this school?

Pupils’ behaviour is not good. Most lessons are affected by low-level disruption. Many pupils do not show a positive attitude towards learning. Staff deal with misbehaviour calmly. They show care and kindness towards pupils.

p.2

What is it like to attend this school?

Pupils’ attendance rate is low. However, significant improvement in pupils’ attendance can be seen from when pupils joined the school to the present time. Most pupils enjoy school. Pupils feel safe, and bullying is rare. When bullying does occur, pupils feel confident that staff will deal with any issues quickly.

p.2

better?

The proprietor has not ensured that teachers have a good understanding and knowledge of the subjects that they teach. Teachers have not received the training that they require. Teachers are not clear about the specific gaps in pupils’ knowledge and understanding when they join the school. Teachers do not ensure that pupils’ misconceptions are addressed. Staff do not have high expectations of what pupils can achieve academically.

p.2

better?

Leaders have recently completed work to develop the curriculum in mathematics and English. This work is not well understood by staff, and the school’s curriculum is not implemented well. The curriculum does not identify the essential knowledge that pupils must remember. Teachers do not check that pupils understand what they have been taught before moving on to new content. Pupils do not have the opportunity to explore any part of the curriculum in depth. They cannot remember much of what they have been taught.

p.2

better?

Staff do not receive the information that they need to support pupils’ academic progress. The school’s individual education development plans (IEDPs) do not contain specific strategies to help pupils, including pupils with special education needs and/or disabilities (SEND), make progress. For instance, when assessment information identifies that pupils have reading ages below their chronological age, little guidance is given about how to support these pupils. Staff do not understand the specific reading barriers faced by individual pupils. They do not have the 20 to 22 June 2023 expertise to support pupils who have difficulty reading. The proprietor recognises the need to prioritise reading and provide phonics training for staff.

p.2

better?

Pupils’ attendance rate is low. During the inspection, many pupils were absent. In almost all cases, leaders can demonstrate how pupils’ attendance has improved from very low starting points. However, this poor attendance continues to impact what pupils are learning. Teachers do not ensure that pupils catch up with the work they miss when they are absent. This leads to further gaps in their knowledge and understanding.

p.3

better?

Sometimes pupils can be disrespectful towards staff. Pupils told inspectors that they hear a lot of swearing. Inspectors heard this too. Any inappropriate sexualised language is dealt with by staff appropriately. Staff deal with behaviour issues calmly. Pupils are well supervised throughout the day. Pupils and staff understand the school’s behaviour policy. Breaktimes and lunchtimes are generally calm. Some pupils enjoy playing table tennis during social times. However, some pupils do not engage socially with their peers but spend a significant amount of time during recreational time on their mobile phones. Pupils are confident that they can speak to staff if they have any worries or concerns. Pupils say there are few bullying incidents. This is reflected in the school’s own records. Staff provide support for pupils’ mental health and well-being.

p.3

better?

Pupils have a limited understanding of the protected characteristics. They learn about different religions such as Islam and Christianity. However, they struggle to remember what they have been taught. Pupils do not understand the importance of fundamental British values. Pupils spoke to inspectors about their contributions to the school’s open day. However, there are limited opportunities for pupils to contribute to the local and wider community. The head of school has some plans in place to provide more opportunities for pupils. These include growing vegetables on site to gift to the community.

p.3

better?

Leaders have not ensured that pupils learn about the public institutions in England, as required by the independent school standards. The proprietor is developing a new personal development curriculum as it is aware of the weakness in the school’s current curriculum. Pupils receive impartial careers advice and guidance from an external organisation. Staff support pupils to prepare for college interviews. This helps prepare pupils for their next stage of education.

p.3

better?

The building is generally well maintained. The proprietor ensured that the fire extinguishers were serviced during the inspection in line with the school’s health and safety policy. There was no hot water in one of the toilet facilities. This was resolved during the inspection. Work is being actioned to address the areas of concern in a recent legionella risk assessment. This evidence has assured the lead inspector that the points raised are being addressed in a timely manner.

p.3

better?

The school meets the requirements of the Equality Act 2010. The proprietor has ensured that there is an accessibility plan. During the inspection, some amendments were made to the school’s admissions register to ensure full compliance with the 20 to 22 June 2023 independent school standards.

p.3

better?

Staff enjoy working at the school. They feel well supported by the organisation and the head of school. The proprietor considers staff’s well-being and workload when implementing new policies and reviewing current policies. The few parents who made their views known hold positive views about the school. In particular, they welcome the frequent communication between home and school.

p.4

better?

The proprietor has some understanding of the school’s weaknesses. It has not tackled these weaknesses quickly enough. The proprietor has recently appointed new curriculum leaders in mathematics and English and a curriculum manager to work across their schools. It is too early to determine if they will have an impact on raising standards and improving the quality of education swiftly.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

Safeguarding

Staff understand the significant role they play in keeping pupils safe. They receive regular safeguarding training. However, temporary staff do not receive the necessary information regarding the school’s safeguarding policies. Some staff have not received the government’s ‘Prevent’ duty training on the threat from terrorism and extremism in the UK and how to support people vulnerable to radicalisation.

p.4

Safeguarding

Daily staff briefings ensure that staff are kept updated about vulnerable pupils. Staff are knowledgeable about the risks that pupils may face in the local area. Pupils are taught how to manage some of the risks that they may face, such as knife crime. However, pupils are not aware of other potential risks in the locality, such as child criminal exploitation.

p.4

Safeguarding

Leaders liaise with outside agencies to provide support for pupils. Despite this, leaders do not consistently log the actions they take to keep pupils safe. There are some gaps in the school’s record-keeping. The safeguarding policy is published on the school’s website and takes into account current government requirements.

p.4

(Information for the school and proprietor)

 The school’s curriculum lacks ambition and is poorly organised. Leaders have not clearly defined the expectation of exactly what knowledge pupils should learn and by when. Pupils experience a disconnected series of lessons and struggle to recall what they have been taught. Leaders should ensure that the curriculum, in every subject, clearly sets out exactly what pupils should know and in what order.  Teachers do not check well what pupils know and remember on arrival at the school, during lessons or at key points in the school year. This means that adults are not clear about the gaps in pupils’ knowledge or any misconceptions in their learning. Leaders must ensure that teachers use assessment well to check pupils’ 20 to 22 June 2023 understanding and to revisit what pupils have previously been taught to support pupils in remembering the most essential knowledge in each subject.  Teachers have not received the training that they need to teach subjects well.

p.4

(Information for the school and proprietor)

They do not have a good knowledge and understanding of the subjects they teach. Their expectations of what pupils can achieve are too low. The proprietor must ensure that teachers receive subject-specific training so they can deliver every subject well. The proprietor must also ensure that there are high expectations of what pupils can and should achieve throughout the school.  Teachers and additional adults are unsure how to support pupils’ individual needs, including pupils with SEND. For instance, pupils’ IEDPs do not identify strategies that staff can use to support pupils who have weaknesses in reading, writing and mathematics. As a result, these pupils are not supported well. Gaps in their knowledge and understanding remain. Leaders must ensure that staff understand how to support and meet pupils’ individual needs.  The school has not prioritised reading. Pupils’ specific barriers to reading are not

p.5

(Information for the school and proprietor)

identified when they join the school. Teachers and additional adults do not have the expertise to support pupils who cannot read fluently, including pupils with SEND. Leaders must ensure that pupils’ specific barriers to reading are identified when they join the school, and staff are given training to support pupils to read fluently.  Pupils are not taught well to manage risks such as child criminal exploitation and extremism. Pupils do not understand the importance of fundamental British values. They are not taught about the public institutions in England. Leaders must ensure that they equip pupils with the knowledge to manage safeguarding risks they may face outside of school. They must also ensure that pupils learn about the importance of British values and the public institutions in England.  Safeguarding record-keeping is limited. It does not detail all the actions the school takes when pupils are at risk of harm. Leaders must ensure that these

p.5

(Information for the school and proprietor)

records include all actions taken by the school in line with statutory guidance.  The proprietor has not ensured that staff have the necessary training to carry out their roles effectively. They do not ensure that pupils receive a good quality of education. Several independent school standards are not met. The proprietor must ensure that staff receive training to carry out their roles and responsibilities effectively. The proprietor must also ensure that the independent school standards are continually and consistently met.

p.5

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.5

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 20 to 22 June 2023

p.5

School details

DfE registration number 807/6006 Local authority Redcar and Cleveland Inspection number 10267708

p.6

School details

Annual fees (day pupils) £14,000 to £32,000

p.6

School details

Email address middlesbroughps@progress-schools.co.uk 20 to 22 June 2023

p.6

Information about this school

 The school opened in May 2022. This was the school’s first standard inspection.  Many pupils who join the school have been permanently excluded from other schools or are at risk of permanent exclusion. Almost all pupils who join the school have previously had poor attendance and have experienced disruption to their education before joining the school.  Most places are commissioned by the local authority.  The school does not use any alternative education provision.  The current head of school was appointed in March 2023.  A new chair of the board of proprietors has been appointed since the school opened.  The executive headteacher who was in post at the time of the pre-registration inspection has left. A new executive headteacher was appointed in February 2023. They have left the school.  Progress Schools Limited runs 12 other schools across England.  Pupils arrive at 9am and receive breakfast. The school day ends at 2.30pm. There

p.7

Information about this school

are some twilight sessions after school. None of the twilight sessions were running during the inspection.  The school is in the process of updating the information on the government’s website, Get information about schools, as this is currently not up to date.

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 has failed to meet the independent school standards. These are the requirements of 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 leaders and have taken that into account in their evaluation of the school.

p.7

Information about this inspection

 The school opened following the COVID-19 pandemic period of partial school closures.  Inspectors did deep dives in these subjects: English, mathematics, history and personal, social, health and economic education. Here, inspectors visited lessons, talked to pupils about their work, looked at pupils’ work and spoke to teachers and curriculum leaders. Inspectors also looked at curriculum plans for these 20 to 22 June 2023 subjects and all other subjects.  Inspectors met with all staff, the head of school, the chair of the proprietor board and leaders from Progress Schools Limited with responsibility for safeguarding and the recruitment of staff. Inspectors also met with curriculum leaders and the special educational needs coordination from Progress Schools Limited.  An inspector met with a curriculum leader from Progress Schools Limited to discuss reading.  The lead inspector held a telephone conversation with a local authority officer and

p.7

Information about this inspection

a parent during the inspection.  The lead inspector toured the school site and visited the off-site sports facility that the school uses for physical education to check compliance with the independent school standards for premises.  Inspectors scrutinised a range of documents relating to the school’s work in safeguarding pupils. The school's single central record, which includes the recruitment checks made on staff before they join the school, was checked. Inspectors also looked at some of the school’s behaviour, attendance and safeguarding records. Inspectors talked to staff about the safeguarding training that they received.  Inspectors reviewed the school’s policies and other documents required to meet the independent school standards.  There were no responses to Ofsted’s staff or pupil surveys. The lead inspector considered the response to Ofsted’s parent survey, Ofsted Parent View.

p.8

Inspection team

Michele Costello, lead inspector Ofsted Inspector

p.8

Inspection team

Bernard Clark Ofsted Inspector 20 to 22 June 2023

p.8

Part 1. Quality of education provided

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

p.9

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

p.9

Part 1. Quality of education provided

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

p.9

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.

p.9

Part 1. Quality of education provided

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

p.9

Part 1. Quality of education provided

– 2(2)(h) that all pupils have the opportunity to learn and make progress.

p.9

Part 1. Quality of education provided

 3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school-

p.9

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;

p.9

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;

p.9

Part 1. Quality of education provided

– 3(c) involves well planned lessons and effective teaching methods, activities and management of class time;

p.9

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;

p.9

Part 1. Quality of education provided

– 3(e) demonstrates good knowledge and understanding of the subject matter being taught.

p.9

Part 2. Spiritual, moral, social and cultural development of pupils

 5 The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor- 20 to 22 June 2023 – 5(a) actively promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs;

p.9

Part 2. Spiritual, moral, social and cultural development of pupils

 5(b) ensures that principles are actively promoted which- – 5(b)(iv) enable pupils to acquire a broad general knowledge of and respect for public institutions and services in England.

p.10

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-

p.10

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;

p.10

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. 20 to 22 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.10

Part 8. Quality of leadership in and management of schools

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.11

Part 8. Quality of leadership in and management of schools

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.11

Part 8. Quality of leadership in and management of schools

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

p.11

Part 8. Quality of leadership in and management of schools

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

p.11