Treasure House (London) CIC

Inspection of Treasure House (London) CIC The Livesey, 682 Old Kent Road, London SE15 1JF

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Inspection dates: 14 to 16 November 2023

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Sixth-form provision Good Overall effectiveness at previous inspection Good

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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 are safe and happy at the school, which parents and carers value. Many pupils arrive following previously poor experiences in education. Working relationships between staff and pupils are strong, which helps pupils settle in quickly. Staff know pupils well. They carefully plan pupils’ individual timetables and subjects to match their academic and personal needs.

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What is it like to attend this school?

The school has high expectations of pupils. Staff make regular use of praise and encouragement. Pupils enjoy school in a calm and orderly school environment. Staff help pupils to express their emotions effectively. Pupils trust staff to listen and help them when needed.

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What is it like to attend this school?

Staff adapt learning carefully to meet pupils’ needs. Leaders ensure that pupils gain recognised qualifications before moving on to further or higher education, employment or training. Pupils’ talents and interests are nurtured. For example, they learn to play in the school band or participate in work experience. Through these opportunities, pupils develop resilience, determination and safety awareness. Pupils benefit from mental and physical healthcare. They make friends, take part in clubs, outings and visits, and achieve well. Pupils particularly enjoy the breadth of activities and musical performances.

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better?

Leaders have designed an ambitious curriculum that meets the academic and therapeutic needs of pupils. They help pupils to develop their communication skills, self-regulation and confidence to learn many subjects confidently. Leaders and staff have a sharp focus on improving the curriculum that is available to pupils. This enables pupils to secure the knowledge they require for social and academic success. In a few subjects, the range of specialist resources that pupils need in order to learn deeply is limited. For example, in science, pupils do not have opportunities to develop their practical understanding well.

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better?

The school makes sure that training for staff to deliver most of the curriculum well is in place. Leaders and staff use a range of assessment strategies to identify what pupils know and can do. Pupils get timely help when they need it. They can apply their learning in increasingly complex ways. Sometimes, the school does not make sure that the planned curriculum is implemented fully. This means that teaching does not build effectively on pupils’ prior learning so that they are fully ready for new content.

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better?

Leaders show determination that all pupils can read fluently. The school helps pupils to gain a love of reading, including through the regular reading of poetry. Staff enable pupils to read confidently through regular practice and consistent approaches. 14 to 16 November 2023 Staff are very well trained to support pupils in a calm and thoughtful way. Over time, most pupils go on to gain confidence in themselves and sustain improvements in their well-being. Leaders work effectively with pupils to improve their attendance. Pupils value what they learn about important aspects of life, such as different beliefs, lifestyles and relationships.

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better?

The school has effective strategies in place to identify any additional special educational needs and/or disabilities that pupils may have. Teachers are provided with up-to-date information on the additional learning needs of individual pupils. The school makes sure that staff receive frequent training in how to support pupils. Staff use their training effectively so that pupils are well supported to access the curriculum. Leaders ensure that pupils have access to a wide range of professional agencies, such as mental health experts, occupational therapists, counsellors, and speech and language specialists.

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better?

Pupils receive appropriate support and guidance related to further education, training, employment and careers. Almost all pupils go on to appropriate post-19 destinations matched closely to their abilities, interests and aspirations. They succeed in work experience, which enables some pupils to secure part-time jobs around their studies. Staff ensure that pupils are well prepared to be responsible young adults in society.

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better?

The proprietor body has ensured that all the requirements of the independent school standards (the standards) are met. Leaders check that the school complies with statutory guidance, including schedule 10 of the Equality Act 2010. The advisory governors provide challenge and support. They collectively ensure that leaders are acting in the best interests of pupils. Staff value the support they receive, including for their workload. The school works closely with parents and carers to build very strong links.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 In some subjects, restrictions on specialist resources limit the breadth and depth of pupils’ learning opportunities. As a result, some pupils do not learn in these subjects as well as they should. The school must ensure that pupils have access to suitable resources in all subjects so that they can deepen their subject-specific knowledge and skills, particularly in science and physical education (PE).  On occasion, the school does not make sure that the planned curriculum is implemented fully. This means that teaching in some subjects does not build effectively on pupils’ prior learning. The school must make sure that pupils’ 14 to 16 November 2023 knowledge and skills are checked regularly so that they are fully ready for new content.

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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. 14 to 16 November 2023

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School details

Unique reference number 141031 DfE registration number 210/6005

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School details

Inspection number 10299229 Type of school Other independent special school

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School details

Gender of pupils in the sixth form Mixed

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form

Proprietor Helen Webb and Naomi Long Srikrotriam

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form

Chair Helen Webb and Naomi Long Srikrotriam

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form

Headteacher Helen Webb and Naomi Long Srikrotriam

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form

Annual fees (day pupils) £33,000 to £40,000

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form

Email address contactus@treasurehouselondon.org

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form

Date of previous inspection 19 to 21 November 2019 14 to 16 November 2023

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Information about this school

 The school occupies the former Livesey Children’s Museum building in the London Borough of Southwark.  The proprietorial body is Treasure House (London) CIC, which consists of two directors, who are also the school’s co-headteachers.  The school provides education for up to 15 pupils aged 14 to 19. All pupils have education, health and care plans for a range of conditions, including anxiety, autism, and social, emotional and mental health difficulties.  The school does not use any alternative provision. Some PE lessons take place off site.

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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

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school had received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with leaders and has taken that into account in his evaluation of the school.  The inspector carried out deep dives in English, mathematics, PE, and design and technology. For each deep dive, the inspector held discussions about the curriculum, 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.  The inspector also looked at curriculum plans and spoke to leaders about some other subjects.  The inspector spoke formally and informally with pupils.  The inspector held meetings with the joint headteachers and with subject teachers. The inspector had telephone calls with an associate governor and a

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Information about this inspection

representative of the local authority.  The inspector reviewed the responses of five parents who had completed Ofsted Parent View, the online questionnaire, including their free-text comments expressing their views of the school. The inspector also considered three additional responses from parents, one by telephone and two in person. 14 to 16 November 2023  The inspector looked at records related to behaviour, bullying, complaints and safeguarding.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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Inspection team

Phil Garnham, lead inspector His Majesty’s Inspector 14 to 16 November 2023 regulates and inspects 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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