Prudentia Education

Inspection of Prudentia Education GAP Centre, Bowden Road, Garston, Liverpool, Merseyside L19 1QP

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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?

Prior to joining the school, most pupils have attended several other schools or settings. The majority have been absent from school for long periods of time and therefore have not engaged in learning. Typically, pupils who join Prudentia Education have social, emotional and mental health needs. For these pupils, and their families, this school is transformational. Staff provide extensive support and care so that pupils feel safe and valued as part of the school community. This enables pupils to gradually re-engage with their learning and to take positive steps towards securing their future.

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What is it like to attend this school?

The school has high expectations for pupils’ achievement. Staff skilfully engage pupils, adapting the curriculum to match small steps of learning to their specific needs. From their starting points, most pupils achieve well.

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What is it like to attend this school?

Pupils generally behave well. Pupils trust that staff will deal fairly and effectively with any incidents of poor behaviour. Pupils told inspectors that staff listen to them and help them to better manage their emotions. This reduces any negative behaviours.

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What is it like to attend this school?

Pupils benefit from a wide range of enrichment activities that are an integral part of their curriculum. For example, pupils enjoy boxing lessons, football coaching and disc-jockey sessions. This helps them to develop confidence, and positively supports their physical and mental health.

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better?

Since the previous standard inspection, the school has improved the quality of education that its pupils receive. The school has successfully collaborated with other local schools and networks to do this. The curriculum is now broader and more ambitious for pupils. In key stage 3, pupils study a range of subjects, in line with the national curriculum. In key stage 4, the school has increased the range and levels of qualifications that pupils can study to support them in securing further education, training or employment when they leave school.

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better?

The school is in the process of identifying the essential knowledge that pupils will need to know in each subject. In many subjects, this work is well underway. Many staff have specialised subject-specific knowledge. These staff think carefully about how learning is ordered and how it links to wider aspects of pupils’ learning and personal development. The school has recently introduced new systems that help staff to identify and address specific gaps in pupils’ subject knowledge.

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better?

In a small number of subjects, the essential subject knowledge and the order that it should be taught has not been clearly identified. As a result, staff do not have the guidance that they need to ensure that pupils build on their prior learning as well as they should. 13 to 15 March 2024 The school prioritises understanding pupils’ additional needs. The school is proactive in identifying the individual needs of those pupils with special educational needs and/or disabilities (SEND). It provides specialist support, including work with external agencies where needed, for staff to help them to deliver the curriculum effectively for these pupils in highly personalised ways.

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better?

The school has successfully raised the profile of reading among pupils. Pupils read aloud in class regularly and engage in personal reading sessions in form time. The school has started to identify the individual reading knowledge of each pupil on entry to the school. However, this work is in the early stages. The support that the school provides to help pupils fill any gaps in their reading knowledge is not as effective as it could be. This limits how well some pupils can access the wider curriculum.

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better?

The school sets and reinforces clear and consistent boundaries for behaviour. Pupils understand these and respond positively. Incidents of poor behaviour or derogatory language are not tolerated. Staff model polite and respectful behaviour for pupils throughout the school day. Pupils trust that they will be given time and understanding when they are struggling to manage their emotions or to engage in their learning. Over time, pupils’ behaviour improves significantly.

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better?

Attendance is a high priority for the school. Many pupils join the school following long periods of absence and they struggle to maintain high attendance. However, the school is relentless in its pursuit to support pupils to attend school regularly. The school has strong systems in place to safeguard and re-engage pupils, including regular telephone calls home, home visits, family support and personalised curriculum choices. As a result, from low starting points, most pupils increase their rates of attendance.

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better?

The comprehensive programme to support pupils’ personal development is central to the work of the school. Pupils are provided with wide-ranging opportunities to find out about the world around them and to learn about difference and tolerance in society. For example, a chaplain works with the school to deliver lessons about different faiths. Regular guest speakers are invited to talk to pupils about their own challenges in life and how they have overcome them. Pupils are encouraged to explore and debate what it means to live in modern Britain. They receive important, age-appropriate information about how to stay safe. For example, pupils learn about addiction, sex and relationships and online safety.

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better?

The school has an effective programme of careers information, advice and guidance in place for pupils. The school provides supported visits that help to raise pupils’ aspirations and explore their next steps. For example, pupils visit different employers, local colleges and training providers. Pupils receive advice and support about interview skills, finance and the world of work. Almost all pupils progress on to work, education or training when they leave the school.

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better?

The proprietor has ensured that the school has improved the quality of education that pupils receive since the previous inspection and that it meets the independent 13 to 15 March 2024 school standards (‘the standards’). The management committee provides effective support and challenge to ensure that the school meets its statutory duties to safeguard pupils and promote their welfare.

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better?

Staff feel valued and well supported in their roles. They appreciate the consideration that the proprietor and leaders have for their well-being.

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better?

The school complies with the requirements of schedule 10 of the Equality Act 2010.

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better?

The school consistently communicates and engages with parents and carers and the wider local community for the benefit of pupils. These collaborative relationships impact positively on the quality of education that pupils receive by helping them to re-engage with their learning.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 In a small number of subjects, the curriculum content that staff must deliver has not been finalised. In these subjects, some staff are not clear about what pupils should learn and the order in which this content should be taught. This hinders how well some pupils achieve. The school should determine the important knowledge that pupils should learn in these subjects.  The school has not fully developed the range of support available for struggling readers. This limits how well these pupils learn to read. The school should identify and address any gaps in these pupils’ reading knowledge as soon as possible so that they can read with accuracy, fluency and understanding.

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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. 13 to 15 March 2024

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School details

Unique reference number 147665 DfE registration number 341/6016

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School details

Inspection number 10299255 Type of school Other independent school

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School details

Email address christian@prudentiaeducation.co.uk

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School details

Date of previous inspection 13 to 15 March 2024 13 to 15 March 2024

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Information about this school

 The school’s previous standard inspection took place from the 8 to 10 March 2022. Following the standard inspection, progress monitoring inspections took place on the 8 December 2022 and the 13 September 2023.  The school has two registered sites: GAP Centre, Bowden Road, Liverpool L19 1QP and Harthill Youth Centre, Wellington Road, Liverpool L15 4JN. The first of these sites is currently not being used by the school as it is being renovated.  The school is operating beyond its registration agreement with the Department for Education (DfE) as it has implemented a material change and is currently using an additional site at: Speake Adventure Playground, Conleach Road, Liverpool L24 0TR. The school had not informed the DfE that it is currently operating beyond its registration agreement.  The school operates as an alternative provision for pupils with social, emotional and mental health needs.  The school does not use any alternative providers.

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Information about this school

 The school is registered to admit up to 60 pupils.

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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

Inspections are a point-in-time judgement about the quality of a school’s education provision.

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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.  Inspectors spoke with both members of the proprietor body. The lead inspector spoke with the chair of the school management committee.  Inspectors met with the headteacher, other senior leaders, staff and pupils.  The lead inspector met with a representative from the local authority.  An inspector spoke with a number of senior leaders from maintained schools that have commissioned places at the school.  Inspectors carried out deep dives into English, mathematics and physical education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors also visited a sample of 13 to 15 March 2024 lessons in other subjects. They discussed the curriculum in other subjects with

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Information about this inspection

senior leaders.  To evaluate the effectiveness of safeguarding, the inspectors: 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.  Inspectors considered the responses to Ofsted Parent View. Inspectors spoke to some parents on the telephone to gather their views.  Inspectors considered the responses to Ofsted’s online staff and pupil surveys.  Inspectors spoke with a range of staff to discuss the support that they receive from leaders.  Inspectors spoke with some pupils about school life. Inspectors observed pupils’ behaviour in lessons and around school.  An inspector carried out a tour of both premises that the school currently uses.  Inspectors reviewed a range of evidence to evaluate the school’s compliance with

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The school’s proposed change to its premises

The school has applied to the Department for Education (DfE) to make a ‘material change’ to its registration. At the DfE’s request, we checked whether the school meets the relevant independent school standards if the DfE decides to approve the change. This part of the inspection was carried out under section 162(4) of the Education Act 2002.

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The school’s proposed change to its premises

 The outcome of this part of the inspection is : the school meets the

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independent school standards relevant to the material change. The

material change has already been implemented.  The proprietor has a comprehensive health and safety policy, which is tailored to the proposed additional school site. There are robust monitoring procedures in place to ensure that health and safety checks are completed regularly. Leaders carry out frequent fire-safety checks of the premises and these are suitably logged. Fire-evacuation routes are clearly lit and signposted. The proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005.  A written risk assessment policy is in place. A range of risk assessments show that the school takes appropriate actions to reduce any identified risks to pupils.  The school building is likely to cater effectively for pupils’ needs should the material change be approved. There is a designated medical room for pupils to use. It has a bed, pillow and blanket. There is easy access to toilet and washing

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independent school standards relevant to the material change. The

facilities. The room is equipped with a first-aid kit.  The proposed building is bright, clean and tidy. All of the rooms used by pupils have appropriate acoustics, lighting and suitable heating. Drinking-water is available for pupils throughout the day. 13 to 15 March 2024  The school grounds provide sufficient outdoor space that is safe and secure for pupils to play. This outdoor space is suitable for physical education. The school makes use of local leisure centres for physical education.

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Inspection team

Amanda Downing, lead inspector His Majesty’s Inspector

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Inspection team

Lindy Griffiths Ofsted Inspector 13 to 15 March 2024 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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