Castles Education

School progress monitoring inspection report

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Castles Education 12 Acland Street, Gainsborough, Lincolnshire DN21 2LG

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1) to 2(1)(b)(i), 2(2), 2(2)(b), 2(2)(h), 2(2)(i), 3, 3(d)  At the previous progress monitoring inspection, inspectors found that the school had not developed nor embedded a coherently structured curriculum. Subject curriculums had not been thought through, while the curriculums in many had not been developed to enable pupils to build their learning over time. Pupils’ additional specific learning needs were not consistently taken into account in curriculum planning and delivery. In some subjects, the curriculum lacked sufficient ambition.  Inspectors also found that there had been little improvement in the provision for pupils who are at an early stage of learning to read. These pupils were not being taught the knowledge and skills they needed to become fluent readers. Overall, inspectors found that pupils continued not to have the opportunity to learn and make progress and so

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Main inspection findings

were not prepared well for their next steps.  Since the previous monitoring inspection, the school has rapidly transformed the school’s curriculum in most subjects. A new curriculum policy has been implemented. This policy provides long-term overviews of what is taught in each subject. The school has ensured that the school’s medium-term plans provide staff with clarity about what is taught and when, alongside demanding end-point expectations. Although this work is not yet complete, the school is well on the way to ensuring that the curriculum is equally and appropriately ambitious in all subjects. The school’s expectations of its new curriculum are high.  Innovative curriculum programmes have been introduced with the intention of meeting pupils’ interests and aspiration, including the ‘learning outdoors’ and ‘preparation for adulthood’ programmes.  The school has recently introduced a new reading and phonics curriculum to support

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Main inspection findings

pupils who are at an early stage of learning to read. All staff have received training on how to teach phonics effectively. Staff have re-assessed pupils’ reading books to make sure that they are appropriate for the letters and sounds pupils know. Pupils are beginning to read with increasing accuracy and confidence from their individual starting points. The school recognises that there is more to do to embed fully the school’s new approach to promoting reading. Nevertheless, pupils are responding well to the school’s new approach.  A new system is in place to ensure that all staff understand pupils’ individual, specific needs. Every class teacher has a ‘graduated approach’ profile for each pupil in their care. These profiles enable staff to tailor how they teach the curriculum to pupils’ specific needs, particularly those outlined in pupils’ education, health and care (EHC) plans. Staff now, on a regular basis, systematically check pupils’ progress towards their individual

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Main inspection findings

targets.  The school has ensured that staff routinely incorporate opportunities for pupils to build their understanding of fundamental British values in subject lessons. These are reinforced through the school’s new ‘PRIDE’ values (purpose, respect, integrity, determination and excellence). Relationships between pupils and staff are positive. Paragraph 3, 3(a), 3(c), 3(e) to 3(g)  At the previous progress monitoring inspection, inspectors found that little improvement had taken place to the quality of teaching since the standard inspection. At the standard inspection, concerns were identified about teachers’ planning and delivery of the curriculum. Teachers’ consideration of learning methods and resources was poor. Teachers did not routinely check pupils’ knowledge and understanding of the subjects taught. Pupils struggled to recall what they had learned.  Since the previous monitoring inspection, much has changed. The school has embarked

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Main inspection findings

on a comprehensive programme of staff training and development about the quality of teaching and the impact on pupils’ learning and well-being. Staff have embraced and swiftly applied this learning to their daily practice. Learning resources are typically well prepared. Teachers’ ability to question pupils and sustain pupils’ focus on learning has strengthened. As a result, the overall quality of teaching has markedly improved, enabling pupils to make good progress.  Leaders have implemented a new approach to assessing pupils’ knowledge and understanding. Teachers apply the school’s new approach consistently, identifying individual pupils’ successes and next steps. Pupils are beginning to respond positively to this new approach.  The school now meets the previously unmet requirements of these independent school standards (the standards).

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 7 to 7b, 32(1), 32(1)(c)  The proprietor continues to ensure that the school’s arrangements for safeguarding are effective. Staff understand their responsibilities to report any concerns about pupils’ safety and well-being. They understand equally well their responsibility to report concerns about adults working at the school. The school has maintained a strong culture of vigilance.  The school has recently implemented a new system for recording safeguarding issues. Leaders ensure that pupils, and their families, who need additional help and support receive these. Leaders are tenacious in securing pupils the right help at the right time. Staff work effectively with a wide range of external services when these are required. Record keeping is comprehensive.  The school continues to ensure that all pre-employment checks are undertaken before adults start working with pupils, including staff sourced from external agencies. These

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Main inspection findings

checks are all recorded on the school’s single central record.  The school’s safeguarding policy is available to parents and carers on the school’s website.  The school continues to meet the requirements of these standards.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraph 34(1) to 34(1)(c)  At the previous inspection, leaders had not demonstrated that all the standards were met securely and consistently. The quality of education was not sufficiently ambitious for all pupils. The proprietor had not actively promoted the well-being of pupils because the school had yet to ensure that pupils were prepared well for their next steps.  The enhanced capacity and strength of the school’s leadership since the standard inspection has enabled the proprietor to rapidly improve the quality of education and the promotion of pupils’ well-being. Leaders are uncompromising in their ambition for the future success of the school. Pupils say that they are happy at school.  The school has implemented a comprehensive programme of staff training and development, particularly relating to the quality of education. Staff strongly value these

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Main inspection findings

opportunities. They have applied this learning swiftly in their day-to-day interactions with pupils.  A new and ambitious curriculum for all pupils has been developed and implemented at pace. The school’s curriculum has been aligned to the requirements of the National Curriculum. The curriculum for most subjects is ambitious and coherently planned. The school recognises that some subjects are not as well developed as others, including the humanities subjects for example. Nevertheless, the school is well on the way towards transforming its curriculum for pupils in all subjects and year groups.  The school now meets the previously unmet requirements of this standard.

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Compliance with regulatory requirements

The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 ('the independent school standards') and associated requirements that were checked during this inspection. This included the standards and requirements that the school was judged to not comply with at the previous inspection. Not all of the standards and associated requirements were checked during this inspection.

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if- – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provide for the matters specified in subparagraph (2) is drawn up and implemented effectively; – 2(1)(b) the written policy, plans and schemes of work- – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those with an EHC plan.

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Part 1. Quality of education provided

 2(2) For the purpose of paragraph (2)(1)(a), the matters are- – 2(2)(b) that pupils acquire speaking, listening, literacy and numeracy skills; – 2(2)(h) that all pupils have the opportunity to learn and make progress; and – 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.

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Part 1. Quality of education provided

 3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 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; – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 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; – 3(e) demonstrates good knowledge and understanding of the subject matter being taught; – 3(f) utilises effectively classroom resources of a good quality, quantity and range; – 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress.

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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- – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and – 34(1)(c) actively promote the well-being of pupils.

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School details

This inspection was carried out under section 109(1) and (2) of the Education and Skills Act 2008, the purpose of which 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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School details

School status Independent special school

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School details

Proprietor Castles Special Projects Limited

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School details

Annual fees (day pupils) £170 to £200 per day

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School details

Email address info@castleseducation.co.uk

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School details

Date of previous standard inspection 21 to 23 March 2023

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Information about this school

 Castles Education is registered to provide education for up to 110 pupils aged between 7 to 16 years. There are currently 98 pupils on roll.  The school offers specialist provision for pupils who have social, emotional and mental health needs. All pupils on the school roll are pupils with special educational needs and/or disabilities (SEND). All pupils attending the school have an individual EHC plan each.  The school’s most recent standard inspection took place from 21 to 23 March 2023. A progress monitoring inspection took place on 7 November 2023.  The school uses three unregistered alternative providers of education.

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Information about this inspection

 This inspection was carried out at the request of the registration authority for independent schools. The purpose of the inspection was to monitor the progress the school has made in meeting the independent school standards and other requirements that it was judged to not comply with at its previous inspection.  Following the previous progress monitoring inspection in November 2023, the Department for Education (DfE) required the school to prepare an action plan.  Ofsted evaluated the action plan on 17 January 2024. The DfE rejected the plan on 25 January 2024.  The inspection was carried out without notice, in line with the commission from the DfE. The inspection was the school’s second progress monitoring inspection since the previous standard inspection.  The inspector met with the headteacher and other leaders.  The inspector visited lessons and reviewed samples of pupils’ work. He listened to four

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Information about this inspection

pupils read to a familiar adult.  The inspector spoke to pupils and staff during the lesson visits. He also met with a group of staff.  The inspector reviewed a range of school documentation relating to the school’s provision, including the school’s policies for the curriculum and safeguarding. He also checked the school’s single central record of pre-employment checks.

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Inspection team

Chris Stevens, lead inspector His Majesty's Inspector guidance 'Raising concerns and making a complaint about Ofsted', which is available from Ofsted's website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Inspection team

Parent View You can use Parent View to give Ofsted your opinion on your child's school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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Inspection team

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.gov.uk/ofsted .

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Inspection team

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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