Arise Academy

Inspection of Arise Academy Cornerstones, 14 Willis Road, Croydon CR0 2XX

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Overall effectiveness Requires improvement

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

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What is it like to attend this school?

Pupils often come to this school after long periods out of education and/or having developed a negative view on the importance of education. Staff rightly put pupils’ safety and well-being as their top priority. The school takes the time needed to help pupils build a positive working relationship with staff and to help them feel comfortable in talking about their emotions. Pupils say they have a trusted adult that they can talk to. They are supported in learning how to look after their physical and emotional well-being, including from specialist therapeutic provision.

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What is it like to attend this school?

Pupils enjoy Thursday afternoons when they can take part in enrichment activities, including sport and music. They benefit from half-termly reward trips when they can go out into the community. The school takes these opportunities to help pupils understand how to stay safe when venturing into the local area and going out into London.

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What is it like to attend this school?

The school has experienced some significant challenges since opening, for example in recruiting specialist subject teachers. Subject staff do not consistently adapt their teaching to meet pupils’ individual needs. Pupils’ behaviour is not consistently well managed. Overall, pupils are not achieving as well as they should.

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better?

The members of the senior leadership team are all new and are eight months into working together to improve the school. They have achieved successes, for example in making sure that they do all they reasonably can to keep pupils safe, managing some very complex situations effectively. Staff enjoy working at the school and say that leaders support them well, for example with regular training and in managing their workloads. However, gaps in staffing and a lack of subject expertise have held the school back from being able to develop its curriculum.

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better?

Pupils learn a broad curriculum, including regular lessons in personal, social, health and economic education (PSHE) and physical education. Older pupils can study different qualifications in English and mathematics that meet their needs. Others benefit from being able to study qualifications that link to their interests and aspirations. However, leaders are right to be looking to widen the range of qualifications that pupils can achieve across all the subjects that they study. Currently, it is too limited.

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better?

The school’s curriculum thinking is not well developed. In different subjects, including PSHE, the school has not identified and sequenced the precise building blocks of knowledge that pupils need to know and remember. Some curriculum thinking and teaching lacks ambition, not considering each pupil’s education, health and care plan (EHC plan) well. The school’s schemes of work do not meet the requirements of the independent school standards. 4 to 6 June 2024 Staff subject knowledge is variable. Some teachers do not adapt their teaching effectively to meet pupils’ needs. There is a tendency to give pupils tasks to do rather than to actively help pupils close gaps in their knowledge. Sometimes teachers do not check that pupils have understood what they want them to, not using time well and moving on to new learning too quickly. These weaknesses in teaching all combine to mean pupils do not achieve as well as they should, including

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better?

The school has recently invested in a range of books, including involving pupils in deciding on the texts to be bought. A new library space has recently opened and pupils have opportunities to read each day. However, pupils do not have a love of reading. While the school assesses pupils’ reading ages, their follow-up work on these assessments is not well developed. This includes not going on to identify gaps in pupils’ phonics knowledge. Staff lack the expertise to support pupils in becoming confident and fluent readers.

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better?

Some staff do not manage pupils’ behaviour effectively in line with the school’s policy and expectations. Lessons do not get off to a prompt start. Pupils regularly use inappropriate language and it is not routinely challenged. Sometimes disruption prevents pupils from learning. That said, pupils who have been at the school for longer periods of time have learned how to successfully adapt their behaviour and respond to situations more appropriately. Improving pupils’ attendance is a current school improvement priority. This is because levels of persistent absence are too high. Leaders take effective action to manage each pupil’s attendance. However, they also acknowledge that improving the quality of education is central in motivating pupils to want to come to school.

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better?

In PSHE, pupils are taught a range of important topics, including about the protected characteristics, stereotypes and discrimination. This helps them to understand what makes everyone different and to learn about British values such as tolerance and respect. Pupils also benefit from developing their understanding of careers, which starts right from Year 7. Older pupils are supported with structured careers interviews. Pupils due to leave the school this year have clearly identified next steps in place.

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better?

Pupils are taught about the world around them, for example through fundraising activities, the school council and assemblies. However, the school’s overall approach to personal development is not coordinated well. Pupils lack opportunities to deepen their knowledge of other faiths and cultures. The school’s enrichment offer is not broad enough. There is a lack of activities for pupils to take part in at lunchtime. Pupils’ day-to-day experiences of school do not combine well to help foster their character development, including their sense of responsibility.

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better?

Leaders from the proprietorial body know the school well and acknowledge the journey that the school is on. They provide effective support and challenge to the leadership team. For example, they are investing in a new information system that will help leaders improve their attendance and behaviour data analysis. Leaders have ensured that the school meets the requirements of schedule 10 of the Equality 4 to 6 June 2024 Act. However, a few of the independent school standards linked to the quality of education have not been consistently met.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 The school’s approach to developing pupils’ reading is at an early stage of development. Some pupils who have gaps in their fluency are not being helped as well as they should. The school should ensure that all staff have the highest level of expertise in teaching and promoting reading. This should include ensuring that staff have the expertise needed to help pupils who need more support with their phonics.  The school has not sufficiently considered the precise knowledge and skills that they want pupils to learn as they move through the curriculum. Sometimes, curriculum thinking and teaching lacks ambition and does not sufficiently consider each pupil’s EHC plan. Consequently, pupils are not building up the body of knowledge that they could be. The school needs to review its curriculum thinking. It must make sure that across the curriculum, the precise knowledge and skills that pupils should learn is clearly identified and sequenced. The school must also

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(Information for the school and proprietor)

ensure that curriculum thinking makes more effective use of each pupil’s EHC plan.  There are inconsistencies in how well staff teach their subject curriculum. This includes how well they use learning activities and check that pupils have understood what they want them to. This means gaps in pupils’ knowledge are not being closed quickly and pupils lack confidence, for example in their writing. The school should ensure that it refines its training and focuses its work on removing these inconsistencies.  Some staff members have low expectations of pupils’ behaviour. They do not consistently challenge pupils when they use inappropriate language and when they disrupt the learning of other pupils. The school should ensure that staff have high expectations. It should also ensure that staff have high levels of expertise and confidence to consistently implement the school’s behaviour policy.  The school’s personal development curriculum is not coordinated well. The

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(Information for the school and proprietor)

enrichment offer is too limited. Staff do not work as cohesively as they should to support pupils with their character development. The school should review its enrichment offer and what pupils learn about other cultures, religions and beliefs. It should ensure that staff work well together in developing pupils’ resilience and sense of responsibility. 4 to 6 June 2024

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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. 4 to 6 June 2024

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School details

Unique reference number 149481 DfE registration number 306/6032

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School details

Inspection number 10322614 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 Horizon Education (South London) Limited

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form

Annual fees (day pupils) £72,050 to £102,000

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form

Email address ariseinfo@horizoncare.co.uk 4 to 6 June 2024

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Information about this school

 The school was registered by the Department for Education on 17 April 2023. This is the school’s first standard inspection.  The headteacher and deputy headteacher both started at the school in September 2023.  All pupils attending the school have EHC plans. Pupils have complex social, emotional and mental health needs, alongside additional needs such as autism.  The school currently uses two unregistered alternative providers.  A few pupils are supported in accessing education off site in the local community. These include Elim Church, Kingston Road SW19 1LA and Circle Library, Greenwrithe Lane SM5 1JJ. Pupils receive physical education provision at the local park and Thornton Heath Leisure Centre CR7 8LF.

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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 has failed to meet the independent school standards. These are the requirements of 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 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.  While not making specific references to the sixth form in the inspection report, the evidence gathered during the inspection and outlined in the report also reflects the experiences of students in the sixth form.  Inspectors met with the headteacher and other senior staff. The lead inspector also met with senior leaders from the proprietorial body, including the chair.  The lead inspector held telephone meetings with several local authority leaders to discuss safeguarding and the quality of education provided to pupils. An inspector also spoke with leaders from both unregistered providers currently being used by

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Information about this inspection

the school. Inspectors also reviewed the school’s quality assurance of both unregistered providers.  Inspectors carried out deep dives in these subjects: English, mathematics, art and PSHE. For each deep dive, inspectors met with leaders, looked at curriculum plans, visited a sample of lessons and spoke to teachers, supporting adults and pupils about their learning. Inspectors looked at samples of pupils’ work. 4 to 6 June 2024  Inspectors also looked at curriculum plans, visited lessons and looked at pupils’ work in a range of other subjects.  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 met with leaders with responsibility for attendance and behaviour.

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Information about this inspection

They reviewed a range of safeguarding documentation, risk assessments and case studies.  Inspectors considered a range of evidence to evaluate compliance with the independent school standards.  Inspectors considered replies to Ofsted Parent View and the online surveys for pupils and staff. Inspectors also evaluated recent school surveys for staff and parents.

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Inspection team

Sam Hainey, lead inspector His Majesty’s Inspector

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Inspection team

Jonathan Newby Ofsted Inspector 4 to 6 June 2024

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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 provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and – 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 pupils with an EHC plan.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school-

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Part 1. Quality of education provided

– 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.

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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. 4 to 6 June 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

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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