Parkgate Farm

Inspection of Parkgate Farm Ipstones Edge, Ipstones, Stoke-On-Trent ST10 2LR

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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 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 enjoy coming to school at Parkgate Farm. This small, unique setting is warm and welcoming. Pupils arrive on time, enthused and excited by the day ahead. Before arriving at the school, many pupils had not accessed learning for a considerable time. Pupils say that they are safe and feel well looked after here. They get the support they need, when they need it.

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What is it like to attend this school?

Leaders have placed appropriate focus on basic skills in English, reading and mathematics. This is because many pupils arrive with gaps in thier knowledge and can join the school at any point during the year. Pupils do well in these subjects because they are taught in a logical order so that pupils can remember what they have learned. Leaders ensure that pupils are well prepared for their next steps.

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What is it like to attend this school?

Staff have high expectations of pupils. Pupils strive to meet these and behave well. They say that if people are unkind it is quickly sorted out by adults. Bullying is rare.

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What is it like to attend this school?

The school works hard to develop pupils’ experiences of modern Britain. Pupils learn about different faiths and religions as well as how to keep themselves safe online and in the community.

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better?

Many of the pupils have had a difficult relationship with education before arriving here and some have not attended school for long periods of time. This means they have gaps in their learning when they arrive at Parkgate Farm. For this reason, the school prioritises the teaching of basic skills in English, mathematics and reading. Pupils do well in these subjects. This is because teachers carefully consider what pupils need to learn and when they need to learn it. Knowledge in the curriculum is well ordered to support pupils’ learning.

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better?

Leaders recongise the important role that reading will play in pupils’ lives and have made this a priority. Teachers carefully link learning to books and texts that pupils find interesting. Pupils at the early stages of reading are provided with the support they need to improve. Pupils grow into avid readers during their time here.

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better?

Assessment is largely used well. In the main, teachers identify what pupils know and plan learning to bridge any gaps in knowledge. Because of this, pupils’ writing develops quickly, and they build strong mathematical knowledge, including reasoning and problem-solving. However, sometimes teachers use of assessment is not precise enough. For example, at times pupils struggle to spell technical vocabulary accurately. These errors are not always identified by adults and consequently gaps in pupils’ knowledge can go unaddressed.

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better?

All pupils who attend the school have special educational needs and/or disabilities (SEND). Leaders build a clear picture of pupils’ needs when they join the school. Consequently, pupils’ additional needs are well met. 18 to 20 June 2024 Before joining the school, many pupils struggled to manage their own behaviours. This reality is quickly challenged, and pupils behave well here. This is because the adults work with clinical specialists to understand how best to support pupils’ needs. Warm relationships between staff and pupils support transition back into school and a re-engagement with learning. Leaders set high expectations and help pupils to develop a sense of accountability for their own behaviours. This work is having a positive impact.

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better?

There are many opportunities for pupils to engage in activities that develop their cultural understanding. Some pupils arrive with pre-conceived ideas, which staff work hard to quickly address, enabling pupils to develop respect and tolerance for differences. The taught curriculum is supported by outdoor education that develops resilience and teamworking. The personal, social and health education (PSHE) curriculum is extensive. Pupils learn how to keep themselves safe. They know about appropriate relationships and how to keep themselves mentally and physically healthy.

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better?

The careers programme is well considered. Pupils visit local employers, careers fairs and colleges. The school works hard to prepare pupils for their next steps. This helps them to make informed choices about their futures.

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better?

The work of the proprietor is supported by a governing body which provides sharp oversight of all aspects of the school. Governors accurately assess the school’s strengths and weaknesses and plan appropriate areas for development. Through regular external scrutiny, the governors ensure that the independent school standards are consistently met. The clearly written and implemented accessibility plan ensures that the school meets the requirements set out by the Equality Act 2010.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 Teachers do not always use assessment effectively to identify misconceptions and gaps in pupils’ knowledge. This means that, too often, learning moves on before pupils have understood everything they need to. This holds pupils back. Leaders should support teachers to use assessment effectively to identify any gaps in pupils’ knowledge and adapt the curriculum and their teaching appropriately to make sure these gaps are closed. 18 to 20 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. 18 to 20 June 2024

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School details

Unique reference number 147169 DfE registration number 860/6052

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School details

Inspection number 10322599 Type of school Other independent special school

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School details

Date of previous inspection 23 to 25 June 2021 18 to 20 June 2024

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Information about this school

 Parkgate Farm is a small, independent school situated in Staffordshire. The school is part of The Roaches Network. It offers places to pupils who have social, emotional and mental health difficulties.  The school makes use of one unregistered alternative provision.

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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 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.  Inspectors met with the headteacher and the chair of the proprietorial body.  Inspectors carried out deep dives in these subjects: English, including reading, mathematics, religious education and PSHE. For each deep dive, inspectors 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.  Inspectors also looked at curriculum plans and spoke to leaders about some other subjects.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

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Information about this inspection

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.  A number of policies and documents were also scrutinised, including those relating to admissions, behaviour, curriculum, complaints and health and safety. The lead inspector also had a tour of the premises to check for compliance with the independent school standards. 18 to 20 June 2024

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Inspection team

Melanie Callaghan-Lewis, lead inspector Ofsted Inspector

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Inspection team

Corinne Biddell His Majesty’s Inspector 18 to 20 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 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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