Values Academy

Inspection of Values Academy Grove Road, Stockingford, Nuneaton, Warwickshire CV10 8JX

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Inadequate Overall effectiveness at previous inspection Inadequate

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Overall effectiveness Inadequate

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils in the school value the level of care they get from the staff. Pupils trust the staff to look after them, which helps them to feel safe. However, the school is not providing an acceptable standard of education for the pupils. Pupils are not achieving as well as they should.

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What is it like to attend this school?

When learning activities are planned well and matched to pupils’ needs, pupils focus on their work and make progress. However, too often, this is not the case. In these instances, pupils lose interest in their learning, avoid completing their work and do not achieve well. The school has a behaviour strategy to promote positive attitudes to learning, but some staff do not know and apply it consistently. Moreover, it is not understood by pupils.

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What is it like to attend this school?

The school makes initial attendance checks when pupils do not arrive at school. However, if they do not get a response from parents, they do not consistently follow the absence up. This means there are instances where the school does not know where pupils are.

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What is it like to attend this school?

The proprietor body is grappling with constant changes in the leadership and staffing of the school. This has hindered their plans to stabilise and improve the school.

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better?

In too many subjects, the learning that pupils experience is made up of a series of disconnected lessons that are not well sequenced. Lessons do not build on previous learning and do not prepare pupils for future learning. Consequently, pupils struggle to connect new learning to what they have learned in the past and do not achieve well.

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better?

In most subjects, teachers are teaching outside of their area of specialism and do not have the required subject knowledge to plan and deliver learning activities well. In addition, some learning mentors do not have the necessary level of subject knowledge to support pupils effectively with their learning. Furthermore, in nearly all subjects, regardless of year group or ability, all pupils complete the same work. As a result, work is often too easy or too difficult. This combination has a negative impact on the pupils’ experiences and significantly limits their achievement.

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better?

The school does not have a process in place to identify pupils at the early stages of reading. In addition, there is no approach to identifying and filling any gaps in pupils’ phonics knowledge. As a result, pupils who are at the early stages of reading are not getting the help they need to improve.

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better?

All pupils have an education and health care (EHC) plan. Some of these plans recommend that pupils are assessed, supported and monitored by specialist services, such as speech and language therapists. However, the school has failed to 2 to 4 July 2024 organise and provide pupils with access to these services. In addition, there is variability in how well staff use the information about pupils to guide and inform their teaching. This combination means that pupils’ needs are not met well enough.

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better?

Many pupils have been out of education for some time before joining the school. For some pupils, their levels of attendance have improved. The school’s use of a range of alternative provision that is linked to the needs and interests of pupils is having a positive impact on pupils’ attendance. However, leaders recognise there is more to do for some pupils whose attendance remains low and shows little signs of improvement. The school is not routinely analysing attendance information to identify patterns and trends that may exist. This limits the school’s ability to target their actions to improve attendance even more.

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better?

It is evident that staff look after pupils when they are in school and there is a strong sense of pastoral care and nurture. However, the lack of a high-quality personal, social, health and economic (PSHE) education curriculum and limited work around relationships and sex education has a negative impact on pupils’ personal development. There are some opportunities for pupil leadership in school, including individual pupils leading pupil forums, but these are few in number. Pupils speak positively about the trips that have been arranged this year, such as visits to a local zoo and a careers show, but they would like more. Pupils speak knowledgeably about how to stay safe when working on the internet and they have a developing understanding of healthy lifestyles.

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better?

The careers curriculum is in the early stages of development. The school has successfully organised a range of work-related experiences for older pupils which are linked to their interests and career aspirations. However, current careers guidance is ineffective because pupils are unable to study appropriate qualifications that match their interests and career ambitions.

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better?

The proprietor body has systems in place to keep them informed about what is happening in the school. However, their plans to develop the school have been continually hindered by a lack of stability in leadership and staffing. The proprietor body’s focus has been on reacting to this lack of consistency, as well as other pressures, such as finance. As a result, their focus has not been on the quality of education and provision that pupils receive. Since the start of the summer term, there has been limited capacity in leadership. The proprietor body has taken action to remedy this. However, they are aware that there are challenges ahead to ensure that stability in leadership remains in place.

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better?

The school’s management and oversight of some aspects of health and safety lack rigour. As a result, some fire safety checks are not being made and some risk assessments are not in place. In part, this has been impacted by several changes in leadership and staffing in a relatively short period of time. In addition, the school does not offer suitable changing accommodation and showers for pupils aged 11 years or over who receive physical education. 2 to 4 July 2024 Staff morale is low, and many do not feel supported in their role. Due to the lack of stable leadership, staff rely on each other for support. Moreover, many staff do not feel that leaders are considerate of their well-being.

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better?

The proprietor body has ensured that the school meets the requirements of schedule 10 of the Equality Act 2010, as a suitable accessibility plan is in place.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

The school is not routinely checking and following up on the reasons why pupils are absent from school. This is potentially putting pupils at risk of harm because the school is not assuring themselves of the reason for the absence, as well as the location and safety of pupils when they are not in school.

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(Information for the school and proprietor)

 The school does not have robust systems in place to check on the reasons why pupils are absent from school. The school is unsure where some absent pupils are and have not assured themselves of their safety. This puts pupils at potential risk of harm. The school should put in place robust systems to check on the reasons why pupils are absent from school.  In nearly all subjects, the curriculum is a series of disconnected lessons, which do not build on what pupils have learned in the past. Consequently, in most subjects, pupils experience a jumbled series of lessons that do not build their knowledge, skills or understanding. The school should map out the knowledge and skills that pupils will learn within and across year groups, so that pupils experience a well- sequenced curriculum.  Teachers teaching outside of their area of specialism do not have the required subject knowledge to teach these subjects well. In addition, some learning

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(Information for the school and proprietor)

mentors do not have the necessary level of knowledge to support pupils’ learning. As a result, pupils are not achieving as well as they could in many subjects. The school should ensure that all staff have the required subject knowledge so they can support pupils with their learning more effectively.  The school has failed to ensure that pupils with EHC plans are having access to the specialist services or help they need in lessons to be successful. As a result, some pupils are not having their needs met effectively. Where required, the school should organise and ensure that pupils have access to specialist services so that expert guidance and support can be provided. In addition, the school should ensure that all staff are clear about the most appropriate strategies required to support pupils’ special educational needs and/or disabilities (SEND).  The school does not have a mechanism in place to identify and support pupils at

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(Information for the school and proprietor)

the early stages of reading. As a result, pupils at the early stages of reading do 2 to 4 July 2024 not get the help they need to become fluent readers. The school should implement a phonics programme that will allow them to identify and fill gaps in pupils’ phonics knowledge.  The school’s careers, information, education and guidance (CIEAG) curriculum is in the early stages of development. As a result, some pupils are not being prepared well for their future careers. The school should continue to develop the CIEAG curriculum so that it supports pupils to follow the most appropriate curriculum pathway to prepare them for their chosen career.  The school has not ensured that staff and pupils understand the school’s behaviour policy. As a result, staff do not ensure that all pupils consistently follow the school rules and routines. This means that pupils do not live up to the school’s expectations and incidents of negative behaviour are not dealt with

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(Information for the school and proprietor)

effectively. Leaders should ensure that all staff understand and consistently apply the school’s behaviour policy.

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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. 2 to 4 July 2024

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School details

Unique reference number 137597 DfE registration number 937/6000

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School details

Inspection number 10322588 Type of school Other independent special school

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School details

Dates of previous inspection 22 to 24 November 2022 2 to 4 July 2024

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Information about this school

 Values Academy is a small, independent day school in Nuneaton. The school caters for pupils who have social, emotional or mental health needs. All pupils have an EHC plan.  The proprietor body runs another school in Birmingham.  A range of local authorities place pupils in the school, including Warwickshire.  The school opened in 2011. The school’s last full inspection was in November 2022. The school was judged to be inadequate. The school has received two progress monitoring inspections in September 2023 and January 2024.  The school did not have any pupils on roll in the sixth form at the time of this inspection.  At the time of the inspection, the school was making use of three unregistered alternative providers.  This academic year, the school has experienced a great deal of turbulence in leadership and staffing.

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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.  Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  The lead inspector met with the chair of the proprietor body, the chief executive officer, the new headteacher and the school improvement partner.  Inspectors held meetings with a range of leaders to discuss safeguarding, provision for pupils with SEND, pupils’ attendance, provision for looked after children, careers and pupils’ behaviour.  As part of the inspection, inspectors carried out deep dives in these subjects: English, including reading, mathematics, PSHE education and history. For each deep dive, inspectors discussed the curriculum with subject teachers, visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors also spoke with teachers about the curriculum

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Information about this inspection

in other subjects. 2 to 4 July 2024  Inspectors spoke to pupils formally and informally about their learning and experiences at school.  To evaluate the effectiveness of safeguarding, 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 were unable to consider responses to Ofsted Parent View, due to the small number of responses received, but they considered the free-text response received during the inspection.  The lead inspector considered the responses to Ofsted’s staff survey.  The inspectors looked at a range of documentation provided by the school. This included school policies, curriculum documents, SEND records, attendance information, behaviour records and minutes of meetings held by the trust board.

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Inspection team

Wayne Simner, lead inspector His Majesty’s Inspector

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Inspection team

Corinne Biddell His Majesty’s Inspector 2 to 4 July 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; and  2(2) For the purposes of paragraph (2)(1)(a), the matters are- – 2(2)(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that- – 2(2)(e)(i) is presented in an impartial manner; – 2(2)(e)(ii) enables them to make informed choices about a broad range of career options; and – 2(2)(e)(iii) helps to encourage them to fulfil their potential; – 2(2)(h) that all pupils have the opportunity to learn and make progress; and

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Part 1. Quality of education provided

 2A(1) The standard in this paragraph is met if the proprietor- – 2A(1)(b) ensures that every registered pupil who is provided with secondary education at the school is provided with relationships and sex education, except in so far as the pupil is excused as mentioned in sub-paragraph (2),  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(b) fosters in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for themselves; – 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

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Part 1. Quality of education provided

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 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that- 2 to 4 July 2024 – 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and  9 The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that- – 9(b) the policy is implemented effectively; and  12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005[12].  16 The standard in this paragraph is met if the proprietor ensures that- – 16(a) the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy; and – 16(b) appropriate action is taken to reduce risks that are identified.

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Part 5. Premises of and accommodation at schools

 23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that- – 23(1)(c) suitable changing accommodation and showers are provided for pupils aged 11 years or over at the start of the school year who receive physical education.

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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. 2 to 4 July 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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