Dudley Port School

Inspection of Dudley Port School Station Drive, Tipton, Dudley Port, West Midlands DY4 7QR

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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 Overall effectiveness at previous inspection Good

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Overall effectiveness Requires improvement

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils at Dudley Port have usually experienced considerable disruption to their education by the time they join the school. Staff have positive relationships with the pupils and aim to inspire and motivate them to re-engage with learning.

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What is it like to attend this school?

The school’s new headteacher and senior leadership team have made recent changes to the curriculum. The curriculum has higher expectations. There is now a sharper focus on the basic skills that pupils need in reading, writing and mathematics. In these, and other areas of the curriculum, more pupils are starting to achieve success. Pupils are proud of their work in food technology lessons. Many work hard to develop their understanding in mathematics and English lessons. However, some of these improvements are quite recent and will take time to have the necessary impact. An increasing number of pupils concentrate in lessons and want to learn. However, some pupils still struggle to engage in learning and instead disrupt the learning of others.

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What is it like to attend this school?

The school’s approach to personal development promotes the importance of respect. This includes respect for people with different views or characteristics to themselves. A minority of pupils, however, still make unkind comments and show disrespect to staff and each other. Although some pupils report there is bullying, leaders are addressing this, and pupils are safe in school.

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better?

The school has an ambitious vision for pupils, both personally and academically. Since the last inspection, the school has made positive changes to the provision at the school. Leaders have reset the expectations for behaviour and learning. They have put in place systems, processes and training for staff to support them in making the necessary improvements. The school continues to review the curriculum, but there is more work to do to ensure it is effectively implemented.

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better?

Initial checks on pupils’ learning and discussions with parents and carers help staff to identify pupils’ needs. The school uses this information to consider appropriate provision for individuals. Staff have started to use this information about pupils’ needs to inform teaching across the curriculum. However, this is not consistent. While staff have had some valuable training to understand the varied special educational needs and/or disabilities (SEND) in the school, not all staff have a good enough understanding of how to meet pupils’ individual needs. This is particularly the case for pupils with speech, language and communication needs.

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better?

At times, staff present new learning effectively to pupils. For example, they deliberately reduce the amount of processing required. This can be through the amount of language they use or the visuals they present. Sometimes, however, staff overload pupils with too much information and do not give pupils enough time to process this. On occasion, staff do the work for pupils instead of giving them appropriate opportunities to learn and think for themselves. 1 to 3 October 2024 The school prioritises reading and has recently introduced a structured phonics programme. Pupils have daily sessions where they can practise both reading and writing. Staff have been trained so they can effectively support pupils in this key area of learning. While some pupils are now reading with increased fluency and confidence, other pupils still have significant gaps in their knowledge and have a lot of catching up to do.

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better?

Systems for tracking pupils’ behaviour are well considered. Leaders analyse patterns and triggers to plan additional support for pupils who need it. This has led to an increase in pupils’ participation in learning and engagement with other opportunities. When lessons are calm, and pupils focus, more learning takes place. However, there are still occasions when pupils behave in a way that prevents others from learning. Sometimes staff deal with disruption swiftly and effectively, but this is not yet consistent across all lessons. On occasion, some pupils behave inappropriately or dominate lessons with conversations unrelated to learning.

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better?

The school has also prioritised pupils’ personal development to prepare pupils for the next stage of their education. The new scheme for personal, social, health and economic (PSHE) education includes an emphasis on protected characteristics and the statutory elements of relationship and sex education. There is also an appropriate careers programme. Some pupils now experience work-based learning at places such as cafes. Others access vocational courses, including construction, at a local college. Alternative provisions are well used to support pupils’ learning programmes. In addition, structured tutor time includes weekly debates about topical issues and team challenges. These recent changes to the personal development offer give pupils appropriate opportunities to prepare for life beyond the school. However, some aspects need more time to have the required impact.

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better?

Staff at the school have experienced a lot of change in recent months. Many staff feel that the changes made have helped to improve the school. Most staff feel well supported by leaders.

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better?

Before the previous inspection, the proprietor identified through its quality assurance processes that standards at the school had declined. It acted swiftly and decisively to begin improvements at the school. The school now has a new senior leadership team and swift action has been taken to ensure that statutory duties are now met. The proprietor continues to make appropriate quality assurance checks on the work of leaders and the impact of their work on outcomes for pupils. However, not all the independent school standards are met. While the school has made some significant improvements in a short space of time, there is more to do. The evidence gathered showed that there is capacity in the school to improve further.

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better?

The school meets the requirements of schedule 10 of the Equality Act 2010 and a suitable accessibility plan is in place.

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Safeguarding

The arrangements for safeguarding are effective. 1 to 3 October 2024

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(Information for the school and proprietor)

 Some staff do not ensure their interactions and communication effectively meet the needs of pupils in lessons. As a result, pupils do not learn the intended curriculum as well as they should. The school should ensure that all staff understand how to make instructions and communication clear for all pupils, including those with speech, language and communication needs.  Some pupils have significant gaps in their reading knowledge. This hinders their chances of succeeding across many areas of the curriculum. The school should ensure they provide as much effective support as they can to close the gaps in pupils’ knowledge as quickly as possible.  On occasion, the expectations for how pupils should behave and engage with learning are not consistently or effectively communicated. This can lead to behaviour which disrupts lessons and prevents others from learning. The school should ensure all staff share the behaviour expectations clearly and that the new

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(Information for the school and proprietor)

approaches to managing behaviour are consistently implemented by all staff.  The provision for personal development has recently been enhanced. This means the time for it to have had an impact has been limited. The school should continue to deliver the planned programme of learning and experiences for pupils so that it effectively prepares pupils for their next steps.

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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. 1 to 3 October 2024

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School details

Type of school Other independent special school

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School details

School category Independent special school

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School details

Proprietor Horizon Care and Education Group

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School details

Annual fees (day pupils) £66,441 to £110,000

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School details

Email address enquiries@horizoncare.co.uk

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School details

Date of previous inspection 22 to 24 June 2021 1 to 3 October 2024

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Information about this school

 Dudley Port School is an independent day school. It offers up to 30 places for pupils who have social, emotional and mental health needs. All pupils have an education, health and care plan.  The school is part of the Horizon Care and Education Group.  There has been a high turnover of staff in recent months. The headteacher and deputy headteacher joined the school in January 2024. The special educational needs coordinator joined the school in April 2024. An assistant headteacher and new pastoral lead took up post in April 2024. There have been two new teachers join this academic year.  The school had an emergency inspection in January 2024. The current headteacher and deputy headteacher had only been in post a matter of days at the time of that inspection when the school failed to meet some of the standards that were checked.  Inspectors were aware during this inspection of a serious incident involving a

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Information about this school

child who used to attend this school that had occurred since the previous inspection. While Ofsted does not have the power to investigate incidents of this kind, actions taken by the school in response to the incident were considered alongside the other evidence available at the time of the inspection to inform inspectors’ judgements.  A range of local authorities place pupils in the school, including Sandwell and Walsall.  The school currently uses three unregistered alternative provisions.

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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 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

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors held meetings with the headteacher, other members of the senior leadership team and representatives of the proprietor body. The lead inspector met with the chair of the proprietor body.  Inspectors carried out deep dives in English, mathematics, personal, social, health 1 to 3 October 2024 and economic education and history. Inspectors discussed the curriculum with leaders, visited lessons, spoke to teachers, spoke to some pupils about their learning and looked at a sample of pupils’ work.  Inspectors also considered curriculum thinking for, and pupils’ work in, religious education.  Inspectors visited lessons in religious education, food technology and computing.  An inspector visited one of three unregistered alternative provisions used by the school.

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Information about this inspection

 As part of the inspection, inspectors considered concerns raised with the Department for Education about the curriculum, safeguarding and leadership.  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 took note of parents’ and carers’ responses to Ofsted Parent View. Inspectors considered responses to Ofsted’s survey of school staff. Inspectors met with pupils to discuss different aspects of the school’s provision.  Inspectors toured the premises and reviewed the school’s facilities.

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The school’s progress in meeting previously failed standards

During the inspection we checked whether the school now meets the independent school standards that it was judged to have failed at its previous emergency inspection on 10 January 2024.  The outcome of this part of the inspection is: the school continues to not meet the previously failed standards. Paragraphs 2(1), 2(1)(a), 2(1)(b), 2(1)(b)(i), 2(2)(h), 3, 3(a), 3(h) and 3(j)  At the emergency inspection of the school, the curriculum was not well sequenced and did not identify the key knowledge and skills that pupils needed to learn across the curriculum. The curriculum was not delivered effectively. Pupils spent time copying information, and tasks did not link together to deepen pupils’ knowledge.  The proprietor has taken action to ensure that the curriculum plans identify an appropriate sequence of learning and that knowledge builds progressively. However, parts of the curriculum are still not implemented effectively. There are

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The school’s progress in meeting previously failed standards

still occasions when pupils complete tasks that are not sufficiently linked to prior learning to deepen pupils’ knowledge. There are also occasions when pupils are required to complete tasks where they do not have the required prior knowledge to be successful.  At the emergency inspection of the school, inspectors found that work was not always sufficiently adapted to take account of pupils’ needs, including those with SEND.  Although the proprietor has ensured that staff have received training to understand pupils’ needs and how they should adapt work, this does not happen 1 to 3 October 2024 consistently. In addition, some staff do not have the subject knowledge they need to effectively deliver some parts of the curriculum. This makes it more difficult to adapt the curriculum suitably to meet pupils’ needs.  On occasion, some of the work given to pupils does not focus on the important knowledge for that subject. This is because staff who are teaching outside of their

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The school’s progress in meeting previously failed standards

area of expertise do not have a sufficient understanding of the content they are teaching. This results in pupils learning superficial knowledge rather than what is most important.  At the emergency inspection of the school, behaviour in lessons and corridors was not managed sufficiently well. Pupils were allowed to leave lessons freely, which impacted on their learning.  The new behaviour policy and approach to managing individual pupil’s behaviour, has been well thought out. Staff understand the principles behind the strategies used. The new approach has had a positive impact on some pupils in a relatively short space of time. While some pupils are still allowed to leave the classroom, this is an agreed approach. The expectation is that these pupils complete their work in an alternative space. Paragraphs 2(2), 2(2)(d), 2(2)(d)(ii), 5, 5(b), 5(b)(i), 5(b)(ii), 5(b)(iii) and 5(b)(vi)  At the emergency inspection, leaders were not clear on which aspects of the

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The school’s progress in meeting previously failed standards

PSHE education programme had been taught or where gaps in pupils’ knowledge existed. Pupils were not taught about healthy relationships or how they could contribute positively to society in an age-appropriate way. Pupils did not have a secure understanding of the protected characteristics or knowledge of different faiths.  The curriculum has been reviewed to ensure that there is appropriate coverage of other faiths and protected characteristics.  The renewed provision and programme of events in this area have provided opportunities for pupils to make positive contributions to their school and local community. Cake sales and coffee mornings to raise money for charity are examples of this. Leaders have a clear record of what pupils have been taught. Paragraphs 7 and 7(a)  At the emergency inspection, the designated safeguarding lead (DSL) and one of the deputy DSLs had only been in post for a matter of days and so did not have a

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The school’s progress in meeting previously failed standards

clear oversight of safeguarding across the school. They did not understand some of the contextual risks of individual pupils.  The current DSL and deputy DSL have remained in post and so now have a secure understanding of individual pupils’ contextual risks. They have an appropriate oversight of safeguarding across the school. Paragraphs 9, 9(a) and 9(b)  At the emergency inspection, the behaviour policy no longer reflected the practice in school. Leaders did not analyse behaviour incidents to identify patterns and trends.  The current policy now reflects the practice for managing behaviour. 1 to 3 October 2024 Paragraphs 34(1), 34(1)(a), 34(1)(b) and 34(1)(c)  At the emergency inspection, the proprietor had not ensured that the independent school standards were consistently met.  Despite several improvements at the school as the result of actions taken, there are still unmet standards in part 1.  The improvements do show, however, that the well-being of pupils is actively

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Information about the progress monitoring inspection

 The Department for Education (DfE) commissioned a progress monitoring inspection to take place at the same time as the standard inspection. The purpose of the inspection was to monitor the progress the school has made in meeting the requirements of the standards that were judged as unmet at the emergency inspection which took place on 10 January 2024.  This was the first progress monitoring inspection since the emergency inspection in January 2024.  The DfE required the school to prepare two action plans.  Ofsted evaluated the first action plan on 15 April 2024 and deemed it acceptable. Ofsted evaluated the second action plan on 24 April 2024 and deemed it unacceptable.

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Inspection team

Helen Forrest, lead inspector His Majesty’s Inspector

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Inspection team

Chris Pollitt His Majesty’s Inspector 1 to 3 October 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  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(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

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Part 1. Quality of education provided

 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)(d) personal, social, health and economic education which- 1 to 3 October 2024 – 2(2)(d)(ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act; – 2(2)(h) that all pupils have the opportunity to learn and make progress; and  3(h) utilises effective strategies for managing behaviour and encouraging pupils to act responsibly; – 3(j) Does not discriminate against pupils contrary to Part 6 of the 2010 Act.

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Part 2. Spiritual, moral, social and cultural development of pupils

 5 The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor– – 5(b) ensures that principles are actively promoted which– – 5(b)(i) enable pupils to develop their self-knowledge, self-esteem and self- confidence; – 5(b)(ii) enable pupils to distinguish right from wrong and to respect the civil and criminal law of England; – 5(b)(iii) encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely; – 5(b)(vi) encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act; and

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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– – 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(a) a written behaviour policy is drawn up that, amongst other matters, sets out the sanctions to be adopted in the event of pupil misbehaviour; – 9(b) the policy is implemented effectively; and

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Part 8. Quality of leadership in and management of schools

 34(1)(c) actively promote the well-being of pupils. 1 to 3 October 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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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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