Setting

Store Street Manchester M1 2WD T 0300 123 1231 www.gov.uk/ofsted

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Sarah Gould Headteacher New Leaf School Stroud Avenue Willenhall Walsall West Midlands WV12 4EG

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Special measures monitoring inspection of New Leaf School

This letter sets out the findings from the monitoring inspection that took place on 24 and 25 September 2024, on behalf of His Majesty's Chief Inspector of Education, Children's Services and Skills. The monitoring inspection was carried out under section 8(2) of the Education Act 2005 and was the first monitoring inspection since the school was judged to require special measures following the graded (section 5) inspection that took place in September 2023.

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Special measures monitoring inspection of New Leaf School

The purpose of a monitoring inspection is not to grade the school's key and (where applicable) provision judgements, but to identify and report on the school's progress. It is to highlight to the school and parents any improvements that school leaders have made since the school's previous graded inspection.

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Special measures monitoring inspection of New Leaf School

During the inspection, I discussed with you and other senior leaders, governors, and the local authority the actions that have been taken to improve the school since the most recent graded inspection. We discussed the ongoing impact of the COVID-19 pandemic. I also carried out visits to lessons, looked at documents relating to safeguarding, reviewed behaviour, and attendance records, met with a range of staff and groups of pupils, observed pupils’ break and lunchtimes, and talked to pupils and staff informally throughout the day. I have considered all this in coming to my judgement.

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New Leaf School continues to require special measures. Leaders have made

insufficient progress to improve the school.

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The position regarding the appointment of early career teachers will be

considered again during any monitoring inspection we carry out.

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The progress made towards the removal of special measures

Since the inspection in September 2023 there have been significant changes to your senior leadership team. In January 2024 you appointed a deputy headteacher responsible for the behaviour and attitudes of pupils. You have also recently appointed a new designated safeguarding leader who has oversight of safeguarding and attendance procedures at the school. Additions to the school’s leadership team have been as a result of promotions from within your existing staff body. You have also recently appointed a new teaching assistant,a family support worker and a business admin apprentice, who are due to start in October.

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The progress made towards the removal of special measures

During the inspection, we focused on the areas for improvement that were identified at the last inspection. We discussed safeguarding, the provision for pupils with special educational needs and/or disabilities (SEND), the behaviour and attendance of pupils and the provision for pupils who experience their curriculum through alternative provision. We also focused on the support for those pupils who struggle to read, as well as how leaders, including those responsible for governance have built leadership capacity within the school.

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The progress made towards the removal of special measures

The evidence shows that since the previous inspection, the school is beginning to take steps forward to improve. However, while these actions are focused on the right things, in the right order, much of the work has been slow to start. Consequently, the steps needed to improve the school are not happening swiftly enough. There are two main reasons for this. Primarily, staffing issues have hampered the school’s work. Too often, leaders have been focused on ensuring they have enough staff in place to ensure the safety of pupils, instead of improving those areas of the school needing the most attention. To compound this, the additional capacity that you have added to your senior leadership team has come from your own staff body, creating gaps in provision elsewhere in the school. Additionally, until very recently there has been no stable governance oversight of the school’s work. Recent external support has been well received and leaders’ work is starting to have a

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The progress made towards the removal of special measures

positive impact on the provision for pupils here. There is a sense of urgency to ensure the changes needed are made swiftly. Staff are working well with you and feel well supported.

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The progress made towards the removal of special measures

There remain significant weaknesses in the provision for pupils with SEND. Recently, the school have been supported by external partners to identify the most urgent priorities, however much of what needs to be done remains untouched. Currently, pupils’ individual needs are not always accurately identified when they join the school. The school lacks the capacity to provide these pupils with the additional care and support they need. While the school make sure that staff are provided with a range of information about pupils’ needs, this information is not always accurate or specific to the needs of pupils. The school has recently begun to work with an educational psychologist and wider external support to

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OFFICIAL-SENSITIVE

devise well considered plans to resolve these shortcomings. These include an aim to develop a range of therapeutic interventions specific to pupils’ additional needs. However, these plans are yet to be enacted.

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OFFICIAL-SENSITIVE

There have been appropriate changes to the way in which you maintain oversight over those pupils who attend alternative provision. You now have a clearer picture of the experiences of these pupils, and a better understanding of the appropriateness of these settings. This work is far from finished; too many pupils are still placed in provisions that are not well matched to their needs. You recognise there is more to be done to ensure that pupils attending alternative provision have access to a broad and rich curriculum.

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OFFICIAL-SENSITIVE

You have not begun to tackle the weaknesses in reading identified at the previous inspection. There remains a lack of a clear understanding of the gaps in pupils’ reading ability. As a result, pupils are not receiving the targeted support that they need to help them read well and with confidence. You recognise the need to tackle this area of your work with renewed urgency. Additionally, you have yet to tackle the weaknesses in the school’s curriculum. Leaders do not build a clear picture of pupils’ starting points when they join the school, consequently pupils still experience learning that is not well matched to their ability.

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OFFICIAL-SENSITIVE

The school has recently begun to address issues relating to pupils’ behaviour. This work is in the early stages of development, and you are clear that there is much to do to ensure all pupils display the positive attitudes you expect of them. For example, in some lessons pupils are now more focused on their learning and disrupt the learning of others less frequently. However, too often this is not the case. This is because some teachers do not apply the behaviour policy consistently well, and pupils are not supported well enough to begin to regulate their own behaviours. Additionally, there remains a lack of systematic analysis of behaviour data.

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OFFICIAL-SENSITIVE

Leaders have begun to improve attendance systems at the school. The number of pupils on a part time timetable has reduced, and leaders are beginning to track pupils’ attendance closely. When pupils miss school, leaders have begun to provide valuable support to help these pupils attend more often. This work is beginning to have a positive effect on pupils’ attendance. However, the impact of this work is limited, and too many pupils still miss too much of their education.

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OFFICIAL-SENSITIVE

You have acted to resolve the issues with safeguarding identified at the previous inspection. The new designated safeguarding leader is knowledgeable and has a clear understanding of their role and responsibilities. Leaders have rejuvenated the school’s approach to safeguarding training. All staff now have access to a broad range of training, specific to the contextual issues facing pupils at your school. Leaders check carefully to ensure staffs have the knowledge they need to help keep pupils safe from harm. This is used smartly to re-shape the training and support provided. This work is having a positive impact on the culture of safeguarding across the school.

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OFFICIAL-SENSITIVE

You have developed strong links with a range of external providers to support the development of your work. You have used the support you are now receiving smartly and are beginning to make the improvements that are sorely needed. You and your leadership team are driven and are committed to improving the school. You have been proactive in developing these external links, which have added much needed capacity to the leadership capacity of the school. You are aware of limitations in the school’s own capacity and are taking full advantage of the support available.

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OFFICIAL-SENSITIVE

I am copying this letter to the chair of the board of governors, the Department for Education's regional director and the director of children's services for Walsall. This letter will be published on the Ofsted reports website.

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