Want2Achieve The Academy

School progress monitoring inspection report

p.1

Want2Achieve The Academy Unit 1, Trent Walk, Stoke-on-Trent ST1 3HE

p.1

Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1) to 2(1)(b)(i), 2(2)(e), 2(2)(e)(ii), 2(2)(e)(iii), 2(2)(g) to 2(2)(i)  At the time of the first standard inspection in February 2023, the school did not have a curriculum that was fit for purpose. Issues with the curriculum and its delivery remained in the two subsequent monitoring inspections.  At the last monitoring inspection, the curriculum policy and plan did not reflect the curriculum on offer. The schemes of work did not set out clearly the knowledge and skills that pupils need to know and remember. The end points were not broken down to show the smaller blocks of learning that pupils need to secure over time. The school had a reading plan and assessments in place to give a reading age. However, there was no suitable method to identify precise gaps in reading, including for phonics. In addition, pupils did not have sufficient information about a broad range of careers or have

p.1

Main inspection findings

adequate experiences with the world of work to help them fulfil their potential.  The school has revised the schemes of work so that there is a common format for planning. This ensures that the learning in each lesson is explicit. However, staff are still not consistently ensuring that the schemes are appropriately adapted to reflect the needs and aptitudes of the pupils. This includes pupils with an education, health and care plan (EHC plan).  The school has a reading assessment to identify gaps in pupils’ phonics knowledge and intends to deliver precision teaching sessions to fill those gaps. However, this has yet to happen. So, pupils who need additional support to close gaps in their phonics knowledge, still do not receive the help they need.  The school has recently appointed a new member of staff responsible for the development of the careers provision. In addition to the weekly careers lessons, some

p.1

Main inspection findings

pupils have undertaken work experience. There are ambitious plans to improve this aspect of the school’s work. However, the provision is still at the early stages of being developed. There is a lot more to do to ensure pupils fulfil their potential.  These independent school standards (the standards) remain unmet. Paragraphs 2(2)(a), 2(2)(b)  At the time of the last progress monitoring inspection, the school had a suitable curriculum for pupils to study. Pupils in key stages 3 and 4 had lessons in English, mathematics, food technology, information technology, sport and humanities. There were also lessons in personal, social, health and economic education and careers.  The curriculum currently on offer has been changed. The school no longer offers humanities and there is no creative curriculum. This is because new leaders have prioritised core areas of the curriculum.  The current curriculum does not adequately develop pupils’ literacy skills. It lacks an

p.1

Main inspection findings

appropriate programme to support pupils with gaps in their phonics knowledge. In English, pupils’ writing skills are underdeveloped. So, pupils with weak literacy skills are not being effectively supported to improve their reading and writing.  These standards that were met at the previous inspection are no longer met. Paragraphs 3, 3(a) to 3(e)  At the time of the last progress monitoring inspection, the implementation of the curriculum remained variable and was not effective. Pupils struggled to complete tasks in lessons because they did not have the prior knowledge required. Teachers did not check pupils’ understanding consistently well to pinpoint and address gaps in knowledge.  The implementation of the curriculum is still variable. The explanations given by staff are not always clear or accurate. In some lessons, the expectations of pupils are too low, and the tasks do not require pupils to think for themselves or help them make the

p.2

Main inspection findings

appropriate progression through the curriculum.  Teachers do not always consider pupils’ specific barriers to learning or use the most appropriate strategies to enable them to overcome these barriers. This hinders their learning.  These standards remain unmet. Paragraph 3(h)  At the previous monitoring inspection, pupils’ engagement in lessons was variable. Too often, pupils failed to focus for sustained periods and went off task.  Staff are now supporting pupils more effectively to remain focused in lessons through positive relationships and higher expectations.  This standard is now met.

p.2

Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 7, 7(a), 7(b), 32(1)(c)  At the previous progress monitoring inspection, there was an appropriate safeguarding policy in place that reflected the latest government guidance, and staff had completed suitable training regarding the policy and how to report concerns. However, the school had not ensured that appropriate checks had been carried out on all members of staff who worked at the school. This potentially puts pupils at risk of harm.  The school has continued to ensure staff are well trained to spot the signs that a pupil might be at risk of harm and the safeguarding policy reflects the latest guidance. Staff are knowledgeable about the risks their pupils face. They are rigorous in following up on any concerns and work closely with a range of agencies to ensure appropriate and swift action is taken to address concerns and keep pupils safe from harm.

p.2

Main inspection findings

 The school has ensured that the appropriate checks on new staff are made before they start work at the school.  These standards are now met. Paragraphs 9, 9(b)  At the time of the last progress monitoring inspection, pupils’ behaviour was variable. Staff did not know how to use the individual positive behaviour plans to help manage pupils’ behaviour in lessons and at social times. Pupils’ use of derogatory language was not always challenged. The school did not analyse records to identify patterns or trends to help reduce negative behaviours.  The school has provided further training for staff and introduced a restorative approach to managing behaviour. This is helping develop pupils’ understanding of the impact of their behaviour.  The school is now using the information it has to analyse behaviour patterns. This is informing how to support pupils. There are raised expectations and clear boundaries.

p.3

Main inspection findings

While there are still occasions when pupils display challenging behaviour, these incidents are reducing and are well managed by staff. This has contributed to a calmer and more harmonious learning environment. Pupils interact well with each other at social times, and there are positive relationships between staff and pupils.  These standards are now met.

p.3

Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(1) to 18(2)(e), 18(3) to 19(2)(d)(ii), 19(3) to 21(4), 21(5) to 21(6).  At the time of the last progress monitoring inspection, the school had not ensured that appropriate checks had been carried out on all new members of staff. The school had not put in place an appropriate risk assessment and ensured that a member of staff was appropriately supervised while they were awaiting a Disclosure and Barring Service certificate. Leaders had not ensured that the school’s single central record had been kept up to date.  The school has ensured all the appropriate checks have been carried out on new members of staff. The single central record is up to date.  These standards are now met.

p.3

Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraphs 34(1) to 34(1)(b)  At the time of the last progress monitoring inspection, there was still more work to do to ensure each subject had an appropriate curriculum plan and scheme of work which was delivered effectively in the classroom. Leaders had still not addressed the need to put a suitable reading programme in place to help those pupils who struggle with literacy to catch up. In addition, leaders had not ensured that standards related to safeguarding were met securely and consistently.  The action plan, which was rejected by the Department for Education, has been implemented in parts. However, some actions have not been taken swiftly enough and so there has not yet been any notable impact.  The proprietor has made some important changes to support the school to improve and move forward. There is now a governing body. This includes expertise in education

p.3

Main inspection findings

outside of the proprietor body. They have also appointed a new deputy headteacher with experience in special educational needs and/or disabilities (SEND). New teaching staff have also been appointed. However, these new appointments, including the establishment of the governing body, are recent. More time is needed for the changes to have the full impact required.  Leaders have addressed the issues related to safeguarding. However, there remains weakness in areas of the curriculum. There is not an appropriate reading programme to support pupils who struggle with literacy in place. Staff expertise in meeting the specific needs of pupils with SEND is weak.  These standards remain unmet. Paragraph 34(c)  At the last progress monitoring inspection, leaders were not actively promoting the well- being of pupils. Leaders had not taken decisive action to address the variability in pupils’ behaviour or provide adequate training to use behaviour plans effectively and deal with

p.4

Main inspection findings

incidents of physical aggression.  Leaders have reviewed the approach to managing behaviour. A restorative approach has been implemented, and staff feel well supported to manage pupils’ behaviour.  This standard is now met.

p.4

Compliance with regulatory requirements

The school does not meet the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements that were checked during this inspection. This included the standards and requirements that the school was judged to not comply with at the previous inspection. Not all of the standards and associated requirements were checked during this inspection.

p.5

School details

This inspection was carried out under section 109(1) and (2) of the Education and Skills Act 2008, the purpose of which is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

p.6

School details

Gender of pupils in the sixth form Mixed

p.6

School details

Proprietor Want2Achieve The Academy Limited

p.6

School details

Annual fees (day pupils) £29,250 to £43,875

p.6

School details

Email address Enquiries@want2achieve.co.uk

p.6

School details

Date of previous standard inspection 7 to 9 February 2023

p.6

Information about this school

 Want2Achieve The Academy is a small independent day school situated in Stoke-on-Trent. The school is housed in former industrial premises and offers places to pupils aged 11 to 18 who have social and emotional difficulties. Several pupils have EHC plans.  Pupils are placed at the school by Stoke-on-Trent local authority.  The school was registered by the Department for Education in December 2021. The school’s first standard inspection took place in February 2023, when it was deemed to be inadequate.  The school uses one unregistered alternative provision.

p.6

Information about this inspection

 This inspection was carried out at the request of the registration authority for independent schools. The purpose of the inspection was to monitor the progress the school has made in meeting the independent school standards and other requirements that it was judged to not comply with at its previous inspection.  This progress monitoring inspection was carried out without notice and lasted one day.  This was the school’s third progress monitoring inspection since its last standard inspection in February 2023, at which it was judged to be inadequate.  At the school’s last progress monitoring inspection in March 2024, the school was judged not to meet all of the standards that were checked.  The school was required to prepare a third action plan as a result of non-compliance with the independent school standards following the progress monitoring inspection in March 2024. The proposed action plan was judged to be unsatisfactory in June 2024 and

p.7

Information about this inspection

was rejected by the Department for Education.  Inspectors met with the headteacher (who is also one of the chairs of the proprietor body) and the deputy headteacher. The lead inspector also spoke with the other chair of the proprietor body on the telephone.  Inspectors also looked at curriculum plans, visited lessons and spoke with some staff and pupils.  Inspectors examined the school’s behaviour policy and how incidents of misbehaviour are recorded and analysed.  The lead inspector held a meeting about the school’s safeguarding procedures, including the single central record of pre-employment checks.

p.7

Inspection team

Helen Forrest, lead inspector His Majesty’s Inspector

p.7

The school does not meet the following independent school standards

Standards that were not met at the previous inspection and remain un-met at this inspection

p.8

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)(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)(g) where the school has pupils above compulsory school age, a programme of activities which is appropriate to their needs;

p.8

Part 1. Quality of education provided

– 2(2)(h) that all pupils have the opportunity to learn and make progress; and – 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.  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 of the pupils, and ensures that these are taken into account in the planning of lessons;

p.8

Part 1. Quality of education provided

– 3(e) demonstrates good knowledge and understanding of the subject matter being taught;

p.8

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

p.8

Part 8. Quality of leadership in and management of schools

Standards that were met at the previous inspection, but are now judged to not be met at this inspection

p.9

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)(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education; – 2(2)(b) that pupils acquire speaking, listening, literacy and numeracy skills;

p.9

standards

 3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(h) utilises effective strategies for managing behaviour and encouraging pupils to act responsibly;  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 – 7(b) such arrangements have regard to any guidance issued by the Secretary of State.  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  34(1)(c) actively promote the well-being of pupils. guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.9

standards

Parent View You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

p.10

standards

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.gov.uk/ofsted .

p.10

standards

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.

p.10

standards

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.10

standards

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.10

standards

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.10