Victoria Education Centre

Inspection of a school judged good for overall effectiveness before September 2024: Victoria Education Centre 12 Lindsay Road, Branksome Park, Poole, Dorset BH13 6AS

p.1

Inspection dates: 12 and 13 November 2024

p.1

Outcome

Victoria Education Centre has taken effective action to maintain the standards identified at the previous inspection.

p.1

What is it like to attend this school?

Victoria Education Centre provides a calm and nurturing environment. The school has high expectations for all pupils. Pupils appreciate how staff see beyond their disabilities, which allows them to achieve well and develop into confident young people.

p.1

What is it like to attend this school?

Developing pupils’ love of learning, promoting independence, securing pupils’ future destinations and enrichment experiences, ‘LIFE’, is at the heart of the school’s aspirations. Leaders place importance on the curriculum, especially the core skills of reading, writing and mathematics. Built into the curriculum is an individualised therapeutic approach.

p.1

What is it like to attend this school?

Pupils experience success because staff understand their individual needs well. Pupils typically comment on how ‘it is very helpful having all the support’ as it builds their confidence. However, some pupils can be over reliant on this support which limits the progress they make through the curriculum.

p.1

What is it like to attend this school?

Staff have high expectations for pupils’ behaviour. Pupils and staff follow the school’s approach to behaviour. Pupils behave well in lessons and social situations. When pupils struggle with their emotions, staff take effective and supportive action. This enables pupils to re-engage with their learning.

p.1

What is it like to attend this school?

Strong pastoral support and positive relationships with adults help pupils to feel valued. Pupils trust adults and know they are there to help and support them.

p.1

What does the school do well and what does it need to do better?

There have been a number of changes in the leadership of the school since the previous inspection. This has led to some parental and staff concerns about the impact these 12 and 13 November 2024

p.1

2

changes have had on pupils’ education. The school acknowledges that communication needs to be strengthened to allay any concerns parents or staff may have quickly. Nonetheless, throughout these changes the school has ensured pupils continue to receive an effective standard of education.

p.2

2

The school works tirelessly to make sure the curriculum is well designed and sequenced to meet pupils’ needs, including children in the early years. In addition, staff carefully consider the information in pupils’ education, health and care plans (EHC plan) to ensure that the provision is in place to meet their learning, medical and emotional needs. The school wants pupils to gain the knowledge and skills they need when they leave for college, training or employment. The school has high aspirations that pupils will achieve well. There is a strong focus on communication, reading, writing and mathematics. Pupils achieve success in a range of qualifications, including in English and mathematics. However, there are occasions where teaching does not adapt learning sufficiently well to meet the needs of some pupils. As a result, these pupils become over reliant on staff support and do not take ownership of their learning. This means some pupils do not

p.2

2

The school has a clear focus on preparing pupils for adulthood. Pupils’ personal development is carefully considered. Pupils have the opportunity to explore and understand the wider world in which they live. They experience a wide range of activities beyond the school, such as climbing and visits to the theatre and sporting venues. Pupils can work towards their Duke of Edinburgh’s Award. Pupils take delight in the roles and responsibilities afforded to them. These include being school councillors and house captains. These and other activities help build confidence, develop organisational skills and increase independence. As a result, pupils leave the school well prepared for their next steps.

p.2

2

Pupils receive impartial careers guidance. This helps them prepare for jobs and college applications when they leave school. Enterprise opportunities are carefully planned. For example, pupils make tie-dye bags, tea towels and socks to sell in a pop-up stall. Such events enable pupils to use their skills in mathematics to budget and work out profit alongside their English-speaking skills to ensure high-quality customer service.

p.2

2

The school ensures the environment is well resourced and looked after. Pupils benefit from great amenities, including a swimming pool, gym and sensory room. Pupils also experience a wide range of opportunities in school such as the radio club and karaoke. These activities develop pupils’ physical well-being, social skills and self-confidence.

p.2

2

Some pupils cannot attend school regularly due to their complex medical needs. The school works effectively with families to ensure that, where able, pupils are in school.

p.2

2

Parents have mixed views about the school. For example, some parents are unhappy with communication. However, other parents have confidence in the school and feel their children are thriving.

p.2

2

Leaders, including those responsible for the governance of the school, have a detailed and 12 and 13 November 2024

p.2

3

accurate knowledge of the impact of the school’s work. The school is firmly held to account for the quality of education and care pupils receive. Staff are extremely proud to work at the school with what they generally call ‘our amazing students’.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 On occasions, teachers do not adapt pupils’ learning well. This means some pupils are over reliant on adult support and are not able to take ownership of their learning and demonstrate what they know and can do. The trust must ensure that adaptations are securely in place to allow pupils to demonstrate their knowledge.  Some parents and members of staff have expressed concerns about the number of leadership changes and the impact this has had on pupils’ education. Some parents do not think their child is achieving as well as they should. The trust needs to ensure it continues the work that has already started to strengthen links with the school community so that any concerns raised are dealt with quickly.

p.3

Background

Until September 2024, on a graded (section 5) inspection, we gave schools an overall effectiveness grade in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

p.3

Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in July 2019. 12 and 13 November 2024

p.3

How can I feed back my views?

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.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 12 and 13 November 2024

p.4

School details

Local authority Bournemouth, Christchurch & Poole

p.5

form

Dates of previous inspection 2 and 3 July 2019, under section 5 of the Education Act 2005

p.5

Information about this school

 Victoria Education Centre is operated by Shaftesbury, a national charity. The charity’s education board oversees the work of the school, with a local school improvement board providing additional support and challenge. The headteacher is accountable to the board’s director of education.  The school admits pupils from a number of local authorities.  All pupils have an EHC plan associated with physical disability and/or complex medical conditions. Most pupils have additional learning needs. Some pupils have profound or complex learning difficulties.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships. 12 and 13 November 2024

p.5

6

 The headteacher took up post in September 2024.  The school does not use any alternative provision.

p.6

Information about this inspection

 Inspections are a point-in-time evaluation 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 the school and have taken that into account in their evaluation of the school.  Inspectors focused inspection activity on the following groups of subjects: English, including reading, mathematics, personal, social and health education and citizenship. For each group of subjects, inspectors visited a sample of lessons, heard pupils read, spoke with pupils about their learning and looked at samples of pupils’ work.  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

p.6

Information about this inspection

safeguarding that puts pupils’ interests first.  Inspectors met with the director of education, the deputy headteachers, senior leaders and staff.  The lead inspector held telephone conversations with a trustee and the chief executive officer of the charity.  Inspectors observed pupils’ behaviour in lessons and during social times. The inspectors met with school leaders to discuss and scrutinise how they respond to behaviour incidents and pupils’ attendance.  Inspectors considered the responses to the staff surveys and Ofsted’s online survey, Ofsted Parent View, including free-text replies. An inspector also spoke to parents at the start of the day.

p.6

Inspection team

Jen Southall, lead inspector His Majesty’s Inspector

p.6

Inspection team

David Simons Ofsted Inspector 12 and 13 November 2024

p.6

7

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.

p.7

7

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 .

p.7

7

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.7

7

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

p.7

7

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

p.7