Engaging Potential

Inspection of Engaging Potential Progress House, 79 Gaywood Drive, Newbury, Berkshire RG14 2PR

p.1

Inspection dates: 12 to 14 November 2024

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Good

p.1

Overall effectiveness Good

Does the school meet the independent school standards?

p.1

What is it like to attend this school?

Strong, caring and professional relationships permeate throughout this school. Pupils truly appreciate the wide range of learning opportunities available to them. They benefit from an extensive mentoring programme which delivers high-quality pastoral support and individual tuition. A safe and respectful culture supports pupils’ mental health and well-being exceptionally well. Pupils feel valued, safe and understood. This enables them to re-engage with education and to thrive.

p.2

What is it like to attend this school?

Pupils recognise the importance of gaining qualifications that open doors to their next stage in education. The school supports pupils effectively to achieve the qualifications they need. Pupils have highly positive attitudes to learning. They are keen to work hard, make the most of the opportunities they receive and achieve well.

p.2

What is it like to attend this school?

Behaviour is excellent. The school sets high expectations for behaviour and learning and supports pupils very well to rise to these expectations. Pupils treat one another and adults with courtesy and respect. When taking part in conversations, pupils listen carefully to one another, invite each other to contribute to discussions and respond thoughtfully to each other’s ideas.

p.2

What is it like to attend this school?

Well-considered visits to museums and to local points of interest enhance and enrich the curriculum. Pupils also enjoy helping with community initiatives such as at a local furniture project.

p.2

better?

The school has created an ambitious curriculum that is relevant to the individual and diverse needs of each pupil. This includes ensuring that the requirements of each pupil’s education, health and care (EHC) plan are carefully woven throughout pupils’ learning. Clear schemes of work set out the important knowledge that pupils must know and remember by the time they leave the school. Priority is given to learning English and mathematics so that pupils can gain appropriate qualifications in these subjects. In addition, the school ensures that pupils learn the knowledge and skills they need to be ready for life beyond school and to be successful.

p.2

better?

Each pupil benefits from individual tuition targeted at their specific needs. Generally, in lessons, staff identify precisely what pupils know and can do. Staff then address any specific gaps in pupils’ understanding straight away. On occasion, however, there is too much focus on checking whether pupils have completed tasks rather than identifying helpful information about exactly what pupils do not know and cannot do. When this happens, pupils do not learn as well as they could. This is because their precise gaps in understanding do not inform teaching well enough.

p.2

better?

The school recognises the importance of teaching pupils to read with fluency and comprehension. Pupils at the earliest stages of learning to read receive effective support to address gaps in their phonic knowledge. In addition, developing pupils’ 12 to 14 November 2024 vocabulary and understanding of language is a real strength of the school. This helps pupils to understand what they are reading and to write well.

p.2

better?

Improving attendance is a high priority for the school. The school aspires for all pupils, many of whom have become very disengaged with education, to attend well. Carefully considered induction programmes build positive relationships with pupils and their families. In addition, the school seeks out meaningful option choices linked to pupils’ aspirations for their futures. Examples include courses in animal care, armed services and childcare. Such carefully selected courses motivate pupils to re- engage in their education and attend school regularly.

p.3

better?

The school’s provision for pupils’ broader development is exceptional. Pupils benefit hugely from a comprehensive, deliberately planned curriculum which has character development embedded at its centre. Pupils learn the moral and social skills they need to navigate life in modern Britain. Pupils confidently demonstrate tolerance and respect for difference. The school complies with schedule 10 of the Equality Act 2010.

p.3

better?

Pupils learn to keep themselves safe both when online and when out in the community. Taught lessons both in school and out in the wider locality help pupils learn important life skills such as how to plan a journey and understand the rules of the road. Furthermore, a well-thought-through programme of wider opportunities ensures that pupils get the experiences and knowledge they need for future life. For example, pupils learn how to plan, prepare and cook healthy meals and the importance of sound financial management.

p.3

better?

All pupils receive rigorous and impartial careers advice. This is linked to effective and comprehensive support for pupils to choose appropriate and aspirational college courses or apprenticeships. The school also supports pupils to visit colleges and helps them to write their applications when needed. As a result, pupils are knowledgeable about the future choices that are open to them.

p.3

better?

The proprietor ensures that all statutory obligations are fulfilled. For example, they make sure that the building is safe and fit for purpose and that resources are used well. Staff receive regular and effective training to enable them to do their jobs well. Staff here work closely together, demonstrating an absolute determination to do their very best for the pupils in their care.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and proprietor)

◼ In some subjects, the school has not identified precisely the knowledge that pupils need to know and remember. This means that staff cannot check exactly 12 to 14 November 2024 what pupils know and do not know and address gaps in understanding effectively. As a result, pupils do not always learn as well as they could. The school needs to ensure that the component knowledge that pupils must know and remember is identified with sufficient precision.

p.3

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.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 12 to 14 November 2024

p.4

School details

Unique reference number 139963 DfE registration number 869/6017

p.5

School details

Inspection number 10342087 Type of school Other independent special school

p.5

School details

Email address tracy@engagingpotential.com

p.5

School details

Date of previous inspection 9 to 11 November 2021 12 to 14 November 2024

p.5

Information about this school

◼ Engaging Potential is an independent special school for pupils who have complex difficulties that have prevented them from regular attendance at previous schools. All pupils have an EHC plan for social, emotional and mental health needs. Some pupils have autism. Most pupils have been out of formal education for a significant period of time before coming to the school. ◼ Pupils are referred to the school by West Berkshire local authority. ◼ The headteacher is also the proprietor. ◼ This school currently uses four registered alternative provisions.

p.6

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.

p.6

Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision.

p.6

Information about this inspection

The school meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

p.6

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. ◼ During the inspection, the inspectors met with the headteacher and senior leaders. ◼ The inspectors carried out deep dives in: English; mathematics; personal, social, health and economic education; and the Award Scheme Development and Accreditation Network curriculum. For each deep dive, the inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. ◼ The inspectors also considered planning, documentation and pupils’ work from some other subjects. ◼ 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

p.6

Information about this inspection

culture around safeguarding that puts pupils’ interests first. ◼ The views of parents and carers were considered through their responses to Ofsted Parent View. The views of pupils and staff were gathered through surveys, interviews and discussions conducted throughout the inspection. 12 to 14 November 2024 The inspectors reviewed a range of the school’s documents, including self- evaluation reports, minutes of management meetings and behaviour incident logs. They also considered evidence of how the proprietor body ensures that the independent school standards are met consistently.

p.6

Inspection team

Sue Keeling, lead inspector His Majesty’s Inspector

p.7

Inspection team

Toby Martlew His Majesty’s Inspector 12 to 14 November 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.

p.7

Inspection team

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.8

Inspection team

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.8

Inspection team

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

p.8

Inspection team

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

p.8