ALP Nuneaton

Inspection of ALP Nuneaton Holman Way, Nuneaton CV11 4PN

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Inspection dates: 19 to 21 November 2024

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Overall effectiveness Good

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

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Overall effectiveness Good

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils often arrive at ALP Nuneaton with negative experiences of education. The school does all that it can to change this. It has rightly prioritised the importance of building positive relationships with pupils once they arrive. This helps pupils to build a sense of safety and trust in their new school. Staff know their pupils well, including their individual special educational needs and/or disabilities (SEND).

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What is it like to attend this school?

There is a broad curriculum on offer. Pupils engage in learning and experience education, new experiences and success possibly for the first time. As a result, pupils enjoy school and attend regularly.

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What is it like to attend this school?

The school has high expectations for pupils. It has developed its bespoke system that focuses on attendance, routine, relationships, respect, trust and teaching (ARRRTT). This teaches pupils about what is expected and provides support to help them experience success and achieve well.

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What is it like to attend this school?

The school sets clear expectations for pupils’ behaviour. When pupils are unable to meet these, staff use well-considered approaches to help manage their emotional and behaviour needs. Consequently, pupils learn in a calm and inclusive environment. They feel confident to talk to adults if they have a concern. Pupils are clear that any concerns will be resolved quickly.

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better?

There is an ambitious curriculum in place for pupils. This is delivered through two distinct pathways which are designed to suit pupils’ individual needs. The school uses a range of assessments to place pupils on the most suitable learning pathway. Consequently, pupils gain the important knowledge and skills they need to succeed and achieve well.

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better?

The curriculum is well planned and sequenced precisely. The school has considered exactly what it wants pupils to learn. Teachers present information clearly because they have strong subject knowledge. They revisit important concepts, which helps pupils to remember and recall their learning. For example, in personal, social, health and economics (PSHE), pupils discuss their knowledge of protected characteristics and difference with knowledge and understanding. However, on occasion, the school does not make the best use of assessment opportunities to deepen and extend pupils’ learning. As a result, sometimes pupils do not learn as well as they could.

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better?

The school has prioritised early reading to support pupils at all stages. There are many opportunities to develop and promote pupils’ love of reading. Pupils enjoy reading to staff every day or listening to stories which staff read and discuss. Well- trained staff deliver the school’s phonics programme effectively. However, some pupils spend too much time trying to identify the different sounds in their phonics books and do not practise their phonics knowledge. This impacts on their ability to read quickly and with fluency. 19 to 21 November 2024 Pupils are included fully in all aspects of everyday school life. The school has created an inclusive culture where pupils are encouraged to be themselves. This helps pupils to build their self-confidence and self-esteem. Pupils demonstrate kindness, respect and tolerance towards each other and there are positive relationships between peers.

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better?

The school demonstrates a genuine commitment in supporting pupils’ personal development. It provides a wide range of well-considered opportunities for pupils to engage with their learning, communicate positively, socialise and succeed. There are a range of trips, activities and clubs on offer to capture pupils’ interests. There is a real buzz around school when these activities take place, such as when pupils transition to outdoor activities such as tobogganing. The school ensures that pupils receive careers education and are prepared well for their next steps.

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better?

Leaders at all levels know the school well. The proprietor has ensured that there are effective systems in place to ensure the independent school standards are met consistently. This includes work with an external adviser and skilled governors, which now also includes parents. There is a drive to continuous improvement at all levels. Staff say that they are well supported, and the school is considerate of their workload and well-being.

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better?

The school meets the requirements of schedule 10 of the Equality Act 2010. The policies for relationships and sex education, and safeguarding, are available on the school’s website.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 Phonics books do not always match the sounds pupils learn in lessons or know well. As a result, some pupils spend too much time attempting to identify the different sounds and do not learn to read with fluency. The school should assess pupils’ phonics knowledge carefully and ensure that the phonics books help pupils learn to read confidently and quickly.  The school does not use assessment well enough to inform the next steps to support pupils’ learning in some subjects. Consequently, some pupils do not deepen and extend their learning well enough. The school should embed opportunities for regular assessment practice across all subjects and make sure that this information is used effectively to ensure that pupils’ learning is secure in all subjects. 19 to 21 November 2024

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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. 19 to 21 November 2024

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School details

Unique reference number 148051 DfE registration number 937/6031

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School details

Inspection number 10342168 Type of school Other independent special school

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School details

Annual fees (day pupils) £50,408 to £77,220

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School details

Date of previous inspection 7 to 9 December 2021 19 to 21 November 2024

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Information about this school

 ALP Nuneaton caters for up to 50 pupils, aged between six to 19, with a range of SEND, including communication and interaction and social, emotional and mental health needs. All pupils have an education, health and care plan.  The school makes use of one unregistered alternative provision.  There are currently no sixth-form students on roll at the school.  Places at the school are commissioned by a number of local authorities.

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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

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

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  The inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  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.  The inspectors carried out deep dives in these subjects: early reading, mathematics, humanities, and personal, social health and economic education. The inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspectors met with the headteacher, other senior leaders and staff.

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Information about this inspection

 To check compliance with the independent school standards, the lead inspector walked the school site and reviewed associated documentation.  The lead inspector reviewed a range of documents, including governors’ minutes, school improvement plans and the school’s website. Inspectors met with the representative of the proprietor body and the chair of governors.  Inspectors spoke with pupils at social times and in formal meetings.  Inspectors considered responses to Ofsted Parent View, including parents’ free- text responses. Inspectors also took account of responses to Ofsted’s staff and pupil surveys. 19 to 21 November 2024  The lead inspector spoke to a member of staff from the alternative provision used by the school.

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Inspection team

Gemma Mann, lead inspector Ofsted Inspector

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Inspection team

David Buckle Ofsted Inspector 19 to 21 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.

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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