LS-TEN

Inspection of LS-TEN Unit 1 Airedale Industrial Estate, 1-4 Kitson Road, Leeds, West Yorkshire LS10 1NT

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Inspection dates: 12 to 14 November 2024

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Overall effectiveness Requires improvement

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

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Overall effectiveness Requires improvement

Does the school meet the independent school standards?

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What is it like to attend this school?

This is a supportive, inclusive and improving school. The school prioritises re- engaging pupils in their learning when they join the school. This results in pupils who feel safe and well cared for. Pupils trust the adults that work with them. Relationships between staff and pupils are warm and caring.

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What is it like to attend this school?

The school has high expectations for pupils and wants pupils to be successful when they leave. Pupils rise to these expectations. The school has recently made changes to raise the ambition of its curriculum. Many of these developments are still very new. At present, teachers are not consistent in their delivery of the new curriculum.

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What is it like to attend this school?

The new behaviour policy is effective in supporting pupils to manage their behaviour. Adults skilfully support pupils to get on with their learning. Pupils use strategies to successfully improve their behaviour. Parents and carers are positive about the work of the school. They reflect how well the school supports pupils to get back into education positively.

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What is it like to attend this school?

Pupils enjoy a wide range of activities that the school offers beyond learning. Daily planned activity time means pupils make good use of the on-site skatepark to skate, scoot or bike. Visits to local museums and landmarks help pupils make sense of where they live and build their confidence.

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better?

The school has developed its curriculum so that what pupils need to learn is more clearly defined. In English, the school has given careful thought to the key texts it wants pupils to read and learn about. Staff have completed training to improve the teaching of phonics to support pupils at the early stages of reading more effectively. In music, pupils develop key skills to make their own music using technology. Pupils enjoy listening back to their tracks and adding their own melodies.

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better?

The school’s work on the curriculum continues to develop. Sometimes, what the school wants pupils to know and remember is not clear. This means that the learning activities that pupils try are not always well matched to the school’s intentions. This hinders how well pupils secure their learning in their long-term memory.

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better?

Pupils come to this school having had a mixed experience of education prior to joining. Some have been out of school for some time or have not attended regularly. Carefully planned induction for pupils helps the school understand some pupils’ starting points. However, the way the school identifies gaps that pupils might have in their knowledge to access the curriculum sometimes lacks accuracy. This means pupils do not consistently have the right knowledge and skills to access new learning as well as they could.

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better?

All pupils at this school have special educational needs and/or disabilities (SEND). The school ensures that all staff understand the needs pupils may have and how to 12 to 14 November 2024 support pupils effectively. Pupils benefit from bespoke adaptations and strategies to help them reach their potential.

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better?

Pupils work in classrooms free from distractions. Pupils show greater independence in recognising when they need a break to regulate their feelings. Adults expertly help pupils get back to learning as quickly as possible. The school has ensured that positive relationships between staff and pupils are the foundation of pupils’ success.

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better?

The school has improved its attendance policies for pupils. Pupils who are single registered at this school show significant improvement in their attendance over time. The attendance of pupils who are registered at other providers is not as consistent. The school needs to maintain its focus on attendance and work with parents and carers effectively, so that all pupils can benefit consistently from the school’s offer.

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better?

The opportunities the school provides for pupils beyond academic learning help pupils be ready for life in modern Britain. Pupils are taught about healthy relationships and events of local and national significance. The school is active in the local community. For example, pupils visited a local food bank to understand how the community can support each other. Pupils benefit from a curriculum that makes links to future careers. Pupils rebuild bikes and learn the basics of mechanics or take up work experience. This raises aspirations and helps pupils apply their skills to the world of work.

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better?

Staff are proud to work here. The school has prioritised the professional development of staff. Staff are in the early stages of putting this training into practice. The well-being of the staff team is a priority. Following the last inspection, the proprietor developed additional opportunities to hold the school to account. These changes are enabling the proprietor to challenge and support the school more effectively.

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better?

Careful monitoring by the proprietor and leaders ensures that the school meets the independent school standards. The proprietor and the school demonstrate a secure understanding of the further development needed for the school. They also ensure that the school complies with schedule 10 of the Equality Act 2010.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 In some subjects, the school has not clearly defined the key knowledge and skills pupils will learn over time. This lack of clarity means that lesson aims and learning activities are currently not well matched to the intentions of the curriculum. The school should continue to develop the curriculum so that it 12 to 14 November 2024 carefully maps out the key knowledge and skills that pupils need to know, and ensure that learning activities enable pupils to secure their learning.  Teachers do not systematically check for gaps in pupils’ prior knowledge and understanding. As a result, what pupils learn is sometimes misaligned to their ability. Also, the school’s checks to make sure that pupils are knowing and remembering more are not embedded. The school should develop effective checks on learning to ensure that pupils have the right knowledge to access the planned curriculum and are remembering what has been previously taught.

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(Information for the school and proprietor)

 The school’s policies and procedures to improve attendance are not having enough impact on some pupils. As a result, a small number of pupils have variable patterns of attendance and do not benefit consistently from the whole- school offer. The school should further develop its approach to improving attendance so that all pupils show improved attendance over time.

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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. 12 to 14 November 2024

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School details

Unique reference number 148255 DfE registration number 383/6014

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School details

Inspection number 10342175 Type of school Other independent school

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School details

Annual fees (day pupils) £20,963 to £61,500

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School details

Date of previous inspection 18 to 20 October 2022 12 to 14 November 2024

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Information about this school

 The school is registered to admit 28 pupils. There are 11 pupils who are single registered to the school and receive all of their education in this setting. There are 20 pupils who are dual registered and attend on a part-time basis.  This is the school’s second standard inspection since it opened. Since the last standard school inspection, there have been two progress monitoring inspections in December 2023 and May 2024. The school has also applied successfully to extend the age range of pupils since the last inspection.  The school educates pupils who have been permanently excluded from mainstream school and pupils who are at risk of permanent exclusions. Some pupils did not attend a school before coming to this school.  All pupils have SEND and some pupils have an EHC plan. Most pupils have social, emotional and mental health needs.  The school receives referrals for pupils through different SEND panels across

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Information about this school

Leeds local authority. Some schools within Leeds refer pupils directly to the school. Pupils join the school throughout the year.  The school building is shared with a skatepark. The building is open to the public in the evenings and at weekends. Pupils in the school also use the skatepark facilities during the school day.  The school uses one unregistered provision.  The school operates from Unit 1 Airedale Industrial Estate, 1-4 Kitson Road, Leeds, West Yorkshire LS10 1NT.

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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.  Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  The inspectors met with representatives from the proprietor body, the principal, chief compliance officer, chief operating officer and leaders for teaching and learning.  Inspectors carried out deep dives in these subjects: English, mathematics, music and PSHE. For each deep dive, inspectors held discussions about the curriculum, 12 to 14 November 2024 looked at curriculum plans, visited lessons, spoke to staff, spoke to pupils about their learning and looked at samples of pupils’ work.  The 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

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Information about this inspection

culture around safeguarding that puts pupils’ interests first.  Inspectors reviewed the school’s policies and documentation relating to pupils’ welfare and to their education. They talked with staff and pupils about pupils’ personal development and pupils’ behaviour and attitudes. They observed pupils’ behaviour in lessons and around the school.  Inspectors checked the school’s compliance with the standards. As part of these checks, an inspector toured the school’s premises accompanied by school leaders.  Inspectors considered the views of parents through phone calls and responses to the online survey for parents, Ofsted Parent View. Inspectors considered the views of staff through meetings and the staff survey. Inspectors considered the views of pupils through pupil discussions.

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Inspection team

Emily Stevens, lead inspector His Majesty’s Inspector

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Inspection team

Shakera Mirza Ofsted 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.

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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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