Robert Holme Academy

School progress monitoring inspection report

p.1

Robert Holme Academy Fircroft, 3, Wrawby Road, Brigg, North Lincolnshire DN20 8DL

p.1

Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1), 2(1)(a), 2(1)(b), 2(1)(b)(i), 2(2), 2(2)(b), 3, 3(a), 3(c), 3(d), 3(e), 3(f), 3(g)  At the school’s standard inspection, inspectors found that the school’s expectations of what pupils can achieve were too low. Pupils did not achieve as well as they could because the curriculum was poorly designed and it was not taught well. Some subject leaders were new to their role. They had not received the necessary training to equip them to build or adapt a well-sequenced curriculum for the needs of their pupils. Furthermore, some staff did not have the subject knowledge or expertise to teach all subject content well. As such, in a significant proportion of subjects, pupils did not achieve as well as they could.  The school did not ensure that the school’s approach to teaching systematic synthetic phonics was consistently implemented. While leaders knew that many pupils had gaps in

p.1

Main inspection findings

their phonics knowledge, they did not ensure that effective lessons, or timely support, were made to address these. Most staff had not received the necessary training and support to help them to deliver phonics lessons effectively. As a result, pupils’ reading was not improving quickly enough.  Leaders did not have a clear oversight of the school’s curriculum. They had not identified the strengths and weaknesses of their curriculum offer. As such, they were unequipped to evaluate how well the school increased pupils’ knowledge or how this accelerated the progress pupils were able to make.  The school submitted an action plan to the Department for Education (DfE) in March 2024. This was rejected by the DfE. The school proposed to implement a revised, formal curriculum. It was asserted that this would improve the structure, consistency and coverage of the school’s curriculum. Assessment strategies to support early intervention

p.1

Main inspection findings

were an integral part of the proprietor’s plan.  The proprietor proposed an overhaul of the school’s phonics and reading schemes. The proprietor highlighted the importance of additional training to ensure effective and consistent implementation among key actions.  The proprietor’s action plan prioritised comprehensive staff training. This included training to support the implementation of the revised curriculum, the school’s chosen approach to the delivery of phonics and of any necessary subject-specific knowledge gaps. However, the plan was vague. It did not attach specific costs or training providers. Furthermore, there was no consideration of how the proprietor would develop those who were new to leadership.  The proprietor’s action plan included establishing formal management reviews, implementing a quality assurance programme and implementing a continuous improvement programme. Furthermore, the plan asserted that leaders would be

p.1

Main inspection findings

supported through improved access to pupil data via a newly purchased management information system.  The school has prioritised and addressed, with urgency, the weaknesses identified at the school’s last inspection.  The school has supported all staff to understand the importance of nurturing pupils, while also being ambitious in their teaching practices. This shift has fostered a culture where teachers are better equipped to challenge pupils and promote higher levels of achievement.  The school has developed an interesting and ambitious topic-based approach to deliver the wider curriculum. These topics inspire pupils while introducing them to key subject disciplines such as history, science and geography. English and mathematics are taught discretely. This ensures a strong focus on the development of pupils’ core skills. Leaders can articulate sequential learning experiences in all subjects. Learning builds

p.2

Main inspection findings

systematically on pupils’ prior knowledge. The school has created opportunities for more reading across the curriculum. It has invested in new books that support the topics included in the curriculum. As a result, pupils improve their literacy skills and their wider subject knowledge.  Ongoing professional development for staff, and the vigilant oversight of senior and subject leaders, has been instrumental in building on these improvements. The school has developed innovative strategies to evaluate the quality of education in the school. Leaders’ curriculum scoreboard and action-planning processes enable clear identification of strengths and areas for development. Staff embrace these strategies, and they share the school’s ambitions.  The school has fully invested in training and resources for its chosen approach to systematic synthetic phonics. The school actively monitors this work. This has helped to

p.2

Main inspection findings

improve both the pace and progress with which pupils are developing their skills in reading.  The school’s assessment practices in English and mathematics are now robust. These feature end-of-unit assessments that formally evaluate pupils’ understanding, as well as other, creative ways for pupils to demonstrate their learning. Teachers use this knowledge well. They now identify when there are gaps in pupils’ knowledge, and they adapt their teaching to address these.  The school now meets all of the previously unmet independent school standards (the standards) in this part. Part 3. Welfare, health and safety of pupils Part 6. Provision of information Paragraphs 7, 7(a), 7(b), 32(1), 32(1)(c)  The most recent government guidance is reflected in the school’s safeguarding policy. The context of the school is clearly reflected, setting out how pupils’ special educational needs and/or disabilities affect practice and policy. The safeguarding policy is published

p.2

Main inspection findings

on the school’s website.  Staff receive regular safeguarding training and updates. This is thorough. The school utilises an online system that staff use to record any concerns about the safety and well- being of pupils. Leaders are immediately aware of any concerns recorded by staff and take swift action.  Leaders work closely with other agencies, including the local authorities who place pupils in the school, to make sure that pupils and families get the help they need.  Pupils feel safe. Pupils have positive relationships with staff. This helps them to let staff know if they are worried about anything.  The standards in this part continue to be met.

p.3

Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors All paragraphs  These standards were met at the previous standard inspection in 2023.  Statutory checks to ensure that staff are suitable to work with children are carried out and recorded as necessary. The proprietor assures himself that the necessary checks have been completed. Records are well maintained and promptly updated as necessary.  The standards in this part continue to be met.

p.3

Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraphs 34(1), 34(1)(a), 34(1)(b)  At the school’s standard inspection, inspectors found that low expectations hindered pupils’ achievement. The curriculum was poorly designed and inadequately taught. New subject leaders lacked training to develop a well-sequenced curriculum tailored to pupils’ needs, and some staff lacked the necessary subject knowledge. The school’s approach to teaching systematic synthetic phonics was inconsistently implemented. Leaders lacked oversight of the curriculum, failing to identify its strengths and weaknesses or evaluate pupils’ attainment and progress.  The school has demonstrated a proactive and committed approach to addressing previous shortcomings. It has implemented comprehensive strategies to raise expectations, including overhauling the curriculum and investing in resources for reading and phonics. By enhancing staff training, through online modules, and establishing

p.3

Main inspection findings

robust performance management systems with clear evaluation criteria, the school has fostered a culture of accountability and continuous improvement. Its actions show a clear understanding of the need for a cohesive, progressive curriculum and the importance of empowering teachers. Overall, the school’s initiatives reflect a determination to rectify past issues and promote higher pupil achievement.  The school now meets all of the previously unmet standards in this part.

p.3

Main inspection findings

Schedule 10 of the Equality Act 2010  The school complies with schedule 10 of the Equality Act 2010.

p.4

Compliance with regulatory requirements

The school meets 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

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)(b) that pupils acquire speaking, listening, literacy and numeracy skills;  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(c) involves well planned lessons and effective teaching methods, activities and

p.5

Part 1. Quality of education provided

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; – 3(e) demonstrates good knowledge and understanding of the subject matter being taught; – 3(f) utilises effectively classroom resources of a good quality, quantity and range; – 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress;

p.5

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;

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.7

School details

Type of school Other independent special school

p.7

School details

Email address info@robertholmeacademy.co.uk

p.7

School details

Date of previous standard inspection 5 to 7 December 2023

p.7

Information about this school

 This is the school’s first progress monitoring inspection since the school was judged to be inadequate in December 2023.  Robert Home Academy is a small independent school for pupils with special educational needs and/or disabilities. The school operates from one site at Fircroft, 3, Wrawby Road, Brigg, North Lincolnshire. It offers specialist educational provision for pupils who have had limited success in more formal education settings.  The school provides specialist support for up to 10 pupils with social, emotional and mental health needs.  All pupils who attend this setting have an education, health and care plan.  The school does not use the services of any alternative provisions.

p.7

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.  Robert Holme Academy was judged not to comply with all of the standards at its standard inspection in December 2023.  This was the school’s first progress monitoring inspection. It was conducted at no notice.  The DfE required the school to submit a statutory action plan. Ofsted evaluated the school’s action plan in May 2024. The DfE chose to reject the action plan.  During the course of the inspection, the inspector met with the proprietor, the headteacher and other staff from the school.  The inspector held discussions about the curriculum, looked at curriculum plans, visited a sample of lessons and heard the view of pupils, spoke to teachers and looked at samples

p.8

Information about this inspection

of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspector considered the school’s safeguarding arrangements, reviewed the single central record and spoke to staff about their recent training and local safeguarding risks.

p.8

Inspection team

Marcus Newby, lead inspector His Majesty’s Inspector 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.8

Inspection team

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.9

Inspection team

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.9

Inspection team

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.9

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 . 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.9

Inspection team

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

p.9

Inspection team

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

p.9