Dudley Port School

School progress monitoring inspection report

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Dudley Port School Dudley Port School, Station Drive, Tipton, Dudley Port, West Midlands DY4 7QR

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1) to 2(1)(a), 3 to 3(e) and 3(g)  The previous standard inspection in October 2024 identified that the curriculum in some subjects lacked clarity. The school had not identified the precise knowledge and skills that pupils need to learn. The curriculum was not effectively implemented and assessment not used as well as it could have been.  There is now a new curriculum in place. While it makes clear what pupils should be learning across some subjects, it is not clear in others. Furthermore, the curriculum does not consistently take full account of pupils’ needs or prior learning, and at times, it lacks ambition and clarity. This means that pupils continue not to learn as well as they could.  The new curriculum focuses on three approaches to learning. These are ordered into the academic, the therapeutic and the experiential curriculum. The school places pupils on

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Main inspection findings

one of these three strands when they join. Teachers are not always clear what should be taught in each curriculum pathway. While there is some clarity about the content in the academic curriculum, staff are less clear about what should be taught across the other two. This results in pupils completing many activities that lack ambition or focus. Teachers and leaders are often unclear about the aims of the activities beyond being something to keep pupils settled. For example, pupils’ learning is frequently substituted with outside or off-site activities that have little links to the content of lessons. This means pupils do not achieve as well as they could.  The checks teachers complete on what pupils can do and have learned are not always effective. There is sometimes confusion about what to check or when. As a result, staff are not able to gain a clear and accurate picture of the gaps in pupils’ learning or the

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Main inspection findings

progress they are making through the curriculum. Consequently, they then do not address these gaps and pupils’ learning is hampered.  Pupils at the early stages of reading receive support to help them become proficient readers. The school has engaged with colleagues in the company to support with this work. For example, staff have had phonics training. However, this work is not always as effective as it could be. Generally, pupils’ level of reading is checked on entering the school. Staff then put interventions in place to help pupils to catch up. Pupils practise basic reading skills in designated sessions. However, there is no clarity about what books pupils should read and how often they should practise. As a result, some pupils try to read books that are too challenging or read too infrequently to improve their reading ability.  These independent school standards (the standards) continue to be unmet.

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Main inspection findings

Paragraph 2(1) to 2(1)(b)(i)  Where the curriculum takes account of the needs of pupils, teachers generally deliver this well. Here, pupils build a sound understanding of the concepts being taught. They make connections between their previous knowledge and new learning. However, more often, staff do not take account of pupils’ needs in the implementation of the curriculum. For example, staff expect pupils to learn new things without them having secured the required prior knowledge first. Pupils are then not able to access the new learning and tasks are not completed.  This standard is now unmet. Paragraph 2(2)(e) to 2(2)(e)(iii)  The school’s provision to support pupils in making informed decisions about their future careers is strong. Pupils have meaningful opportunities to engage with potential employers, learn about college courses or routes into employment. Older pupils complete work experience that they enjoy and find valuable. As a result, pupils are well prepared

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Main inspection findings

for their next steps in education, employment or training.  These standards continue to be met. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5 to 5(c)  The school’s schemes and policies for the teaching of pupils’ spiritual, moral, social and cultural development and personal, social and health education are clear and coherent. They reflect the ethos of the school and take full account of pupils’ needs and different experiences.  Staff are clear about what should be taught and when. Lessons include the teaching of relationship and sex education for all pupils in an age-appropriate way and religious studies. For example, pupils visit different places of worship to gain a good understanding of different religions.  Pupils learn valuable life lessons about respect and the consequences of right and wrong actions. All pupils complete a programme of ‘100 things to do before leaving this school’.

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Main inspection findings

These include playing football in the rain, having a picnic or visiting a theatre. Leaders know that many pupils arrive at school with limited life experiences and work well to ensure that all pupils have opportunities that they otherwise might not have. Pupils enjoy these and keenly attend.  Pupils learn about the protected characteristics in lessons and through the wider opportunities they receive. Pupils have a good understanding of issues like discrimination and tolerance. Pupils are well prepared for life in modern Britain.  These standards continue to be met. Part 3. Welfare, health and safety of pupils Part 6. Provision of information Paragraph 7 to 7(b), 32(1) and 32(1)(c)  Inspectors thoroughly reviewed safeguarding practices in place at the school. Inspectors did not find any evidence to substantiate any safeguarding concerns raised in the complaints received about the school.  The school’s safeguarding policy adheres to current government guidance as issued by

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Main inspection findings

the Secretary of State. It is published on the school’s website. Copies are provided to parents and carers on request. The policy is implemented effectively.  The school has a strong safeguarding culture. Staff demonstrate high levels of vigilance and are alert to signs that a pupil may need help. Staff know what to do if they are concerned about a pupil and they report matters quickly. Leaders work well with external agencies when necessary to ensure that pupils receive the support that they need.  These standards continue to be met. Paragraph 9 to 10  The school’s behaviour policy is well known and understood by staff and pupils. Staff implement this policy effectively and consistently. As a result, pupils’ behaviour improves over time and the school is generally a calm and orderly environment.  The proprietor has ensured that all staff receive suitable training to help them to support pupils who find it challenging to meet the high behaviour expectations. There is now a

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Main inspection findings

clear focus on pre-empting and de-escalating any behaviours before they become an issue. Because of this work, behaviour has improved and sanctions for misbehaviour have declined significantly.  All staff have been trained on the safe and appropriate use of restrictive physical intervention (RPI). Staff are clear that this is only ever used as a last resort when all other options have been exhausted. Leaders record any incidents of RPI. All RPIs are followed by restorative and learning conversations with pupils and staff. Because of some of these conversations, school policies have been changed and additional training provided for staff when needed. This aspect of the behaviour policy is also overseen by other leaders within the company. As a result of this work, the number of RPIs have declined significantly in recent months. Pupils and staff say that RPIs are now very rare.  These standards continue to be met.

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Main inspection findings

Paragraph 11 to 16(b)  The school’s health and safety policies are clear and fit for purpose. The school refers to up-to-date guidance and demonstrates a good understanding of the statutory guidance for keeping children safe in education. This policy is implemented effectively.  The proprietor ensures that regular fire risk assessments are carried out by suitable professionals. The school acts quickly and effectively to put any recommendations in place to ensure pupils are safe.  There is suitable provision for first aid on site. The school has a suitable medical room for the treatment of anyone being sick or ill at school. Any incidents where pupils need first aid are recorded and records are kept up to date. This includes pupils and adults and anyone who has been offered first aid but refused it.  All staff are responsible for the supervision of pupils throughout the school day. The proprietor has recently employed more support staff to strengthen this aspect of the

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Main inspection findings

school’s work. Practices in place are effective. For example, support staff are now placed with groups to act as key workers for pupils and create consistency. This helps with supervision and the building of strong professional relationships between staff and pupils.  The school keeps and maintains an appropriate attendance register. Pupils’ attendance is recorded in line with government guidelines. This includes when pupils are off site.  The risk-assessment policy is suitable and implemented well. All pupils have an individual risk assessment to help staff to meet pupils’ specific needs. Suitable risk assessments to identify potential risks to pupils and staff from the premises have been completed. The school completes appropriate risk assessments for trips to mitigate against risks.  These standards continue to be met. Part 4. Suitability of staff, supply staff, and proprietors Paragraph 18 to 18(2)(a), 18(2)(c) to 18(2)(d)

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Main inspection findings

 The proprietor and leaders demonstrate the necessary knowledge, skills and understanding to ensure that all staff are safe to work in their school.  The school makes all the necessary pre-employment checks on staff prior to their appointment. These checks are accurately recorded on the single central record. This includes checking that staff have not been prohibited from teaching. Section 128 checks have been made to ensure managers’ suitability to work at the school.  These standards continue to be met. Part 8. Quality of leadership in and management of schools Paragraph 34(1), 34(1)(a), 34(1)(b)  At the time of the previous inspection, it was found that the proprietor and leaders did not ensure that all the standards were met consistently. Leaders did not demonstrate the knowledge and skills to ensure the independent school standards were met.  Since then, the proprietor has strengthened the senior leadership of the school by

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Main inspection findings

adding additional capacity through the company’s regional director and another headteacher from a school within the group for parts of the week. There is now a clearer focus on pupils’ achievements. However, many of the improvement strategies are very new and have yet to be implemented consistently to improve the quality of education pupils receive. As a result, pupils continue not to learn as well as they could.  These standards continue not to be met. Paragraph 34(1)(c)  The proprietor and leaders work effectively to actively promote the well-being of pupils.  This standard continues to be met. Schedule 10 of the Equality Act 2010

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Main inspection findings

 The school has an accessibility plan that fulfils the requirements of schedule 10 of the Equality Act 2010.

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Compliance with regulatory requirements

The school does not meet 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, as set out in the annex of this report. 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.

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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.

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School details

Type of school Other independent special school

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School details

Proprietor Horizon Care and Education Group

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School details

Annual fees (day pupils) £66,441 to £110,000

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School details

Email address enquiries@horizoncare.co.uk

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School details

Dates of previous standard inspection 1 to 3 October 2024

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Information about this school

 Dudley Port School is an independent day school. It offers up to 30 places for pupils who have social, emotional and mental health needs. All pupils have an education, health and care plan.  The school is part of the Horizon Care and Education Group. The leadership level of the school is currently strengthened for part of the week by a regional director and headteacher from within the company.  Inspectors were aware during this inspection of several complaints about the school. While Ofsted does not have the power to investigate individual complaints, inspectors gathered evidence around the wider issues the complaints gave rise to, to inform inspectors’ evaluations.  The school’s last standard inspection took place in October 2024, when it was judged to require improvements.  A range of local authorities place pupils in the school, including Sandwell and Walsall.  The school currently uses three unregistered alternative provisions.

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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.  The inspection scope was broadened by the registration authority to include additional independent school standards beyond those that were previously unmet at the time of the previous inspection. This was because of several complaints received about the school.  This progress monitoring inspection was carried out without notice and lasted one and a half days.  This was the school’s first monitoring inspection since its last standard inspection in October 2024, when it was judged requires improvement.  The school was required to prepare an action plan as a result of non-compliance with the

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Information about this inspection

standards following the inspection in October 2024. The proposed action plan was evaluated as not acceptable in January 2025.  The inspectors met with the headteacher, deputy headteacher, pastoral leader and other school leaders. The inspectors met with the company’s regional director and a headteacher from another school within the group who both provide additional leadership at the school for parts of the week. The lead inspector held a virtual meeting with the proprietor body, including the chief executive officer, chief operating officer, managing director, governance lead and other executive leaders.  Inspectors spoke with staff who were on site during the inspection, including teaching and support staff.  The inspectors checked the school’s curriculum policy and subject plans. They visited a sample of lessons and spoke to pupils about their learning.  The inspectors toured the school’s premises with pupils and reviewed the school’s

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Information about this inspection

accessibility plan and risk assessments.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; scrutinised documents and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors took account of staff’s responses to Ofsted’s staff survey.  Inspectors spoke to all pupils that were present during the inspection days to gather their views about the school.

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Inspection team

Bianka Zemke, lead inspector His Majesty’s Inspector

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The school does not meet the following independent school standards

Standards that were not met at the previous inspection and remain un-met at this inspection

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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;  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(b) fosters in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for themselves; – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the

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Part 1. Quality of education provided

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(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.

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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.

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Part 8. Quality of leadership in and management of schools

Standards that were met at the previous inspection, but are now judged to not be met at this inspection

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if- – 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. 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 .

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Part 1. Quality of education provided

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Part 1. Quality of education provided

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Part 1. Quality of education provided

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Part 1. Quality of education provided

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Part 1. Quality of education provided

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Part 1. Quality of education provided

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