Castle Hill School

Castle Hill School

Address: 2 Castle Hill, Nantwich Road, Audley, Newcastle Under Lyme, Staffordshire, ST7 8DH Unique reference number (URN): 146078

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

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Personal development and wellbeing Strong standard

Nurturing pupils' personal development is a strength here, because leaders identify precisely what each pupil needs. Activities are very well chosen and personalised to achieve this. For example, the school provides new experiences when pupils are ready, such as a visit to a theme park.

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Personal development and wellbeing Strong standard

Pupils develop their understanding of society and develop an awareness of fundamental British values, through being involved in the decision-making in the school. They meet professionals from a range of public institutions, such as the police and fire service, to build their understanding. The curriculum responds to pupils' particular vulnerabilities. It is designed carefully so that it helps pupils to learn how to keep safe, including online.

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Personal development and wellbeing Strong standard

The school is successful in developing pupils' readiness for work. Leaders support every pupil in the school, regardless of age, to create a careers portfolio. This starts with pupils' initial aspirations and captures their personalised journey as they explore an ever-wider range of careers. Pupils develop their knowledge of the careers available through visits to local employers. When they are ready, they gain real-world qualifications that help them to stand out as candidates for jobs. Every pupil receives careers advice from an independent professional each year.

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Personal development and wellbeing Strong standard

The school's work to develop pupils' personal responsibility has a very positive impact on pupils. Pupils take increasing responsibility for themselves because teachers teach them how to do this. For example, teachers present important elements of the sex and relationships curriculum clearly. Pupils ask sensible questions, and difficult topics are opened up for discussion to ensure pupils are prepared and understand the changes their bodies will go through.

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Personal development and wellbeing Strong standard

Through activities such as nature surveys and helping with the community Christmas tree, pupils gain greater knowledge of the world outside school. They are connected to their community and the wider world.

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Attendance and behaviour Expected standard

Almost all pupils at Castle Hill School have experienced very low attendance in the past. Some pupils' attendance improves markedly when they join the school; others still struggle to attend school well. Leaders know pupils' barriers to attendance and seek to remove these as swiftly as possible. Generally, the school's actions are improving pupils' attendance effectively over time. Where pupils have longer term struggles with attendance, the school actively supports them through a range of strategies, for example learning at home or working with other agencies to secure more appropriate placements for them.

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Needs attention

Typically, the school is a calm and orderly environment. Staff help pupils to manage their behaviour and emotions. They respond to any behaviour that does not meet expectations consistently and effectively. They make sure that, at times when pupils are struggling, this behaviour does not disrupt the learning of others. Adults' detailed knowledge of pupils' individual needs means that they can pre-empt pupils' behavioural triggers and adjust their provision accordingly to maintain the school's high expectations. After any incidents of poor behaviour, there are systems in place that support pupils effectively to reflect and develop their self-awareness. Over time, pupils typically develop their resilience and work hard in lessons.

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Inclusion Expected standard

All pupils in Castle Hill School have special educational needs and/or disabilities. Leaders have ensured that there are clear systems and strategies in place to get to know pupils, their families and their individual needs as quickly as possible. This means staff are highly attuned to pupils’ layers of vulnerability. They respond to any emerging issues in a comprehensive way. The school works effectively with other agencies and specialist staff when it needs to. Staff are well trained to meet the challenges of these complexities. This means that pupils settle into the school well.

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Inclusion Expected standard

Leaders make sure that effective reasonable adjustments are in place for pupils who have disabilities. For example, they evaluate pupils' behaviours carefully to identify the trigger of any negative behaviours. When pupils' behaviour falls short of the school's expectations, it is managed effectively. School rules are applied in line with pupils' needs. For example, some pupils need time to make transitions during the school day and manage their emotions.

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Inclusion Expected standard

The school knows that there is still work to do to identify and reduce barriers that hinder pupils to progress in subjects and some core skills, such as writing.

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Achievement Needs attention

Pupils’ achievement in the academic curriculum is too variable. The curriculum is new, and leaders' priority has been to address pupils' gaps in knowledge in mathematics, reading and writing. While this is appropriate and some positive signs of improvement are evident, it is too soon to determine the impact of this work. For example, pupils are beginning to write more skilfully, but too many have not been supported to master pencil grip or to form letters correctly. Outside of English lessons, pupils do not have the opportunity to develop their writing. Currently, pupils do not achieve well enough from their starting points.

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Achievement Needs attention

Pupils’ achievement in the outdoor education curriculum is positive. As pupils settle into the school and become better able to manage their behaviour and emotions for longer periods of time, they undertake accreditation in bushcraft, sailing and climbing, for example. They also gain food hygiene and first-aid qualifications. This supports them in becoming ready for their next steps. Pupils take pride in their achievements in the wider and outdoor curriculum.

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Curriculum and teaching Needs attention

Leaders have rightly prioritised the improvement of the revised academic curriculum. It has not yet had time to embed. As a result, the teaching of the academic curriculum and essential skills, such as writing, is too variable.

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Curriculum and teaching Needs attention

Leaders have given considerable thought to curriculum development that supports pupils to make effective progress in the mixed-age classes. The curriculum is well planned to build pupils' knowledge and skills over time.

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Curriculum and teaching Needs attention

Teachers do not have secure subject knowledge in some areas of the curriculum. This means they do not deliver learning consistently and effectively. The teaching of the outdoor curriculum is more consistently effective.

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Curriculum and teaching Needs attention

Alongside the new curriculum, there is also a new assessment system that is planned effectively to check on what pupils know and can do. It is becoming embedded in English and mathematics but needs more time to embed in other subjects.

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Leadership and governance Needs attention

The proprietor has recently appointed a new associate headteacher and an internal clinical team. The proprietor has also improved the work environment for staff. Staff are proud to work here; they feel valued, supported and invested in. They feel well supported by leaders and appreciate effective communication that helps them to support pupils. They also feel pupils' behaviour has improved considerably, and they feel positive about the impact that this has had on their workload and wellbeing.

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Leadership and governance Needs attention

All staff have the opportunity to undertake professional learning, including degree-level accreditations. The professional learning includes a range of topics to develop staff's understanding of pupils' needs and how to motivate and support pupils emotionally, for example. Staff appreciate these opportunities in addition to the regular mandatory training provided by the school. However, staff development on the subject curriculum and teaching of it is less well developed. For example, professional development on adaptive teaching is in its early stages.

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Leadership and governance Needs attention

Those responsible for governance understand their statutory duties and seek to hold leaders to account. The school provides them with accurate information to enable them to do this. Leaders have accurately identified the school's strengths and weaknesses. They know that there is more work to do to improve teaching and its impact on pupils' achievement. These improvements are already underway and are in the best interests of pupils. However, the current shortfalls related to the quality of teaching mean that leaders have not ensured that all of the independent school standards have been met.

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What it's like to be a pupil at this school

Pupils who attend Castle Hill School arrive having not attended school for some time or having been on the roll of a number of schools unsuccessfully. Pupils' attendance generally improves throughout their time at the school.

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What it's like to be a pupil at this school

Staff get to know pupils well. This means that when new pupils arrive, they quickly build positive relationships with staff and other pupils. Pupils enjoy these positive relationships, which make them feel safe in school and contribute strongly to their personal development. The school has high expectations for pupils' behaviour. As a result of pupils' complex needs, there are times when pupils need help to behave well. Staff provide support that retains calmness in the school. Over time, pupils develop the skills they need to behave well, respect others and show kindness to everyone. Pupils are supported to build deep friendships at Castle Hill School. They greet each other warmly in the morning and enjoy spending time together. Once settled into school, their attendance begins to improve.

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What it's like to be a pupil at this school

Pupils say that any friendship issues or bullying are addressed effectively by staff. Pupils enjoy school, especially participating in the wide range of activities on offer. Pupils successfully gain a range of qualifications in subjects such as sailing, climbing, bushcraft and archery. In academic subjects, pupils' progress through the curriculum is more variable because the curriculum and teaching in some subjects are still being developed. Pupils are not currently achieving as well as they could.

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What it's like to be a pupil at this school

Pupils' personal development is very effective. This is because enrichment activities and the personal development curriculum are planned for, and taught, so well.

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Next steps

Leaders should make sure that interventions to build pupils' foundational knowledge are more consistently effective, particularly in writing. Leaders should make sure that teachers continue to get the support they need to better understand the academic curriculum and adapt their teaching of it to pupils' individual needs so that pupils' achievement improves.

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About this inspection

The chair of the proprietor body is David Manson.

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About this inspection

The fees currently charged are £70,300 to £108,110.

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About this inspection

The school's email contact is: andrew.mccreedy@keyseducation.ac.uk

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About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008, and checked the school’s compliance with the independent school

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Independent school standards

Independent school standards are either met or not met for each category. standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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Independent school standards

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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Independent school standards

Inspectors spoke with leaders, staff, the chair of the proprietor body and the director of education during the inspection.

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Independent school standards

The inspectors confirmed the following information about the school:

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Independent school standards

The school caters for pupils with an education, health and care plan. It specialises in educating pupils with social, emotional and mental health issues and autism.

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Independent school standards

The school does not use any alternative provision.

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Independent school standards

Since the last inspection, the school has appointed a new headteacher and an in-house clinical team.

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Independent school standards

1. Quality of education provided Standards not met

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Independent school standards

The following standards have not been met:

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Independent school standards

The standard in this paragraph is met if the proprietor ensures that the teaching at the school–

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Independent school standards

(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; (c) involves well planned lessons and effective teaching methods, activities and management of class time; (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; (e) demonstrates good knowledge and understanding of the subject matter being taught; 2. Spiritual, moral, social and cultural development of pupils Standards met

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Independent school standards

3. Welfare, health and safety of pupils Standards met

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Independent school standards

4. Suitability of staff, supply staff, and proprietors Standards met

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Independent school standards

5. Premises of and accommodation at schools Standards met

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Independent school standards

6. Provision of information Standards met

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Independent school standards

7. Manner in which complaints are handled Standards met

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Independent school standards

8. Quality of leadership in and management of schools Standards not met

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Independent school standards

The following standards have not been met: Paragraph 34(1)

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Independent school standards

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–

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Our grades explained

(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; (b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Insufficient evidence

Inspectors were unable to gather reliable enough evidence to grade an evaluation area. This is rare and normally only happens if there are no pupils on roll at the school.

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Insufficient evidence

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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

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