Tipton Green College

Tipton Green College

Address: 178 Bloomfield Road, Tipton, West Midlands, DY4 9ER Unique reference number (URN): 150776

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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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Achievement Expected standard

Almost all pupils start at Tipton Green College with significant gaps in their learning. During their time at the school, most make suitable progress, particularly when they attend regularly. Pupils are supported to gain the knowledge, skills and attitudes they need to support them with their next steps. For some, this is to continue education in another setting. For others, this means knowing how to support themselves in life beyond school.

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Achievement Expected standard

Achievement for pupils at Tipton Green College is not just about their academic learning. It is also about the progress they make socially, so they can cope in different situations and with other people. The school supports them well with this. Indeed, for many, it is the progress they make in these aspects that enables them to re-engage in learning and make progress through the curriculum, including developing basic skills in subjects, such as English and mathematics. However, persistent absence and periods when pupils do not engage with learning, limit how consistently some pupils are able to demonstrate progress over time.

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Curriculum and teaching Expected standard

The school provides a suitably broad curriculum that includes a regular focus on essential numeracy and literacy skills to help pupils catch up with missed learning. It is sequentially planned so that knowledge is intended to build logically over time and taught by staff with secure subject knowledge. There is an appropriate focus on phonics for those who need it. In some subjects, such as food technology, there is a lot of practical work. Pupils enjoy this. They engage well with lessons and take pride in their achievements. In other subjects, such as science, the school has yet to establish routines for practical work, which limits the ambition of the qualifications that pupils can work towards. Leaders plan to improve this aspect in time for next year. However, high levels of absence and periods when pupils refuse to engage limit how consistently the curriculum is implemented across the school.

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Curriculum and teaching Expected standard

The nature of the school means that lessons and support need to be carefully tailored to pupils’ different needs and attainment levels. In addition, pupils access therapeutic support, which is provided weekly in school by visiting experts. A few pupils access learning at home through the school’s outreach programme. This short-term measure is used to support pupils' return to school-based education. Leaders track pupils’ engagement with it carefully and ensure it includes appropriate academic, pastoral and therapeutic input.

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Inclusion Expected standard

Many pupils have previously struggled in other settings and arrive with negative experiences of education. A high proportion are disadvantaged. This school aims to change that. Before pupils start, leaders check carefully that this is the right place for them. They liaise with parents, carers and local authority services, such as the Virtual School. Through these checks, leaders find out about pupils' special educational needs and/or disabilities, and think carefully about how to meet them. Because of this, pupils who come here have a much better chance of completing their education. However, it is not easy. Staff invest time in building relationships with pupils and developing trust. Many pupils respond well and gain a sense of belonging at school quite quickly. For others, it is a much longer process, sometimes hindered by poor attendance.

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Inclusion Expected standard

Leaders keep track of the different methods they use to support pupils, including the impact of alternative provision and staff training. Overall, this work supports pupils well, but leaders do not always respond quickly enough when pupils’ circumstances change. However, it is clear that leaders have established an inclusive culture, where pupils feel valued and cared for by staff who are interested and invested in them.

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Leadership and governance Expected standard

Leaders have made a positive start at this new school. They have established clear expectations for everyone’s roles and made sure staff have the necessary training to do their jobs well. Importantly, staff feel supported by leaders and the wider staff team. Because of this, they are able to manage challenging situations confidently and safely. School leaders and the proprietor check on staff welfare and wellbeing regularly, using a range of formal and informal routines.

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Leadership and governance Expected standard

Leaders collect a lot of information about pupils and liaise closely with parents, carers and different professional services. This attentive approach means they have an informed view of the school’s early successes and current challenges. They then use this information to make decisions that support pupils’ best interests. They know, for example, that they need to do more to help some pupils overcome barriers to school attendance.

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Leadership and governance Expected standard

The proprietor, Horizon Care and Education Group, maintains systematic oversight. It has established reliable routines for gathering and checking information about the school and for checking that statutory duties and the independent school standards are met consistently. These routines include internal and external scrutiny of the school’s performance. However, some systems are still developing and leaders recognise the need to strengthen consistency, particularly in their oversight of outreach provision and in responding to some pupils’ low attendance.

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Leadership and governance Expected standard

Leaders’ vision and ambitions for pupils at the school and for future school development are understood by all. This supports team spirit, purposeful direction and ongoing school improvement.

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Personal development and wellbeing Expected standard

Leaders and staff have thought carefully about what pupils need to thrive and stay safe. They support pupils to make responsible choices that will help them now and in later life.

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Personal development and wellbeing Expected standard

The school's personal, social, health and economic (PSHE) programme is deliberately planned and includes a heavy emphasis on safe, healthy relationships. Through this programme and regular therapeutic input, pupils are supported to understand and manage their emotions in more constructive ways. Older pupils can reflect on how the school has helped them build their confidence and self-esteem. A recently formed school council indicates how pupils are increasingly able to work together, consider different viewpoints

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Needs attention

and think of others. For instance, the pupil-led council ran a charity fundraiser and a whole- school event at a local community venue.

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Needs attention

Leaders in school and from the wider Horizon Care and Education team have shaped a purposeful careers guidance offer. They have established links with local employers for work placements and make sure pupils have access to external careers advice. They also teach pupils about the relevance of their schoolwork to their future lives. Looking ahead, there is scope to strengthen the vocational offer further.

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Needs attention

Beyond the classroom, pupils experience a range of different activities and school trips. Boxing, cycling and climbing at local specialist centres help pupils learn about physical fitness and safety. Such activities help them work together in disciplined and supportive ways while also extending their interests. This helps to give pupils positive motivations. School trips to places of worship and museums build awareness of art, history and religious beliefs. Trips like these support the taught curriculum and pupils’ general knowledge about the wider world.

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Needs attention

Non-negotiable routines, such as handing in mobile phones immediately on arrival, teach pupils about the importance of rules that apply to everyone. Furthermore, the school council and PSHE programme assist the school’s wider work on fundamental British values. Indeed, much of the school’s work aims to help pupils understand the difference between right and wrong and show respectful behaviour. This can be a slow process, but leaders and staff stick at it and, over time, the results are generally positive.

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Attendance and behaviour Needs attention

In most cases, pupils’ attendance at previous settings has been poor. Since starting at Tipton Green College, most pupils improve their overall attendance from very low starting points. Even so, a significant proportion of pupils are persistently absent so miss learning. Leaders track attendance carefully and look for ways to increase it. Some of this work is paying off. However, it remains a significant priority.

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Attendance and behaviour Needs attention

Behaviour at the school can be challenging. Pupils find it hard to manage their feelings, which can lead to outbursts and non-cooperation. Appropriate staff training and high levels of supervision mean that, in the main, staff deal with such situations well, supporting pupils with special educational needs and/or disabilities to manage their behaviour safely. They follow the school’s behaviour policy consistently and always make sure pupils are safe. Bullying and aggressive behaviour can happen, but staff respond in calm, constructive ways. They also teach pupils about empathy and respect. Over time, this makes a difference and pupils learn to be more considerate of others.

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Attendance and behaviour Needs attention

Attitudes to learning vary. Some pupils respond very positively to the school’s supportive work and engage keenly with learning. Others find it hard to engage with lessons. As a result, some pupils lose valuable learning time, which affects how consistently they can benefit from teaching and support.

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

Pupils come to this school because of difficulties coping in other settings. Many are disadvantaged. All have special educational needs and/or disabilities. They often arrive with negative feelings about education and believe school is not for them. Before pupils start, leaders check carefully that this school is the right place for them. They talk to parents, carers and outside services to understand pupils’ needs. This helps staff plan how to support each pupil well.

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

Staff are positive role models. They work hard to build caring relationships with pupils. They spend time getting to know the pupils, earning their trust and giving them a sense of belonging. Staff listen to pupils and ask for their views. For instance, pupils helped to design the school uniform. They like wearing it because they had a say in its creation. Small things like this help pupils to gain a sense of belonging and feel happier at school. For some pupils, building trust takes longer, especially where poor attendance disrupts their experience of school. However, all pupils know that staff care about them and want them to do well. This helps pupils feel safe and supported.

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

Most pupils join the school with large gaps in their learning. Staff tailor teaching to help them to plug these gaps, particularly in English and mathematics, and to gain important skills that will help them get jobs. They also support pupils to manage their emotions and work better with others. For many pupils, progress in these areas helps them take part in learning again and begin to make progress through the curriculum.

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

Pupils’ behaviour can be challenging. Some pupils struggle to control their feelings and refuse to cooperate at times. Bullying and aggressive behaviour happens but staff deal with any incidents quickly and calmly, and help pupils to learn from them.

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

The school is a supportive environment, where pupils can gain new interests and feelings of success. However, too many pupils miss too much school. Persistent absence limits how consistently pupils can benefit from learning and wider activities.

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Next steps

Leaders should reduce persistent absence, including for pupils who typically refuse to attend or are educated through outreach, so that all pupils can access learning and therapeutic support more consistently. Leaders should strengthen the ambition, resourcing and implementation of the academic curriculum, particularly in subjects such as science, so that pupils can work towards more demanding and appropriate qualifications. Leaders should further strengthen staff expertise in responding to pupils’ behaviour, so that pupils remain engaged in learning and staff time is used more effectively to support learning and therapy.

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Independent school standards

Independent school standards are either met or not met for each category. Leaders should continue to strengthen the vocational offer by establishing links with a wider range of workplaces and employers.

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About this inspection

The proprietor of the school is Horizon Care and Education Group Limited. The chair is Amanda Cunningham.

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About this inspection

The school is a specialist setting that caters for pupils with social, emotional and mental health special educational needs. All pupils have education, health and care plans.

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About this inspection

The school’s email address is: tiptongreen.office@horizoncare.co.uk

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About this inspection

The school uses one unregistered alternative provision.

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

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About this inspection

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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About this inspection

Inspectors spoke with the headteacher, other leaders, members of staff and pupils. They visited lessons in different subjects, looked at pupils’ work and spoke with pupils about their learning and school life. The lead inspector met with leaders from Horizon Care and Education Group, including the chief executive officer. He also spoke with some staff from social care.

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About this inspection

1. Quality of education provided Standards met

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About this inspection

All standards have been met. 2. Spiritual, moral, social and cultural development of pupils Standards met

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About this inspection

3. Welfare, health and safety of pupils Standards met

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About this inspection

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

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About this inspection

5. Premises of and accommodation at schools Standards met

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About this inspection

6. Provision of information Standards met

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About this inspection

7. Manner in which complaints are handled Standards met

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About this inspection

8. Quality of leadership in and management of schools Standards met

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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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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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