Tees Valley College

Tees Valley College

Address: Sotherby Road, Middlesbrough, North Yorkshire, TS3 8BT Unique reference number (URN): 136259

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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

Pupils make effective, and sometimes rapid, progress through the curriculum. More pupils now join the school earlier in their secondary education than they once did. This ensures that staff have time to work with them, address gaps in knowledge and ensure they achieve well. Pupils are typically well prepared to succeed in national tests and examinations. The majority of pupils achieve basic qualifications in English and mathematics by the end of Year 11. Of late, the range of qualifications available at the school, as well as pupils' outcomes, have both improved.

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Achievement Expected standard

During their time at school, pupils, including those with special educational needs and/or disabilities, secure the knowledge and skills they need for their next stage of education. Sometimes, pupils have significant gaps in their understanding on entry to the school, and these are generally addressed well by staff. Pupils increase their vocabulary, resilience in writing and number knowledge. Where pupils struggle with specific skills, staff effectively address this.

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Attendance and behaviour Expected standard

Leaders recognise that one of the main barriers to pupils' success is poor attendance. Many pupils join the school having been absent from education for significant periods of time. Poor attitudes towards education have taken time to address. Leaders have employed a range of successful strategies to improve attendance over time. Some pupils now attend very well. However, persistent absence is still too high. Some pupils therefore miss significant amounts of their education. Leaders know this is the case and are working to address it. New attendance rewards are having a positive impact on rates of absence. Pupils understand the importance of attending school. Staff regularly re-enforce this.

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Attendance and behaviour Expected standard

Pupils' behaviour is typically calm and respectful. When staff make requests of pupils, they generally respond appropriately and get back on track. Staff help pupils to regulate their own emotions and control their behaviour. Some pupils do this more successfully than others. However, leaders ensure that everyone gets a fresh start each day. Bullying is rare and dealt with effectively. Rewards are genuinely valued by pupils, who enjoy receiving praise and achieving success. When pupils do struggle to meet leaders' high expectations, this is well handled by staff. Excellent relationships between staff and pupils are central to the school's success.

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Curriculum and teaching Expected standard

The school has an increasingly broad and ambitious curriculum. Leaders understand which areas of the curriculum are more refined than others. Where changes have been required, these have been carefully considered and swiftly enacted. Leaders' ambitions for future curriculum developments are high. Staff with specialist knowledge have been recruited to strengthen the school's educational offer. Curriculum design is well considered and builds on pupils' knowledge over time. Pupils are increasingly well prepared for their next steps. Staff increasingly have the expertise to teach the school's ambitious curriculum. What pupils will learn and in what order is clearly set out. This helps staff to focus on the most important knowledge and skills pupils need in each lesson. Many pupils join the school with significant gaps in their learning. These are identified and a personalised learning pathway is set out

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Curriculum and teaching Expected standard

for each pupil. The curriculum is often taught well, but sometimes this is not as consistent as leaders expect.

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Curriculum and teaching Expected standard

A programme to address gaps in pupils' foundational knowledge and skills, in reading or mathematics for example, is in place. Leaders' work to identify and address these gaps is increasingly effective. Pupils with special educational needs and/or disabilities are at the heart of the curriculum and teaching choices made. Lessons are well adapted and engaging for these pupils.

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Inclusion Expected standard

Leaders collect valuable information about each pupil before they join the school. Leaders use this information well to adapt the curriculum and pastoral support to help pupils succeed. For example, as pupils join the school, they have additional transition time to help them settle. If pupils struggle to access the curriculum, leaders explore alternatives that do not limit the ambition for pupils. Staff quickly get to know pupils. Individual support plans remove barriers to learning. Daily briefings ensure any changes to pupils' needs are swiftly addressed. Additional support and interventions further improve pupils' educational experience. Staff get to know each pupil very well.

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Inclusion Expected standard

Alternative provision is used effectively. It is very well matched to pupils' needs. A blended curriculum of online and in-person learning is on offer for some pupils who struggle to access formal education. Leaders regularly monitor the impact of their work. This ensures that each pupil is getting the precise support they need. Professional learning for staff has further strengthened the school's provision for pupils with special educational needs and/or disabilities (SEND) of late. Leaders engage often with parents and professional agencies to get pupils with SEND, and other disadvantaged pupils, the help they need to thrive.

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Leadership and governance Expected standard

Leaders understand what the school does well, how it might improve and how to achieve any changes required. The curriculum on offer at the school has become more ambitious over time. Standards of teaching have improved so that lessons are well adapted to meet pupils' needs. Pupils now achieve more highly than they once did. Attendance is steadily improving. Current school improvement priorities are well considered.

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Leadership and governance Expected standard

Leaders' vision for the school is shared by staff and those responsible for governance. Governors ask the right questions to ensure they are well informed about pupils' progress, attendance and wellbeing. Those responsible for governance undertake their statutory duties effectively. The proprietor ensures the independent school standards are met consistently.

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Leadership and governance Expected standard

The culture of the school is built around a strong moral purpose. Everyone involved with the running of the school, from leaders to support staff, are committed to nurturing disadvantaged young people. A shared culture of high expectations and moral purpose underpins the school's ethos. The school provides high-quality training that meets the needs of staff well. As the school has grown and developed, so has staff expertise. Increasingly well-trained and knowledgeable staff contribute to an effective culture of professional learning. Staff are encouraged and empowered to bring about ongoing improvement in the best interests of pupils. Staff wellbeing and workload are always carefully considered when changes are made. Staff feel able to speak up and raise a concern should they have it. The involvement of parents and carers is actively encouraged. This work brings considerable value to the school community.

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Personal development and wellbeing Expected standard

The school has a highly effective programme for supporting pupils' personal development. This includes engaging in discussion about important ethical issues, celebrating diversity and the cultures of others. Pupils also learn about money management, online risks and how to stay healthy. Leaders have developed a personal, social and health education (PSHE) curriculum that is tailored to pupils' needs and the context of the school. Staff teach this curriculum with skill and compassion, ensuring that each pupil's own life experiences are considered. Pupils develop an appreciation of important values through participation in charity fundraising, student elections and celebrating events of national and international importance.

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Personal development and wellbeing Expected standard

Relationships and sex education and health education are delivered in an age appropriate manner. Staff take account of each pupil's stage of development when covering sensitive or complex topics. Pupils have the opportunity to ask questions and seek meaningful answers. The PSHE curriculum supports important messages that help keep pupils safe. The curriculum is adapted to respond to local or national trends, for example online or in the community. Pupils have an effective understanding of how to look after their mental health and manage anxiety. Their appreciation of British values, such as the sense of right and wrong, is well embedded.

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Personal development and wellbeing Expected standard

A wide range of planned enrichment opportunities supplement the academic curriculum. Pupils benefit from being active, trying new experiences and exploring the outdoors. These opportunities often lead to recognised qualifications such as in stable management or outdoor education. Further enrichment opportunities enhance pupils' physical and mental health as well as social skills. These include boxing, swimming and meals out. The school provides independent careers advice and guidance. An effective careers curriculum, supported by timetabled lessons, help pupils think creatively about their career options. The school has not made the most of opportunities to work with local employers to enhance pupils' ambitions for their futures.

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

Pupils enjoy attending this small, nurturing school. They appreciate the support they get from staff. Pupils thrive because staff understand their individual challenges and circumstances well. Pupils' individual behaviour and attendance improve over time. The support pupils receive is very well tailored to their needs. Staff help each pupil to achieve their best. Increasingly, pupils achieve the formal qualifications they need to succeed in future education, employment or training. These qualifications are supplemented by a wide range of enrichment activities, including sports, reward trips and visits to places of cultural interest. This focus on developing pupils' cultural understanding helps prepare them for life in modern Britain.

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

Pupils access an increasingly broad and stimulating curriculum. As well as academic subjects, leaders have thought carefully about the practical learning that will benefit pupils most. Motor vehicle maintenance, hair and beauty, construction and hospitality are all studied in high-quality facilities. Knowledgeable staff, often with considerable industry experience, help pupils to enjoy their learning. Pupils see real value in what they are studying and engage in it well. Staff recognise individual success so that pupils gain confidence over time.

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

Relationships between staff and pupils are positive. Pupils would speak to a member of staff if something worried them. Pupils have often been out of education for some time when they join the school. Staff carefully consider pupils' transition into the school to help them settle in. They build trusting and positive relationships with pupils. This helps pupils to feel like they belong at the school. Pupils are increasingly confident and communicate well with staff and their peers. Pupils typically manage their emotions effectively. Staff receive specialist training to help them manage pupils' needs. Bullying is rare. Pupils get along well with one another and learn the importance of mutual respect. Pupils experience a calm and positive school environment.

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Next steps

Leaders should ensure that high rates of attendance are maintained over time and that persistent absence continues to reduce rapidly. Leaders should ensure that teachers consistently make highly effective choices about what to teach and how to teach it in the context of each subject and each pupil's needs. Leaders should engage more fully with employers in the local area to ensure that pupils are well informed about careers options and have a wide range of ambitious ideas for future employment.

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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 associate headteacher and other senior leaders during the inspection. Inspectors spoke with pupils, staff and those responsible for governance. The

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Independent school standards

Independent school standards are either met or not met for each category. lead inspector also spoke with a representative of the proprietor. Inspectors visited a sample of lessons, reviewed pupils' work and observed behaviour around the school. The lead inspector spoke with representatives of several local authorities that the school works with.

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Independent school standards

The proprietor of this school is Keys 7KS Ltd.

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Independent school standards

The chair of the proprietary body is David Manson.

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Independent school standards

The email address of the school is admin.teesvalley@keyseducation.ac.uk

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Independent school standards

The inspectors confirmed the following information about the school:

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Independent school standards

Most pupils supported by the school have social, emotional and mental health needs.

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Independent school standards

The school uses 3 unregistered providers of alternative education.

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Independent school standards

The school operates from the following address: Sotherby Road, Middlesbrough, North Yorkshire TS3 8BT.

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Independent school standards

The school has undergone a significant change since the last inspection. The headteacher, most senior leaders and several staff have joined the school.

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Independent school standards

The school is registered to accommodate pupils up to the age of 19. At the time of the inspection, no pupils above the age of 16 were on the school roll.

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Independent school standards

1. Quality of education provided Standards met

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Independent school standards

2. Spiritual, moral, social and cultural development of pupils Standards met

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Facts and figures used on inspection

3. Welfare, health and safety of pupils Standards met

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Facts and figures used on inspection

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

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Facts and figures used on inspection

5. Premises of and accommodation at schools Standards met

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Facts and figures used on inspection

6. Provision of information Standards met

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Facts and figures used on inspection

7. Manner in which complaints are handled Standards met

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Facts and figures used on inspection

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

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Facts and figures used on inspection

All standards have been met. 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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