Alchemy School

Alchemy School

Address: 105 Nelson Road, Gillingham, ME7 4LT Unique reference number (URN): 146736

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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

Personal development and wellbeing sit at the heart of the school's work. This is a clear strength of the school. Some pupils arrive with low self-esteem, negative experiences of school and significant gaps in their learning. Leaders and staff are deeply invested in changing this. They prioritise re-building confidence, helping pupils re-engage with learning and supporting them to feel part of a community again.

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Personal development and wellbeing Strong standard

Staff take the time to understand each pupil's individual circumstances, providing personalised support. For many pupils, this means learning to communicate effectively, manage their emotions, resolve conflict and build trust with adults. While at the school, pupils start to attend more regularly and they become more open to learning.

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Personal development and wellbeing Strong standard

The personal development curriculum is broad and thoughtfully planned. It comprehensively covers personal, social, health education, relationships and sex education, citizenship and independent living skills. Importantly, it evolves throughout the year to reflect emerging themes relevant to pupils. Key topics such as healthy relationships, online safety, personal hygiene and staying safe in the community are revisited regularly. Pupils speak confidently about what they learn. Where additional support is needed, staff adapt their approaches effectively.

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Personal development and wellbeing Strong standard

Pupils learn about different cultures, religions and beliefs, developing a genuine respect for others and a strong understanding of equality, diversity and inclusion. Fundamental British values and the rights of different people are taught in structured and meaningful ways, helping pupils become tolerant, well-prepared members of society.

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Personal development and wellbeing Strong standard

Leaders use pupils' interests to increase engagement, for example, through horse riding, climbing, bushcraft and community trips. Pupils develop confidence, resilience and social skills. They thrive on these different experiences.

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Personal development and wellbeing Strong standard

Pupils follow a well-planned programme of careers education. This prepares them effectively to move on to suitable destinations, including college, training and supported internships. This is a remarkable achievement given pupils’ starting points when they first join the school.

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Achievement Expected standard

Pupils often arrive at the school with much lower starting points than expected for their age. This is, in part, due to their special educational needs and/or disabilities, but also because of the disrupted education they have previously experienced. The school’s work to develop positive relationships, increase pupils’ self-esteem and support pupils’ re-engagement with learning is successful. Pupils learn a range of knowledge and skills. They demonstrate their understanding of different subjects in the work they produce, often answering questions articulately in lessons. The adaptations staff make to support pupils mean that they generally progress well through the curriculum.

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Achievement Expected standard

Pupils achieve qualifications that are appropriately matched to what they need in the future. Consequently, they are prepared well for the next stages of their education, training or employment. For many, they progress to college courses or supported internships, something they had not previously thought possible.

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Attendance and behaviour Expected standard

Attendance is prioritised and is a constant focus for the school. Some pupils do not engage as well as they might with education because of their previous educational experiences. Leaders are ambitious for all pupils to attend as much as possible. They carefully consider pupils’ barriers to learning and wellbeing, putting in place extensive support to bring about positive change in pupils' attendance. Leaders are particularly alert to pupils whose attendance is too low. Well-thought-through systems mean that leaders regularly discuss each pupil’s attendance and the actions they are taking to improve it further. The school’s analysis of attendance shows that pupils attend school more regularly over time, but this is an area that leaders should continue to improve.

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Attendance and behaviour Expected standard

Leaders have high expectations for pupils’ behaviour. Positive behaviour is instilled well in pupils. The school’s daily routines help pupils to manage the school day. Lessons are calm and purposeful. Similarly, social times are well organised. Pupils socialise with each other or get involved in activities the staff organise for them. Pupils’ attitudes to school and learning are generally positive. Instances of bullying or incidents of a discriminatory nature are dealt with swiftly.

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Curriculum and teaching Expected standard

The school’s curriculum offers pupils much more than it did in the past. The curriculum now consists of a wider range of subjects, including more practical subjects that successfully grab pupils’ attention. The curriculum is planned and sequenced in a logical way that helps pupils to learn. It is carefully adapted so that it takes account of what pupils already know and can do. As a result, pupils re-discover learning and become more confident. Their knowledge and skills in different subjects increase over time.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and they take the right actions to bring about further improvements. Teachers deliver the curriculum well. They receive helpful training that means that they are becoming more confident in what they teach. Staff understand pupils’ learning needs. Staff are proactive in reducing the many barriers pupils face. Pupils’ use of vocabulary is supported well during lessons. Consequently, pupils are keen to learn and they make suitable progress through the curriculum. Understandably, staff prioritise reading, writing and mathematics, helping pupils to fill the gaps many of them have in learning. Pupils receive targeted support that means they catch up quickly.

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Inclusion Expected standard

Pupils feel valued, understood and accepted at Alchemy School. For some pupils, it is the first time they have felt successful, often following periods of disrupted education of several years. Staff take great care to get to know pupils. They carefully check what pupils already know and can do and where gaps in learning exist. Leaders understand the different groups of pupils they work with, pinpointing pupils’ specific barriers. They use this information to organise appropriate support, which they provide through a wide range of individual strategies. For example, pupils benefit from visual timetables and regular movement breaks. Pupils progress well through the curriculum. Their social, emotional and mental health needs are carefully monitored to make sure that the strategies staff use are impactful. Leaders provide staff with helpful training opportunities. These are generally linked to the individual needs of pupils. Working collaboratively with other professionals is a strength of

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Inclusion Expected standard

the school. For example, the school’s work with Virtual Schools to support pupils who are looked after is impactful. Funding is used effectively to provide the right support at the right time. A very small number of pupils attend alternative provision, which is precisely matched to their interests and future aspirations.

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Leadership and governance Expected standard

Leaders at Alchemy School care deeply about their pupils and want every pupil to succeed. They are ambitious for them and committed to giving each pupil a fresh start. While many pupils arrive after a disrupted education, leaders and staff are successful at helping them re- engage and feel positive about learning again.

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Leadership and governance Expected standard

Staff know pupils extremely well. They understand each pupil's special educational needs and/or disabilities and always act in their best interests. This deep knowledge helps pupils feel safe, valued and understood.

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Leadership and governance Expected standard

Leaders have a clear picture of the school. They have tackled the priorities for improvement that were identified at the last inspection and some of this work still continues. Leaders know what is working well and what still needs to improve. For example, they know that there is more to do to further strengthen the systems and processes they use to check the impact of their work more consistently in all areas. While the school is working with more pupils than it is currently registered for, the school continues to successfully meet the Independent School Standards. The advisory committee knows the school well and provides helpful challenge and support.

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Leadership and governance Expected standard

Leaders make sure staff receive regular training so that they can keep building their knowledge, skills and confidence. Staff speak very positively about the school's work and are fully committed to it. They are proud to be part of this school.

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Insufficient evidence

Leaders take staff wellbeing seriously. They understand the pressures staff face and make sure workload is manageable. Staff feel supported, valued and part of a kind, caring school community.

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

Many pupils at Alchemy School have attended several other schools before coming here. Their experience at Alchemy helps pupils to settle in quickly because their social and emotional needs are put first. They feel safe, supported and are generally happy at school. Many pupils overcome their challenges to attend well. However, leaders know there is still more to do to ensure that every pupil attends as regularly as possible.

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

Pupils develop excellent, positive relationships with each other. Bullying and any form of discrimination are dealt with well. Pupils trust the staff, who work hard to understand each pupil's needs. Because of this, pupils feel accepted and confident. They enjoy learning and leave school with qualifications that prepare them for college, training or work. Pupils also benefit from a wide range of trips and activities outside the classroom. These experiences help them grow, learn new skills and enjoy school life.

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

In lessons, pupils pay attention and like to share their ideas. They show a positive attitude towards learning. The curriculum is well planned to meets their needs. Leaders are committed to continually improving the curriculum and the quality of teaching. Clear routines help pupils understand what is expected of them in lessons. Staff have high expectations for behaviour and pupils respond well to this. They behave sensibly in lessons and during breaktimes. They are respectful to staff and to each other.

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

The curriculum helps pupils learn about many important topics that support their personal development. For example, they learn about citizenship and how to play a positive role in their community. These lessons help pupils understand the world around them and how they can contribute to society in a positive way.

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Next steps

Leaders should continue to check that their attendance strategy is having the intended impact on pupils' attendance to ensure they take swift actions to improve the attendance of individual pupils and groups of pupils where needed. Leaders should continue to strengthen the systems and processes that they use to check the impact of their work across the school.

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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

The inspectors met with the head of school, who is also the chair of the proprietor body, school leaders and staff and a couple of members of the advisory committee. The lead inspector reviewed documents provided by the school and those available on the school’s website. He toured the school’s premises and checked the single central record of pre- appointment checks.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

Alchemy School operates across 2 sites. The current sites are located at 43 High Street, Sittingbourne ME10 4AW and 105 Nelson Road, Gillingham ME7 4LT.

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About this inspection

Alchemy School can cater for up to 50 pupils between the ages of 11 and 19 across both sites. Most pupils have an education, health and care plan with places funded by a local authority. The school caters for pupils in need of alternative education programmes. All pupils attending the school have special educational needs and/or disabilities. The primary area of need for most pupils is social, emotional and mental health. Many have not attended any school for extended periods prior to joining Alchemy School.

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About this inspection

In addition to the 60 pupils that are on the school roll, there are an additional 32 pupils who receive one-to-one tuition in the community, which is provided by a specific team of Alchemy staff. These 32 places are commissioned by local mainstream schools. Inspectors carefully reviewed how these additional pupils impacted on the Independent School Standards. Inspectors concluded that the school meets all of the Independent School Standards despite the higher numbers of pupils. Of the 60 pupils on the school roll, there are 23 pupils who access part-time outreach programmes.

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About this inspection

The school currently uses 2 unregistered alternative provisions.

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About this inspection

The name of the proprietor body is L & P Educational Services Ltd. The chair of the proprietary board is Lisa Bowles, who is also the head of school.

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About this inspection

The fees currently charged are £37,440 to £57,720 per year.

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About this inspection

The email address of the school is enquiries@alchemyschools.co.uk.

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Independent school standards

Independent school standards are either met or not met for each category. Head of School: Lisa Bowles

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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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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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Facts and figures used on inspection

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

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Pupils with special educational needs (SEN) support

7. Manner in which complaints are handled Standards met

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Pupils with special educational needs (SEN) support

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

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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. 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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