Moorlands View School

Moorlands View School

Address: Manchester Road, Dunnockshaw, Burnley, Lancashire, BB11 5PQ Unique reference number (URN): 132079

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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

Some pupils join the school having spent considerable time away from formal education. As a result, they start at the school with some gaps in their knowledge. However, pupils typically achieve well from their individual starting points. This includes developing the important knowledge they need in reading, writing and mathematics. That said, a small number of pupils do not acquire some aspects of writing knowledge or skills as quickly as they could.

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Achievement Expected standard

By the end of key stage 4, pupils generally build up a secure level of knowledge across a range of subjects. For some, this leads to BTEC National Diplomas and GCSE qualifications. Many pupils go on to attend further education after they leave the school. Importantly, to support their next steps, leaders ensure that pupils also learn a broad range of life skills that help them to become increasingly independent and prepared for adult life.

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Attendance and behaviour Expected standard

Leaders have established systems that pick up and address attendance concerns. Attendance information is closely analysed by leaders. This helps them to identify any patterns of absence and when a pupil is at risk of becoming persistently absent. Some pupils join the school having had low levels of attendance at their previous settings. Leaders employ a range of strategies and individualised support, which includes working with external partners, to help pupils improve their attendance at school over time.

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Attendance and behaviour Expected standard

Many pupils at the school have complex emotional needs. These individual needs are well understood by leaders and staff. Staff put in place personalised support and also model high expectations for pupils' behaviour. This typically leads to classrooms that are purposeful, with pupils generally engaged in their learning. Pupils value the recognition they receive for positive conduct. Pupils are not concerned about bullying or other forms of unacceptable behaviour such as harassment. This is because when behaviour falls below leaders' expectations, it is addressed quickly and effectively. Leaders closely track and monitor incidents of both positive and negative behaviour. If concerning trends start to arise, leaders respond in a timely manner to provide further support.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that is ambitious for all pupils. It appropriately caters for pupils from key stage 2 through to key stage 4. Leaders have been successful in ensuring that pupils access the curriculum. Well-chosen resources and support help pupils to take part in learning. Overall, leaders effectively monitor how well the curriculum is taught. They understand where there are aspects of teaching that require additional refinement.

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Curriculum and teaching Expected standard

Leaders have established an effective approach that identifies any gaps in phonics knowledge that pupils have when they join the school. These gaps are addressed well by staff and pupils quickly catch up. Typically, staff pay close attention to ensure that pupils build up the important knowledge they need in reading, writing and mathematics. However, this is not as consistent as it could be for a small number of pupils in relation to some aspects of writing. At times, gaps in pupils’ writing knowledge or skills are not identified or addressed as quickly as they could be. In subjects other than reading, writing and mathematics, staff typically design learning activities that help pupils to build on what they already know. Across subjects, there is a consistent focus on developing pupils' understanding and use of vocabulary.

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Inclusion Expected standard

All pupils attending the school have special educational needs and/or disabilities. Some pupils are also known to children's social care. Leaders deploy a range of effective approaches that identify and assess pupils' individual needs. This begins as pupils start their transition into the school. Leaders work effectively with external partners, parents and carers to gain a thorough understanding of pupils' prior experiences and their barriers to learning. This information is used well to help pupils settle into school life.

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Inclusion Expected standard

Staff benefit from a broad range of training delivered by leaders and other external professionals. Generally, different strategies and approaches for pupils are understood and implemented by staff. Staff provide interventions and adjustments to activities which help pupils to access learning. Leaders have systems in place that allow them to monitor the progress of pupils. Overall, they make appropriate changes when needed. Over time, the personal and academic support that pupils receive helps many to become increasingly independent both in and outside of school.

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Inclusion Expected standard

Leaders make use of alternative provision, which they have ensured is suitable for pupils. Appropriate consideration is given to providing learning activities that focus on key areas of knowledge and the personal development of any pupils that attend.

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Leadership and governance Expected standard

Leaders have an informed understanding of the strengths of the school and where there is further work to be done. They have ensured that the improvements identified at the last standard inspection have been successfully addressed in a timely manner. Parents and carers value what the school does for their children. Leaders' effective engagement with parents and wider professionals helps to ensure that decisions are made in the best interests of pupils. Governors carry out their duties well. They use their visits to the school, along with a range of other information, to understand the different areas of the school’s work. They use this knowledge well to provide leaders with focused levels of challenge and support.

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Leadership and governance Expected standard

Staff appreciate the actions taken by leaders to ensure they have a manageable workload. Appropriate measures are put in place to support their wellbeing. Staff benefit from the guidance and training provided by leaders. This helps them to further develop their expertise and to support pupils well in their learning.

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Leadership and governance Expected standard

The proprietor has a clear understanding of the different aspects of the school's work. It has a robust oversight and knowledge of the independent school standards. The proprietor has ensured that these standards are consistently met, including compliance with schedule 10 of the Equality Act 2010. The school meets the health and safety and premises requirements of the standards. There is a safe outdoor area that pupils enjoy spending time in to play football and use as part of their physical education lessons. The proprietor has ensured that the school has the capacity for ongoing improvement.

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Personal development and wellbeing Expected standard

Leaders have put together a carefully considered approach to personal development and wellbeing. Pupils develop their knowledge of personal safety and how to take care of themselves in the community. Pupils' understanding around this is further supported by visits from the police who cover topics such as the dangers of knife crime. Pupils learn how to keep themselves safe online. They benefit from a range of leadership opportunities. These include being part of the school council or a kindness ambassador. Such opportunities provide pupils with experiences of representing and supporting their peers. Visits to speak with residents of a care home for senior citizens help pupils to contribute positively to their local community.

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Personal development and wellbeing Expected standard

Pupils learn about the importance of having a healthy diet. This is further supported through the food technology lessons that pupils enjoy taking part in. Pupils have an appreciation of fundamental British values, but at times the depth of knowledge that some pupils have is limited. Pupils learn about the different cultures that make up modern-day Britain. Leaders' actions to develop pupils' knowledge around this further are beginning to have an impact. However, some variability remains.

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Personal development and wellbeing Expected standard

Pupils learn an appropriate relationships curriculum from key stage 2 to key stage 4. They benefit from independent careers advice and guidance. Leaders ensure that pupils are well supported in being prepared for adulthood. Effective transition is in place that supports pupils when they leave the school. Many pupils go on to attend further education.

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Personal development and wellbeing Expected standard

Leaders provide a range of tailored pastoral support to give pupils help and guidance. The positive impact of this wellbeing support underpins how well pupils settle into the school and arrive at a point where they are able to engage with learning.

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

All pupils attending the school have special educational needs and/or disabilities. Some pupils have also experienced additional situations that put them at a disadvantage. Pupils benefit from an approach where their individual needs and previous experiences are carefully considered. They benefit from support to aid their personal and academic development. Pupils build trusting relationships with staff. This helps to make pupils feel safe and happy in school.

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

Some pupils join the school having missed significant periods of their education. Pupils experience a well-designed curriculum and effective approaches to teaching that helps them to catch up with missed learning, including important knowledge in reading, writing and mathematics. Pupils make positive progress from their individual starting points. This includes gaining nationally-recognised qualifications such as GCSEs and BTEC Diplomas. Pupils are supported well to develop their independence and to be ready for their next stage of education.

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

Prior to joining the school, some pupils had very low attendance at their previous settings. Pupils are successfully helped to re-engage with more regular school attendance. Across the school, many pupils maintain high levels of attendance over time. The school is typically calm and orderly. The pastoral support that pupils receive when they join the school helps them to settle quickly and get off to a positive start. Incidents of bullying are rare. When any concerns arise, they are dealt with quickly by leaders.

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

Pupils benefit from a range of trips, many of which are linked to their learning. For example, pupils visit local historical mills as part of their history topic. Pupils have opportunities to develop their talents and interests. Enrichment afternoons provide the chance to take part in a range of activities such as boxing, music and beautician treatments. Overall, pupils are well prepared for life in modern Britain.

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Next steps

Leaders and staff should rigorously monitor the progress of pupils to consistently ensure that any barriers to success are swiftly and effectively addressed. Where appropriate, this should be underpinned by well-analysed quantitative and qualitative data. Leaders should ensure that gaps in pupils' writing knowledge and skills are identified and addressed in a timely manner. Leaders should support pupils to consistently show self-discipline and high levels of dedication to their learning.

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the proprietor, the chair of governors, the headteacher, members of staff, pupils and representatives of local authorities which commission places at the school.

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About this inspection

The school is part of the Keys Group. The proprietor body is Keys QTC Limited.

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About this inspection

The chair of the proprietor body is David Manson.

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About this inspection

The chair of the governing body is James Madine.

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Independent school standards

Independent school standards are either met or not met for each category. The annual fees currently charged range from £43,642 - £72,150.

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Independent school standards

The email address of the school is admin.moorlandview@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

The school provides full-time education for up to 24 pupils aged between 7 and 16.

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Independent school standards

The vast majority of pupils have an education, health and care (EHC) plan. Many have social, emotional and mental health needs.

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Independent school standards

The school’s previous standard inspection took place on 13 and 14 July 2023.

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Independent school standards

The school currently makes use of one unregistered alternative provision.

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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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Facts and figures used on inspection

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

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School capacity

5. Premises of and accommodation at schools Standards met

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School capacity

6. Provision of information Standards met

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School capacity

7. Manner in which complaints are handled Standards met

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School capacity

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.

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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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