Lancashire Alternative Provision

Lancashire Alternative Provision

Address: 30 Mowbray Drive, Blackpool, Lancashire, FY3 7UN Unique reference number (URN): 149017

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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 have missed much important learning in the past due to an unsettled experience of education, including in English and mathematics. They catch up on acquiring important knowledge as they progress through the school. Pupils develop confidence and willingness to try new things. By the time pupils reach the end of Year 11, they are prepared well for their next stages of education, employment or training. Pupils typically achieve the qualifications that they need to follow their chosen career pathway. They are well prepared for adulthood and greater independence. This is because, most pupils, including those with special educational needs and /or disabilities, understand how to make the most of their skills and talents.

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Achievement Expected standard

There is variation in the clarity and accuracy of pupils’ written work. This is also true of pupils’ learning or calculations recorded in their mathematical workbooks. In addition, some pupils do not develop fluency in reading and writing as well as they could. At times, pupils' achievement varies in different subjects as a result.

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Attendance and behaviour Expected standard

Most pupils’ attendance at the school increases over time. For many, this is from a very low starting point. This improvement is due to the effective support and encouragement that leaders and other staff provide for pupils. All pupils receive a warm welcome each morning from staff who know them well. Leaders provide carefully tailored and effective support for pupils who struggle to attend school regularly. Pupils know that every day is a new beginning. They understand that they can make a fresh start, even if they have not behaved in the way that they should have previously.

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Attendance and behaviour Expected standard

Incidents of inappropriate behaviour have reduced considerably in recent months due to improved whole-school procedures. Pupils typically behave well during lessons and as they move around the school. They are polite and respectful most of the time. Pupils respond well to staff’s calm and consistent approaches. Additional support to help pupils regulate their emotions is effective. Staff are considerate of pupils’ differing needs when managing their behaviour. Disruption to learning is rare and brief. Pupils’ attitudes to learning improve as they experience success and begin to believe in themselves. They trust leaders to deal with any incidents of unpleasantness. This includes name-calling or bullying.

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Curriculum and teaching Expected standard

Leaders provide a broad and ambitious curriculum for all pupils. This has recently been redeveloped and strengthened. Leaders carefully select activities and resources that capture pupils’ interest. Teachers make effective use of links between pupils' learning in different subjects and topics. This helps to reinforce and embed pupils' knowledge.

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Curriculum and teaching Expected standard

Leaders make sure that pupils keep up with any curriculum content that they miss through absence or lack of engagement. This is also true for pupils who access their education at home. In this way, most of the time, pupils make sense of new learning because they build on what they already know.

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Curriculum and teaching Expected standard

Leaders provide effective support for pupils at the early stages of learning to read. However, they do not ensure that teachers identify and address other gaps that pupils have in their knowledge as well as they could. At times, teachers do not check that pupils have the required knowledge and expertise that they need. This includes fluency in reading and writing. Sometimes, teachers are unsure about the reasons why pupils struggle in class. Occasionally, they assume that this is due to pupils having special educational needs and/or disabilities rather than as a result of missed education.

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Inclusion Expected standard

Leaders make sure that teachers understand the different barriers that pupils face. They use a range of effective strategies to engage pupils in their learning. Leaders provide effective support for pupils with special educational needs and/or disabilities (SEND). This is also true for pupils who face significant challenges in their lives. Leaders liaise closely with parents, carers and other professionals. This includes social workers, virtual school staff and specialist services. Leaders make effective use of information that they gather about pupils. This helps to identify and meet pupils’ differing needs, including SEND.

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Inclusion Expected standard

Leaders provide carefully selected activities and resources that capture pupils’ interests. They ensure that these provide the support and motivation that pupils need. Most pupils access their education on site. Leaders provide tutoring for short periods of time when this is needed. This helps to build up some pupils’ confidence before attending school full time. Leaders support other pupils to access suitable alternative provision in addition to their education on site. These pupils develop knowledge and skills useful for their chosen career pathway. Leaders keep close oversight of how all pupils are learning and progressing. They adapt their plans when pupils do not achieve as well as they expect.

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Leadership and governance Expected standard

Leaders are ambitious for pupils. They liaise effectively with staff and the school’s wider community, including parents and carers. This ensures that the support for pupils is well matched to their needs. Leaders make decisions with pupils’ best interest at heart. They have a secure understanding of the strengths of the school and what they need to focus on next. For example, leaders are currently considering how to broaden the range of qualifications that pupils can achieve in the future. They are also developing the processes that they use for quality assurance, including introducing a governing body.

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Leadership and governance Expected standard

The proprietor is effective. They ensure that all the independent school standards (the standards) are met and maintained. The school is a safe and welcoming place. Leaders are aware of the fluctuating needs of different cohorts of pupils at the school. They take action to ensure that facilities and resources are appropriate. For example, leaders are installing a new science laboratory, shower and toilet facilities to make sure that pupils’ academic and welfare needs are catered for.

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Leadership and governance Expected standard

Staff access regular and high-quality professional development. Despite considerable change in leadership in recent months, staff feel well supported. Staff understand the differing needs of pupils at the school. They know how to help pupils overcome any barriers that they face. However, at times, leaders’ workload is not as evenly spread as it could be. This is because some leaders do not have a secure understanding of their role in maintaining the standards as others do.

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Personal development and wellbeing Expected standard

Pupils' personal development is central to the curriculum. Pupils particularly enjoy this aspect of their learning. They take great pride in recording their discussions and other activities. Leaders ensure that pupils rebuild confidence in themselves. They provide effective pastoral support for pupils. Pupils learn how to be successful at school and in the wider world, including developing an understanding of British values. They demonstrate positive attitudes and cooperation with others most of the time. Pupils develop useful strategies for managing their own emotions and mental wellbeing.

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Personal development and wellbeing Expected standard

Teachers are skilled at engaging pupils in respectful discussion. Pupils are keen to debate topics such as fairness, equality and what constitutes socially acceptable behaviour. Teachers support pupils to listen to and consider the views of others. Pupils become confident in expressing their own opinions. Leaders respond appropriately when pupils display inappropriate language or attitudes. They make sure that pupils learn how to avoid becoming involved in dangerous or anti-social behaviour. This includes drug use, criminal behaviour or homophobia.

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Personal development and wellbeing Expected standard

Pupils learn how to keep themselves and others safe. Most know how to recognise harmful relationships online and in real life. Pupils learn about illnesses caused by substance misuse. They explore the impact of a lack of preventative medical or personal health care.

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Personal development and wellbeing Expected standard

Teachers apply learning from personal, social, health and economic lessons to other subject curriculums. They identify when learning is linked to potential occupations that pupils could pursue. This helps pupils to make informed decisions about what they study in Year 10 and beyond. Leaders provide carefully tailored careers advice and guidance for pupils. They ensure that pupils make the most of their strengths and interests. Work placements, college and training providers are meticulously matched to pupils' differing needs. This supports pupils to be well-motivated. Most successfully move on to their next stage of education, employment or training after completing Year 11.

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

Leaders make sure that pupils receive the support that they need to settle at school. This is important as pupils have typically experienced disrupted education in the past. Most pupils achieve well over time. This is despite many struggling with aspects of their learning when they first begin at the school. Pupils make progress from their differing starting points. Caring and well-trained staff understand the barriers that pupils face and help them to overcome these. Pupils develop useful independence skills during their time at school, such as cooking. They are effectively prepared for adulthood. For example, most pupils go on to access other education, training or employment at the end of Year 11. Leaders make sure that pupils feel safe. Pupils trust staff to help them to overcome challenges that they face in life. They build positive relationships with staff and each other. Leaders deal with any incidents of bullying swiftly and effectively.

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

Pupils learn how to follow school rules and routines. This prepares them well for making a positive contribution to society when they are older. Pupils are keen to earn rewards for highly prized enrichment activities at the end of each week. This helps pupils to develop perseverance and resilience when they experience difficulties.

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

Most pupils’ attendance improves over time. They grow in self-confidence as they begin to experience success at school. Skilled staff help pupils to develop better attitudes to learning. They build on pupils' strengths and achievements.

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

Leaders develop pupils’ talents and interests. Pupils enjoy the trips and activities that they take part in, such as visiting a local farm, parks, museums and other places of interest. Pupils learn new skills such as boxing, mechanics, hairdressing or beauty techniques. Through experiences such as these, pupils broaden their horizons. This helps to raise their aspirations and consider different career pathways that they may have not have done previously.

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Next steps

Leaders should ensure that pupils improve the fluency of their written work and accuracy in mathematics recording so that pupils can explain their learning and ideas more clearly. Leaders should make sure that teachers identify and address gaps in pupils’ knowledge so that they are better prepared for their next stage of learning. The proprietor should ensure that all leaders are clear about their role in meeting and maintaining the independent school standards.

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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 headteacher and other leaders during the inspection. This included the proprietor.

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About this inspection

The chair of the proprietor body is Sophie Riley.

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About this inspection

Annual fees for the school range from £14,250-£80,000.

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Independent school standards

Independent school standards are either met or not met for each category. The school's email address is Admin@tailorededucationgroup.com.

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Independent school standards

Inspectors confirmed the following information about the school:

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Independent school standards

Most pupils at the school have an education and health care plan. Their primary need is social, emotional and mental health needs.

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Independent school standards

The school makes use of one unregistered alternative provision for pupils.

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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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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 an education, health and care (EHC) plan

6. Provision of information Standards met

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Pupils with an education, health and care (EHC) plan

7. Manner in which complaints are handled Standards met

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Pupils with an education, health and care (EHC) plan

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

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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