Ashcroft School

Ashcroft School

Address: 54 Hayes Lane, Exhall, Coventry, Warwickshire, CV7 9BP Unique reference number (URN): 149577

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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 progress well through the curriculum from their starting points. The work they produce and their responses in lessons show that they are developing a secure understanding of the curriculum. Furthermore, their achievement is reflected in how they develop the skills they need to study, attend well and interact positively with other pupils and staff. Parents and carers also speak positively about the impact of the school's work outside of school. They say their children are happier and more settled at home.

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Achievement Expected standard

Pupils develop the important knowledge they need in reading, writing and mathematics. Pupils at the end of key stage 4 who take public examinations achieve well in a range of qualifications. Pupils go on to appropriate further education and training that supports their aspirations. They are well prepared for their next steps, as they have the knowledge and social skills needed to succeed.

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Attendance and behaviour Expected standard

Leaders have high expectations for pupils' behaviour and attendance. Most pupils previously had very low attendance or had been out of education for significant amounts of time. Staff have an accurate understanding of the barriers to regular attendance faced by pupils. They work well with pupils and their families, so these pupils get the support they need to attend school. As a result, the school is highly successful in addressing these barriers to attendance. Most pupils attend school regularly, and all have improved their attendance.

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Attendance and behaviour Expected standard

Leaders have established clear routines that pupils understand. There are three simple rules they expect pupils to follow; pupils are rewarded regularly for following these. This helps to reinforce the school's expectations. Most pupils behave well in lessons and at breaktimes. They are respectful to each other and to staff. Pupils socialise well together and enjoy the positive friendships they make while at school. There is no bullying, and staff do not tolerate any discriminatory language or behaviour. Pupils get effective personalised support to behave well. Pupils say that their behaviour and attitudes to learning have improved greatly since attending the school.

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Curriculum and teaching Expected standard

Leaders have ensured that a broad, personalised and ambitious curriculum is in place to meet pupils' needs. They have a secure understanding of how well it is delivered. They make effective decisions on how to deliver the curriculum so barriers to learning are addressed. For example, some pupils are taught outdoors, and staff use practical methods to deliver the curriculum. This helps pupils engage well with their learning. In some subjects, the essential knowledge pupils should learn is not clearly set out. When this is the case, the curriculum is not delivered as well as possible.

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Curriculum and teaching Expected standard

Staff have secure subject knowledge and generally deliver the curriculum well. Typically, they check pupils' understanding effectively. At times, this is not done consistently well. As a result, in some subjects, pupils' learning gaps are not addressed as effectively as they could be.

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Curriculum and teaching Expected standard

Staff are aware of the gaps in the important knowledge that pupils have in reading, writing and number facts. They address these well in lessons. They explain new vocabulary clearly and ensure that pupils can spell key words correctly. Some pupils have extra support with their reading, handwriting and spelling. This helps them to access the curriculum successfully.

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Inclusion Expected standard

All pupils who attend this school have an education, health and care plan. Leaders work well with parents, carers, other agencies and the pupils' previous school to ensure that they have a comprehensive understanding of pupils' needs. Staff receive helpful information about pupils and how to support them in lessons through the 'pupil support folders'. They get information about pupils' barriers to learning, their needs, likes and dislikes. This helps staff create and maintain strong relationships with pupils to support their reintegration into education and success at school. As a result, the school is a nurturing environment and effective at re-engaging pupils in education after previous difficult experiences. Staff regularly meet to discuss the strategies they use to support pupils to ensure they are effective.

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Inclusion Expected standard

Staff are effective at addressing the emotional and behavioural barriers to learning that pupils have. At times, teaching is not adapted swiftly and effectively enough to address barriers to learning. However, staff are developing their expertise in this area.

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Inclusion Expected standard

The school uses alternative provision for a small number of pupils. Leaders have a secure oversight of the quality of the provisions they use. They ensure they meet the needs and aspirations of the pupils who attend them.

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Leadership and governance Expected standard

The proprietor ensures that this is an effective and inclusive school. They have ensured that the independent school standards are met. They have an accurate understanding of the school, its context, strengths and what still needs to improve. They have clear, effective structures in place to challenge and support school leaders. They make a positive contribution to the school.

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Leadership and governance Expected standard

School leaders also have an in-depth understanding of what still needs to improve and what is working well. They have clear and sensible plans to continue to improve the school. They have been successful in improving the curriculum, the attendance and the behaviour of pupils. They are committed to providing the best possible education to pupils. They always act in the best interests of the pupils.

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Leadership and governance Expected standard

Staff are proud to work at the school. They work together effectively as a team and support each other's wellbeing. They work hard to support the pupils. Staff appreciate the time they get for preparation and planning. They have opportunities to develop their expertise in key areas, such as trauma-informed practice and subject-knowledge development. Leaders have ensured that staff can provide feedback about what is working well for pupils and what additional support they need through the daily debrief sessions.

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Leadership and governance Expected standard

The school engages well with parents and carers. Parents speak highly of the care and support the school provides for their children. They acknowledge the positive difference the school has made to their child's life.

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Personal development and wellbeing Expected standard

Leaders have constructed a well-thought-out programme to support pupils' personal development. It is woven into all aspects of school life. It is highly personalised and builds on pupils' interests. Pupils learn to reflect on their own behaviour and to distinguish right from wrong. They discuss and debate current affairs topics and learn how to communicate effectively. They learn how to cook healthily. They are taught how to stay safe online and in the community. The school provides meaningful opportunities for pupils to develop their understanding of fundamental British values and equality. The impact of the programme is evident in the way pupils treat each other respectfully, embrace differences and behave positively.

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Personal development and wellbeing Expected standard

Staff support pupils' wellbeing effectively. They provide them with quiet spaces when needed. Some pupils receive additional support to help them manage their emotions. This work is effective in helping pupils self-regulate.

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Personal development and wellbeing Expected standard

The school also provides pupils with experiences that enrich the curriculum and offer opportunities they might not otherwise have. They have trips to London to watch theatre shows. Pupils visit museums and local places of interest. They learn about other cultures through visits to local places of worship. Pupils look forward to the reward trips to amusement parks.

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Personal development and wellbeing Expected standard

Pupils also enjoy playing and taking part in sports such as golf, football and climbing. Pupils learn how to contribute positively to society and be active citizens. They raise money for charities and visit the local care home, where they interact with residents. Some pupils are school councillors. School leaders use their input to improve various aspects of the school.

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Personal development and wellbeing Expected standard

Leaders are ambitious for pupils. They have an effective careers programme. Pupils receive impartial careers advice and guidance. This supports pupils in making informed decisions about their post-16 options in employment or education.

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

Pupils enjoy attending this caring school. Pupils have previously been out of education for significant periods of time. Leaders want this school to be the pupils 'forever school', a place where they attend regularly and receive a high-quality education. The school has developed a well-thought-out transition programme to support this aim. This includes home visits by staff and a gradual increase in pupils' time at school. This helps pupils settle in. As a result, pupils feel accepted and understood. They benefit from a personalised curriculum that meets their needs and aspirations. Staff have an excellent understanding of the barriers to learning that pupils face. Typically, they address these well. Pupils progress well from their starting points.

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

The school is generally calm and orderly. Pupils feel safe in school and know that they have staff they can talk to if they are struggling or have any worries. There are positive relationships between staff and pupils. Pupils enjoy being part of all aspects of school life. They enjoy outdoor activities and trips to the theatre and museums. They socialise well together at breaktimes. For many pupils, their attendance was previously very low. All pupils' attendance has improved since they started attending this school, and most attend regularly.

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Next steps

Leaders should ensure that the curriculum is all subjects identifies the key knowledge and skills they want pupils to learn so that the curriculum is delivered consistently well in all subjects. Leaders should ensure that teachers check pupils' understanding consistently well so that gaps in learning can be addressed effectively. Leaders should continue to develop staff expertise in making adaptations to teaching so that pupils' learning needs are swiftly and effectively addressed

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About this inspection

The proprietor is Hexagon Care Services Ltd.

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About this inspection

The chair of the proprietor body is Caroline Ashdown.

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About this inspection

The fees currently charged are £53.605 to £76,412

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About this inspection

The school's email address is caroline.ashdown@hexagoncare.com

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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 school leaders, the chair of the proprietor body and the deputy director of education.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

All pupils who attend this school have an education, health and care plan.

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Independent school standards

Independent school standards are either met or not met for each category. The school uses 4 unregistered alternative provisions.

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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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