Embleton View

Embleton View

Address: Westgate House, Coniscliffe Road, Darlington, DL3 8TF Unique reference number (URN): 145127

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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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Attendance and behaviour Strong standard

Attendance has consistently improved over time. The attendance of individual pupils has improved significantly because of the support that the school provides to families. Pupils want to come to school and engage in their learning. Daily attendance is checked carefully. Staff use a first day response to make sure pupils are safe and follow up concerns, including home visits. Leaders analyse attendance rigorously and methodically. Weekly reviews identify pupils who are at risk of persistent absence and provide prompt support. Leaders have early conversations with parents and carers to establish clear expectations. They make effective use of specialist staff to support families to overcome barriers to regular attendance. Where attendance dips below the school’s high expectations, termly rewards and individual targets supports pupils to re-engage and sustain high attendance.

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Attendance and behaviour Strong standard

The school’s supportive, relationship-based approach to behaviour helps pupils to settle quickly. Pupils behave calmly and follow routines. They respond well to staff. Pupils trust staff to look after them and know that staff resolve the rare instances of bullying effectively. Staff use effective strategies like sensory regulation and visual prompts to help pupils remain settled and ready to learn. Behaviour expectations and consistent routines are clear from the start of the day. Pupils receive positive praise throughout the day which contributes to the ‘points tracker', where pupils earn prizes. Pupils recognise changes in their own behaviour and use agreed strategies in lessons to re-engage with learning. Leaders analyse behaviour trends carefully and use this to shape staff training and support.

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Inclusion Strong standard

The school is highly inclusive and supports pupils with a range of special educational needs and/or disabilities. Many pupils arrive at the school with gaps in their learning and emotional development, including low self-esteem and underdeveloped social skills. There are highly effective systems in place to ensure that each individual pupil is well known, understood and supported to re-engage in education. Leaders gather information about pupils before they start at the school. They establish secure starting points by working closely with previous schools and local authorities. Leaders place pupils carefully across different sites and classes so they learn well together.

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Inclusion Strong standard

Support is meticulously planned according to pupils’ individual needs, including behaviour and therapeutic support. Pupils receive specialist support such as speech and language therapy, occupational therapy, educational psychology and counselling. Pupils access this support alongside their academic learning so that they are confident to access the curriculum and all that the school has to offer. Leaders regularly check that the support pupils receive accurately meets their needs and is adjusted when needed. They work effectively with the local authority to meet the needs of pupils known or previously known to social care. Staff receive regular training tailored to pupils’ needs.

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Leadership and governance Strong standard

Leaders ensure that pupils are at the heart of all decisions that they make. They are committed to ensuring that a consistent approach and positive relationships are fundamental to every pupils’ development and success. The growing and experienced leadership team works together across all 4 sites so that pupils receive a consistent experience. Leaders ensure that as the school expands, they recruit and train experienced staff and leaders. Leaders regularly check on provision at each site, including the curriculum, teaching and behaviour. They use this information to identify the right priorities to continue to improve the school. Leaders take a considerate and strategic approach to school improvement to ensure that all decisions enhance pupils’ education and experiences.

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Leadership and governance Strong standard

A structured professional learning programme for staff builds expertise and develops future leaders. Staff describe leaders as visible, supportive and approachable. Staff feel valued and appreciate the commitment leaders give to their workload and wellbeing. Staff value the positive culture in school and the deep sense of community.

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Leadership and governance Strong standard

Governance at regional and national level provides effective oversight. The proprietor has developed rigorous structures to maintain effective oversight of the school and its performance. The proprietor body understands its statutory duties and checks the school’s work through reports, meetings and visits. Members of the proprietor body provide appropriate support and challenge and understand the school’s strengths and priorities.

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Leadership and governance Strong standard

Leaders gather the views of pupils and work closely with families to build their trust. Parents and carers are extremely positive about the impact that the school has on their children’s development. Leaders have developed positive relationships with other stakeholders and professionals, including local authorities, virtual schools and local businesses.

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Personal development and wellbeing Strong standard

The personal development offer is central to pupils’ positive experiences. Leaders prioritise preparing pupils for adulthood. Pupils build independence and transferable skills such as speaking, listening and travel training. These experiences help pupils to become socially responsible and active citizens. Pupils engage positively in school life, pursue their interests and move on to well matched meaningful destinations.

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Personal development and wellbeing Strong standard

Careers education is purposeful and relevant. It helps pupils to understand a wide range of pathways. Leaders organise guest speakers and visits to help pupils learn about a wide range of careers, including through initiatives such as ‘job of the week’. Pupils learn about the range of destinations available to them, including apprenticeships and colleges.

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Personal development and wellbeing Strong standard

The opportunities that pupils access are highly personalised. Leaders identify any barriers to pupils’ learning and development and tailor experiences to meet their needs. Leaders develop bespoke programmes based on pupils' aspirations, including driving lessons, video editing and work experience placements. Pupils who are anxious about their next steps are supported, such as being accompanied to colleges, workplaces and open evenings. This helps to build pupils' confidence and independence. The vocational offer gives pupils experiences of future careers, including woodwork and construction. It supports pupils’

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Expected standard

enterprise and understanding of money. They plan products to make, including the cost of materials and the potential profit.

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Expected standard

Through the personal, social and health education curriculum (PSHE), visiting speakers and assemblies, pupils learn how to keep themselves safe, including online and in the community. The relationships and sex education programme ensures pupils develop a secure understanding of healthy relationships, consent and grooming. They understand right and wrong. Pupils learn about diversity and equality through religious education, staff role models and cultural celebrations. Enterprise work strengthens pupils’ financial awareness. Outdoor education and the Duke of Edinburgh's Award broaden pupils’ experiences and understanding of the world beyond school.

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Expected standard

Pastoral support builds on secure relationships between staff and pupils and a clear focus on emotional wellbeing. Leaders systematically identify when pupils need additional support. This is delivered promptly by highly skilled staff. Pupils have access to counselling to support emotional regulation. The PSHE curriculum teaches pupils how to manage their emotions, understand social expectations and take part in the school and wider community.

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Achievement Expected standard

Pupils learn the intended curriculum. They respond well in lessons and recall previous knowledge. In key stage 3, pupils work towards ambitious goals, including functional skills pathways and, for some pupils, GCSE pathways. Pupils write independently. Work in books shows that pupils make progress in writing, although some gaps in the essential knowledge that pupils need for writing are not always addressed. Leaders have recently introduced interventions to improve pupils’ handwriting. This is having a positive impact. Pupils are developing fluency in mathematics and apply their mental arithmetic knowledge to solve more-complex problems. Pupils at the earlier stages of reading read words using sounds which they learn in phonics lessons. Pupils from Year 2 onwards read with fluency. They enjoy reading and engage successfully with a range of reading materials during lessons and independently.

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Curriculum and teaching Expected standard

The curriculum is broad and ambitious. It is deliberately designed to prepare pupils for adulthood by developing their academic, social and emotional skills. Leaders ensure that curriculum progression supports pupils to transition successfully from primary to secondary phases. Pupils from Year 9 onwards follow personalised pathways linked to their interests and future goals, including work experience. Reading is prioritised and pupils have daily opportunities to read or listen to adults reading. The curriculum has generally been well thought through to build pupils’ knowledge over time. However, in some subjects, the key knowledge that pupils need to learn has not been explicitly identified in the curriculum.

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Curriculum and teaching Expected standard

The curriculum is generally taught well, with consistent strategies used across different sites to support emotional regulation and engagement. Teachers present information clearly and establish clear expectations for learning in lessons. They revisit prior learning to help pupils remember key knowledge. Teachers ensure that pupils access learning that is personalised to their ability. Teachers regularly check pupils' understanding in English and mathematics so that they know what pupils’ next steps are. Teachers plan structured tasks that help pupils to access learning logically and develop their understanding. Resources are used effectively to scaffold pupils’ learning. Staff know pupils well. They support and encourage pupils to be successful in their learning.

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

Pupils experience a calm, caring and predictable school environment. Staff welcome pupils warmly and help them to settle. Clear routines ensure pupils feel safe. Staff know pupils extremely well. Pupils trust staff to care for them and help them if they have any worries. Relationships between pupils and staff are warm and respectful. Pupils say they always have someone to talk to. They know staff will listen.

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

Pupils with a wide range of needs are welcomed. Many pupils join the school after disrupted education or long periods out of school. Some pupils have faced significant barriers that affected their earlier learning. Pupils receive specialist support which enables them to re- engage with learning. Therapy, counselling and tailored interventions help pupils to thrive.

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

Pupils understand the school’s high expectations for learning and behaviour. This helps them to build resilience and manage challenges. Staff use calm strategies and visual prompts to guide pupils’ behaviour. Pupils understand what bullying is and are confident that staff deal with any problems promptly and effectively. Pupils follow a broad and ambitious curriculum. Pupils receive an adapted and personalised curriculum so that they learn successfully. Reading is prioritised. Daily reading and practice build pupils’ confidence and fluency. Pupils enjoy writing stories. Pupils follow the ‘4Rs’ of routine, relevance, relationships and reflections, which shapes their school experience.

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

Pupils feel part of a community. Their individuality is valued. Staff develop pupils’ independence and they experience a secure sense of belonging. Personal goals and preparation for adulthood start early. Outdoor education, visits and personalised activities broaden pupils’ horizons. Pupils enjoy these experiences. They take pride in their achievements. The school gives pupils hope for the future and makes sure they are ready for their next steps.

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Next steps

Leaders should ensure that teachers have the training to teach foundational knowledge in writing consistently well so that gaps in learning are addressed and pupils secure the necessary skills for future learning. Leaders should ensure that the curriculum is consistently planned across all subjects to that pupils' learning can be secured quickly.

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Independent school standards

Independent school standards are either met or not met for each category.

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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 school has a small number of students who are post-16. Due to the small numbers, this provision is not reported on separately. Inspectors gathered evidence about the experiences and outcomes of these pupils, and this evidence is included in the inspection findings above.

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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 have an education, health and care plan.

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About this inspection

There are 34 pupils on roll at the school.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school operates from the following addresses: Coundon Industrial Estate, Bishop Auckland DL14 8NR Alington Road, Newton Aycliffe, DL5 4LS Unit 21, Durham Business Park, Newton Aycliffe, DL5 6ZF.

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About this inspection

The proprietor is Ald Group Ltd. The chair of the proprietor body is David Manson.

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About this inspection

The fees currently charged are £69,135 to £111,645.

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About this inspection

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

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About this inspection

1. Quality of education provided Standards met

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About this inspection

All standards have been met. 2. Spiritual, moral, social and cultural development of pupils Standards met

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About this inspection

3. Welfare, health and safety of pupils Standards met

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About this inspection

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

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About this inspection

5. Premises of and accommodation at schools Standards met

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About this inspection

6. Provision of information Standards met

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About this inspection

7. Manner in which complaints are handled Standards met

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About this inspection

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

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Lead inspector:

Nicola Beaumont, His Majesty's Inspector

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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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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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