Robin's Nest School

Robin's Nest School

Address: The Old School House, Watling Street, Gailey, Cannock, Staffordshire, ST19 5PR Unique reference number (URN): 137956

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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 achieve well from their individual starting points. Pupils overcome barriers to their learning and engagement with education, gaining greater confidence, emotional regulation and independence. They make progress across the curriculum over time, developing their knowledge and skills in a range of subjects and becoming increasingly well prepared for the next stages of learning.

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Achievement Expected standard

Pupils consolidate and build on their foundational learning in numeracy and literacy, for example securing knowledge of place value in mathematics before moving on to formal addition and multiplication. Generally, pupils catch up on any gaps in their prior learning. Pupils improve their reading and comprehension skills, developing their vocabulary and use of phonics to become fluent readers. However, there is some variation in how well pupils develop the quality of their written work. This includes variation in how well they improve their handwriting and use of punctuation, as well as being able to compose extended, more- developed pieces of written work.

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Attendance and behaviour Expected standard

Pupils attend well. When pupils join the school, staff take time to understand the barriers they face and put appropriate support in place to address any concerns. This work is effective and helps pupils to attend well from the outset. Leaders monitor attendance closely and identify quickly if any pupil's attendance begins to decline. Staff work with families collaboratively and listen carefully to pupils to understand and address any underlying causes of absence. Pupils receive the support they need so that their attendance improves.

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Attendance and behaviour Expected standard

Leaders and staff understand pupils’ additional needs and how these can influence behaviour. Staff have high behaviour expectations built on positive relationships, clear routines and celebrating success. Staff have the necessary expertise to make timely and appropriate adjustments to meet individual pupils' needs. When pupils find it difficult to manage the demands of day-to-day life in school, staff support them with consistency and care. If pupils are unkind to each other, or if there is any bullying, staff intervene to help pupils to understand the impact of their actions or words on others and put things right.

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Attendance and behaviour Expected standard

Pupils' attitudes to learning are generally positive. However, on occasion, strategies to support pupils to develop greater independence and resilience in their learning are not as effective as they could be. This means that when pupils find learning less interesting they find it hard to keep focused and work productively.

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Curriculum and teaching Expected standard

The school provides an ambitious and varied curriculum. For example, pupils' time is divided between outdoor activities such as archery and kayaking, academic learning and a broad personal development programme. The curriculum is planned so that it builds pupils' knowledge sequentially over time in a wide range of subjects Staff adapt the curriculum to meet pupils’ starting points and learning needs. They use resources creatively and flexibly to make learning interesting and use an array of approaches to help pupils to engage with the subject matter. Staff help pupils to refine and deepen their understanding of key knowledge and skills. Staff carefully check pupils’ learning and use this information well to decide when to revisit prior learning or when pupils are ready to move on.

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Curriculum and teaching Expected standard

Many pupils have significant gaps in their foundational skills and knowledge in English and mathematics when they arrive at the school. Staff are alert to these gaps and take appropriate action to help pupils to catch up. Pupils who need support with their reading benefit from phonics teaching delivered by expert staff. However, occasionally, some pupils would benefit from more opportunities to consolidate and fine-tune their writing skills, including handwriting, punctuation and composition.

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Inclusion Expected standard

All pupils at Robin’s Nest School have special educational needs and/or disabilities. Many of the barriers they face are linked to their social, emotional and learning needs. Staff receive expert training to ensure that they have the knowledge and skills to support pupils effectively, including those with the highest levels of need. Staff use their expertise to identify quickly and accurately the academic, social and personal barriers that may hinder pupils’ progress.

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Inclusion Expected standard

Staff work closely with parents and carers, taking full account of their views. They listen carefully to each pupil to understand how best to support them to learn well. This insight is used to shape pupils’ academic and pastoral support, benefiting all pupils, including those who are disadvantaged and those known to social care. As staff get to know pupils more deeply, they review and refine their approaches as existing barriers are overcome and new challenges emerge. This is a constant process that enhances pupils' opportunities. Staff meet frequently to reflect on what is working well and what could be changed. As a result, all pupils are supported in a thoughtful and purposeful way, enabling them to make progress across all aspects of the curriculum.

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Leadership and governance Expected standard

Leaders and staff are united in the belief that all pupils attending Robin's Nest School should flourish. Leaders, including the proprietor and governors, have an accurate understanding of the school’s strengths and areas for development. They act on this knowledge and have a clear vision for the coming years as the first pupils move into key stage 4.

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Leadership and governance Expected standard

The proprietor and governing body provide a high degree of support and ensure that leaders have the skills and capacity to do their jobs effectively. Alongside this support, they hold leaders to account for the education and standards in the school. This cohesive approach is having a positive impact on all aspects of the provision.

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Leadership and governance Expected standard

Staff are proud of the school and of the young people that attend. They work together as part of a close team that puts pupils' best interests at the centre of their work. Staff share ideas, knowledge and expertise to help make the school a better place. They appreciate the broad professional learning programme that supports them to fulfil their roles. Staff also value that leaders frequently check on their on wellbeing and workload, and make adjustments where necessary. Staff’s collective view is summed up with the comment, 'It is a joy coming to work at this school each day.'

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Leadership and governance Expected standard

Parents and carers are positive about the school, valuing its sense of teamwork and the meaningful difference the school has made to their children’s lives.

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Leadership and governance Expected standard

The proprietor ensures that the school meets all the independent school standards consistently and securely. It ensures that all statutory requirements are met.

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Personal development and wellbeing Expected standard

The school's approach to personal development is comprehensive. Pupils study a well- designed personal, social, health and economic (PSHE) curriculum. This helps them to understand their own feelings and emotions and supports their character development as well as building their knowledge of the world around them. The relationships and sex education curriculum meets pupils' needs and covers all the required themes. Pupils learn how to stay safe, how their bodies and feelings change during puberty and the importance of good mental and physical health. The PSHE curriculum also teaches pupils about life in modern Britain, fundamental British values and how they can contribute positively to their school and local community.

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Personal development and wellbeing Expected standard

More widely, pupils' personal development is a central part of every school day, whether pupils are learning about the planets in science or abseiling down a climbing wall at the outdoor activity centre. Pupils develop their confidence and self-esteem and learn to manage their emotions, both in and out of school. The school makes reasonable adjustments and adaptations so that all pupils can take part and benefit from every aspect of the curriculum. A range of trips and visits, from pumpkin picking before Halloween to visits to safari parks and a local arboretum, enrich pupils' experiences and broaden their horizons.

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Personal development and wellbeing Expected standard

Leaders prioritise preparing pupils for adulthood through all aspects of the personal development programme. Activities such as ‘pizza club’ help pupils to develop practical life skills by planning, budgeting and preparing meals. In addition, a structured tutorial programme supports pupils to explore important themes such as friendships, community, emotions and wider events, including Remembrance Day. This helps pupils to develop resilience and navigate life beyond school. Careers education within the personal development programme supports pupils to develop useful employability skills. Leaders are continuing to develop the careers education programme and work-related learning opportunities as pupils move into key stage 4.

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

Pupils typically join Robin’s Nest School following an unsettled and interrupted time in their education. In many cases, this has affected their confidence and attitude towards learning. This soon changes once they start at the school. Pupils arrive each morning ready to engage and looking forward to the day ahead. Staff welcome them warmly and show a genuine interest in what they have to say. The school conveys a sense of calm and purpose where everyone is valued and feels that they belong.

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

Pupils know that if they are finding things difficult, staff will guide and support them with sensitivity and care. Staff understand pupils well and are committed to helping them to thrive. They work alongside pupils in an encouraging and nurturing way, recognising the barriers they face and helping to overcome them. Pupils grow academically, socially and emotionally. If pupils struggle to manage their emotions and behaviour, staff step in quickly to help. Pupils are supported to reflect on how they could do things differently should a similar situation arise in the future. Bullying is not tolerated. If incidents do occur, staff take them seriously and take action to support all involved. Pupils behave well. All of this combines to make the school a safe and happy place. As a result, attendance improves as pupils enjoy being there.

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

Pupils learn a broad and ambitious curriculum that includes, for example, outdoor activities, traditional subjects and an in-depth personal development programme. Outdoor activities help pupils to develop problem-solving, teamwork and communication skills, and learn how to stay safe. Pupils are encouraged to challenge themselves and try new experiences, participating in activities such as climbing and raft building. The curriculum in school is adapted to take into account what pupils already know and can do. Success is celebrated by all as pupils build towards their future after leaving school. Overall, pupils achieve well.

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Next steps

Leaders should continue to develop their work to improve pupils’ foundational knowledge, ensuring that pupils consistently have opportunities to improve their writing skills. Leaders should continue to develop pupils’ independence and self-regulation so that, over time at the school, they are increasingly able to sustain their concentration, engagement and positive learning behaviours.

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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

Inspectors spoke with leaders, staff, the chair of the proprietor body and the director of education during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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Independent school standards

Independent school standards are either met or not met for each category. The school caters for pupils with an education, health and care plan. It specialises in educating pupils with social, emotional and mental health needs.

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Independent school standards

The school does not use any alternative provision.

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Independent school standards

The school operates from its site at The Old School House, Watling Street, Gailey, Cannock, Staffordshire ST19 5PR.

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Independent school standards

Since the last inspection, the school has appointed a new headteacher.

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Independent school standards

The name of the proprietor is Peak Activity Services Limited.

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Independent school standards

The chair of the proprietor body is David Manson.

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Independent school standards

The fees currently charged are £56,940 to £94,770

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Independent school standards

The school's email contact is leanne.saunders@keyseducation.ac.uk.

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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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Team inspector:

Corinne Biddell, 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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Total pupils

5. Premises of and accommodation at schools Standards met

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Total pupils

6. Provision of information Standards met

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Total pupils

7. Manner in which complaints are handled Standards met

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Total pupils

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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