Northstar New School

Northstar New School

Address: c/o Gascoigne Primary Annex, The Shaftesburys, Barking, IG11 7JA Unique reference number (URN): 142334

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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 Strong standard

Pupils join the school with different starting points. Many face ongoing barriers to their attendance as well as their learning. Over time and with the right support, pupils achieve very well. This is academically, emotionally and socially. They produce work of a consistently high quality. Tasks are carefully selected to support engagement and an enjoyment of learning, while maintaining high expectations. This gives pupils the best possible chance to experience success.

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Achievement Strong standard

Wider therapeutic support enables pupils to develop the skills they need to regulate their behaviour and to approach new challenges. Leaders carefully track the impact of this work. The well-planned and structured learning environment supports pupils with autism especially well. Pupils thrive on the consistency that staff provide.

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Achievement Strong standard

Since the last inspection, the school have successfully developed a key stage 4 offer. Last summer, all pupils in Year 11 achieved a recognised qualification in English and mathematics. Many pupils succeeded on vocational courses. The school are continuing to expand their offer for pupils in key stage 4.

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Attendance and behaviour Strong standard

Attendance and punctuality are high. This is because leaders have successfully created a school environment where pupils want to attend. Leaders are tenacious in addressing any absence or lateness. This means that parents are very clear about leaders’ expectations. Most pupils attend excellently. A few pupils face very significant barriers to their attendance. Leaders work closely with families and external agencies to address this. There are notable successes.

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Attendance and behaviour Strong standard

Pupils’ behaviour in lessons and around the school is very positive. This is as a result of the high expectations that staff set. They consistently model the behaviour they expect to see. Pupils take pride in meeting these expectations. They are clear that staff take any incident of bullying very seriously.

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Attendance and behaviour Strong standard

Classrooms are calm and routines are well embedded. There is a high level of consistency in how staff communicate and interact with pupils. Pupils respond very well to this. Some pupils start with a history of poor behaviour due to wide-ranging care and educational needs. Leaders have established highly effective strategies to help pupils to adapt their behaviour appropriately to different situations. Pupils learn through the curriculum to regulate difficult emotions and to communicate any distress verbally. This contributes significantly to their success.

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Curriculum and teaching Strong standard

Expectations for what pupils can achieve are very high. This is reflected in the well- sequenced curriculum in place. Staff know that many pupils experience anxiety and can become disengaged or lose confidence. Staff show great flexibility in their approach to teaching. This helps pupils to maintain focus. Over time, pupils develop the resilience needed to tackle more complex tasks. Pupils support peers well with their learning. This contributes positively to the learning culture.

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Curriculum and teaching Strong standard

Staff ensure pupils secure the foundations in mathematics, reading and writing that they need to access the wider curriculum. Weaker readers, including those receiving tuition at home, make rapid progress towards becoming confident and fluent readers. Pupils are enthusiastic about reading sessions and enjoy engaging with a wide range of literature. They are encouraged to use subject-specific vocabulary and there are frequent opportunities to develop their oracy. As a result, pupils show an impressive ability to speak about their learning and contribute confidently to discussion.

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Curriculum and teaching Strong standard

The curriculum is taught consistently well. Teachers have the necessary subject knowledge and resources they need to deliver the intended curriculum. Leaders are working to develop staff subject knowledge in a few specific areas as they expand their curriculum offer.

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Inclusion Strong standard

There is a highly effective system in place for assessing pupils’ needs when they join the school. Leaders and staff take great care to understand pupils' previous experience of education. Leaders are meticulous in using evidence, including from external partners, pupils and parents and carers, to ensure pupils are on the right learning pathway. This means pupils receive the individualised support they need from the start.

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Inclusion Strong standard

Staff are very knowledgeable about pupils’ individual targets and learning needs. This means that the most appropriate approaches are used with a high level of consistency. Leaders review pupils’ targets and progress with them regularly. This supports pupils to develop a sense of ownership of their learning. Pupils who have missed out on education catch up quickly as a result. The programme of professional learning for staff ensures they can apply appropriate strategies to support pupils with specific needs. This enables pupils to approach new tasks with confidence.

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Inclusion Strong standard

Pupils' personal, social and emotional learning gets a high priority. The curriculum focuses on developing the skills and attributes pupils need to be successful. These include learning strategies to approach setbacks and skills such as perseverance. Leaders have rightly identified the essential role this plays in helping pupils overcome barriers to learning.

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Leadership and governance Strong standard

Leaders and the proprietor demonstrate a highly inclusive ethos. The school offers an open door to pupils, who have previously struggled to succeed. Leaders work with great determination to get the right support in place for pupils swiftly. They work closely with external agencies and services, including having difficult conversations where appropriate.

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Leadership and governance Strong standard

Staff are proud to work here and feel very well supported. The proprietor and school leaders have established a highly effective programme of professional development which ensures that staff have the knowledge and skills to support pupils with wide-ranging needs. They work sensitively and creatively to support pupils who arrive with challenging behaviour due to the significant barriers they face. The proprietor and leaders ensure a compassionate culture. Staff have the knowledge and experience to identify when pupils need additional support. This contributes to the calm and supportive environment that pervades the school. Because of this, pupils feel safe, want to attend and take their learning seriously.

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Leadership and governance Strong standard

The proprietor has extensive and highly relevant experience and expertise. The proprietor provides robust and appropriate challenge to leaders as well as a deep knowledge of the school’s strengths and areas for development. Governors are newly appointed. They support leaders’ ambitious aims well. The proprietor demonstrates careful oversight of the independent school standards to ensure that the school meets its duties.

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Personal development and wellbeing Strong standard

Leaders support pupils’ personal development very well. There is a comprehensive personal, social, health and economic education curriculum that is carefully adapted to reflect pupils’ individual circumstances. Pupils have rich knowledge of the British values, such as the rule of law. For example, they understand legal differences that exist in societies, such as how divorce law changes in different countries around the world. Pupils know what makes a relationship positive and healthy, including online. Additional support and guidance is provided sensitively to pupils who need it.

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Personal development and wellbeing Strong standard

Pastoral care is highly effective. Staff take their responsibility as role models for pupils very seriously. Informal conversations take place frequently throughout the day which answer their questions and address their anxieties. This helps pupils to make informed decisions about their health and wellbeing.

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Personal development and wellbeing Strong standard

The impact of the programme is clear. Pupils have deep knowledge of different cultures and religions. They are able to reflect thoughtfully on important social issues. This helps develop pupils’ understanding of the wider world as well as important skills such as empathy.

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Personal development and wellbeing Strong standard

Pupils play an active part in managing the enrichment programme. They help with running informal clubs such as chess and coding. Pupils work cooperatively to select activities for termly enrichment days. They ensure there are opportunities to develop important life skills such as cooking. Pupils enjoy trips to galleries and museums, where they learn about a range of artists. Older pupils show great enthusiasm for the opportunity to attend supervised sessions at a local gym.

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Personal development and wellbeing Strong standard

There is a successful careers programme which gives older pupils the opportunity to visit places of work and hear from local colleges. Staff offer very helpful support and guidance which helps pupils to identify their options for education, training or employment. Leaders have set out clear plans to develop this offer as they expand their provision.

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

Pupils receive a warm welcome at Northstar New School. Staff go the extra mile to provide a calm, safe and nurturing environment. This enables pupils with difficult and disrupted experiences of education to find joy in learning. New pupils are supported by staff and their peers to settle into the routines. These are clear and consistent. Over time, pupils develop a strong sense of belonging. Pupils value this greatly. As a result, attendance is high.

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

Staff keep pupils safe. Pupils develop a deep sense of trust in staff. Pupils feel respected and well-cared-for. They appreciate that they are treated like individuals. Pupils know that if they make mistakes they will be supported to learn from them. This helps to reduce the anxiety that many feel about school.

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

The positive environment encourages pupils to socialise and many build strong supportive friendships. For some, this is a new and transformative experience. There is no culture of bullying. These bonds help pupils develop the confidence needed to approach different social situations. This prepares them very well for the next steps in education, employment or training.

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

Staff have high expectations for pupils. Pupils who have been at the school for longer periods are excellent role models for their peers. Pupils take their learning very seriously. This helps those with negative previous experiences of education to see learning in a different light. Pupils take great pride in their achievements, including in national tests where they achieve highly.

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

Pupils learn the important information that will help keep them safe. They are very clear about how to identify and report abuse. They know who they can speak to if they have concerns. Pupils have a wide range of opportunities to learn about British history and culture. They contribute to their local community, including through volunteering and fund raising.

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Next steps

The proprietor should further strengthen the programme of professional learning, with a focus on subject-specific pedagogy so that, as it expands the school, teaching staff continue to have the knowledge and confidence to deliver the wider curriculum consistently well. The proprietor should continue to develop its careers programme, including careers advice that is even more tailored to pupils' needs, so that they are able to make exceptionally well-informed choices.

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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. Inspectors spoke with the proprietor, the headteacher, the deputy headteacher, members of the governing body including the chair of governors, staff, pupils, and a representative from the local authority during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The name of the sole proprietor is Euan Macdonald.

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About this inspection

The fees currently charged are £48,750 to £69,010.

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About this inspection

The email address of the school is info@northstarnewschool.org.

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About this inspection

The school operates from c/o Gascoigne Primary School, The Shaftesburys, Barking, IG11 7JA.

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About this inspection

All pupils at the school have an education, health and care plan. Nearly all pupils have needs associated with social, emotional and mental health difficulties, alongside associated learning difficulties and autism.

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About this inspection

The school is registered for up to 30 pupils aged between 7 and 16 years. Prior to attending this school, most pupils had been out of formal education for significant periods.

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About this inspection

The school has undergone a significant change since the last inspection. The school now offers provision for pupils aged 14 to 16.

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About this inspection

Since the last inspection, there has been a change in headteacher. The new headteacher is Mickie Foley.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school has applied to the Department for Education (DfE) to make a material change to its registration. At the DfE’s request, inspectors checked whether the school is likely to meet the relevant ISS if the DfE decides to approve the change. This part of the inspection was carried out under section 162(4) of the Education Act 2002.

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About this inspection

The school's proposed change to the age range of pupils from 7 to 16 to 7 to 18. The outcome of this part of the inspection is: the school is likely to meet the relevant independent school standards (the standards) if the material change relating to the school provision is implemented.

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About this inspection

Part 8: This standard is likely to be met if the material change is implemented. The proprietor and leaders demonstrate the necessary knowledge and understanding of the higher age range they propose to educate. They have ensured staff have the required expertise with this age group and range of needs. As part of its potential key stage 5 offer, the proprietor has provisionally secured part-time placements at local post-16 providers.

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About this inspection

Parts 1 and 2: These standards are likely to be met if the material change is implemented. The curriculum and provision for personal, social and health education has been updated to take into account the different age range proposed. Staff have been trained to deliver the new

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Independent school standards

Independent school standards are either met or not met for each category. curriculum. Classrooms have been resourced to support this curriculum effectively. The proprietor has made arrangements to check on the safety and learning of those pupils who will attend local colleges for part of their education.

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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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7. Manner in which complaints are handled Standards met

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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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