New Direction

New Direction

Address: New Direction, Ringer Villa Farm,, Ringer Lane, Clowne, Chesterfield, Derbyshire, S43 4BX Unique reference number (URN): 134395

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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 Expected standard

The school has high expectations for pupils’ attendance. Nearly all pupils have missed a significant amount of education prior to joining the school. Many pupils experience complex anxieties that affect their attendance. Leaders work extensively with families to strengthen their understanding of the importance of attending well. Staff work closely with parents and carers to address the barriers that prevent pupils from attending. For example, staff have resolved transport issues and liaised with social workers to support families to be ready in time for school. Leaders’ efforts have had a clear impact. The significant majority of pupils attend more regularly than they did at their previous school or provision

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Attendance and behaviour Expected standard

Staff build highly positive and caring relationships with pupils. The school sets high expectations for how pupils behave and interact with staff and one another. Staff generally maintain these expectations. Occasionally, while adapting their approach to help pupils manage the demands of the school day, staff can lose their focus on the importance of pupils engaging in learning. Staff understand pupils well. They provide effective support, such as time spent grooming the horses, which helps pupils regulate their emotions and engage in learning. As a result, lessons generally remain calm and pupils behave in a respectful manner around the school. Staff address any discriminatory language or bullying quickly and effectively.

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Personal development and wellbeing Expected standard

The school's vision for pupils drives the content of the personal development programme. Leaders aim to provide pupils, particularly the most vulnerable, with valuable life experiences and skills. The school uses to great effect the outdoor environment and the work that pupils undertake with the horses. Staff gently encourage reluctant learners to engage and build their confidence with the animals. This often leads to increased willingness to engage with staff and classmates.

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Personal development and wellbeing Expected standard

The personal, social and health education curriculum is carefully constructed and well taught. Staff respond to events and issues that impact pupils. They adapt lessons and materials to help pupils understand situations they are experiencing. Pupils generally have a solid understanding of fundamental British values and recognise and respect what makes people different. Pupils are learning how to take their place in a modern society.

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Personal development and wellbeing Expected standard

Leaders have connected with outside agencies and invited them to talk about particular social issues that pupils need to be aware of. Pupils learn about risks to their wellbeing, including when they are online. Pupils know how to keep themselves healthy, including their mental health. They have an understanding of healthy relationships.

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Personal development and wellbeing Expected standard

Staff support pupils to reflect on their own beliefs and those of others during their religious education lessons. Pupils engage with learning about themselves as they develop their understanding of right and wrong and reflect on their experiences.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils' interests and talents are identified and nurtured. Staff expose pupils to different experiences through trips to try to spark new interests. Many pupils have

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Needs attention

become particularly engaged in horse care and several have been helped to pursue this interest further. The school provides extensive careers education and life skills units of work. This has led to several of the older pupils developing clear career aspirations. Typically, pupils are being well prepared for their next steps and for adult life.

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Achievement Needs attention

The school is at an early stage of checking pupils’ personalised goals from their education, health and care plans. Leaders recognise that many pupils' targets set by staff are too vague. This makes it difficult for staff to measure pupils’ progress towards their longer-term outcomes. As a result, some pupils do not develop and deepen their knowledge and skills as securely as they should. Some pupils continue to struggle with reading because staff do not provide sufficiently precise support to address gaps in phonics knowledge. Other pupils lack fluency in writing and mathematics because they do not receive the support they need to make consistent progress across the curriculum.

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Achievement Needs attention

Pupils achieve best where learning is engaging, practical and well structured. They develop important life skills, including preparing simple meals to support independent living. Pupils build resilience, learn to manage school routines and work successfully alongside their peers. Some achieve functional skills qualifications. Through the wider opportunities the school provides, many pupils leave well prepared for the next stage of education, employment or training.

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Curriculum and teaching Needs attention

The school’s curriculum is ambitious, but staff do not deliver all aspects of it as effectively as leaders intend. As a result, the school does not meet some of the independent school standards. Leaders recognise that they need to refine the curriculum so that it aligns more closely with pupils’ differing learning needs. They have started to make the necessary improvements. However, significant changes to the staffing team have disrupted the implementation of the curriculum. Some teaching is not grounded in the specific knowledge needed to deliver the curriculum consistently well. As a result, pupils do not always learn important knowledge in a logical and coherent sequence.

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Curriculum and teaching Needs attention

Leaders also recognise weaknesses in the systems they use to identify pupils’ starting points and to assess what pupils know, understand and can do. Staff do not check pupils’ fluency and understanding in reading, writing and mathematics with enough precision. Consequently, they do not routinely identify or address gaps in pupils’ knowledge and skills. As a result, some pupils do not close gaps in their knowledge and skills quickly enough.

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Curriculum and teaching Needs attention

In contrast, the learning opportunities available outside the classroom are of high quality. Pupils develop their knowledge and skills in a well-sequenced way and many achieve success. Staff create nurturing classroom environments, where pupils can contribute confidently. The school also gives reading the priority it deserves.

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Inclusion Needs attention

Leaders are strengthening a more strategic approach to meeting the needs of pupils with special educational needs and/or disabilities. However, leaders have only recently started to take appropriate action to identify and assess pupils’ needs fully. As a result, staff are not fully aware of pupils’ starting points or what additional support will have the most impact. Agreed support strategies and reasonable adjustments are not implemented consistently. Provision does not always align to pupils’ individual plans and targeted interventions remain inconsistent. Targets and success criteria for pupils are often too vague. This means that the school does not know how effectively it is removing barriers to pupils' learning. As a result of these issues, the school’s inclusion strategy is not consistently impacting positively on pupils’ outcomes and experiences.

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Inclusion Needs attention

Pupils arrive at the school with different starting points. Most have had negative experiences of education. The school fosters an inclusive culture, where pupils feel valued and understood. Staff know pupils well and are committed to meeting individual social, emotional and mental health needs. Leaders and staff work purposefully with parents and carers, the virtual school and external agencies to plan multi-agency support. This ensures that pupils receive the pastoral and emotional support they need.

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Leadership and governance Needs attention

Since the last inspection, the number of pupils who attend the school has grown. Alongside this, there have been a number of recent changes to the teaching team. The school leadership and proprietor have not fully kept pace in managing these changes. Development priorities have not been implemented as swiftly as intended. As a result, pupils experience inconsistencies in the quality of the curriculum and teaching. The proprietor has not made sure that the school complies with all of the independent school standards.

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Leadership and governance Needs attention

The proprietor and school leaders have some systems in place to understand accurately the strengths and needs of the school. School leaders have identified priority areas for development. They have made some astute decisions to improve the quality of provision. For example, they have built new classrooms and recruited specialist teaching expertise. These decisions have been made in the best interest of pupils. It is too early to see the impact of these actions. However, these actions demonstrate leaders’ clear capacity to improve.

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Leadership and governance Needs attention

Staff value and benefit from the professional development that they receive. They feel that the programme of training is usually effective in enabling them to support pupils effectively. Staff feel that the leaders are considerate of their welfare and help them to manage their workload effectively.

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Leadership and governance Needs attention

The proprietor and those responsible for leadership in the school build constructive relationships beyond the school and work effectively in partnership with parents and carers and the local community.

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

Pupils come to this school following previous disruption to their education. Staff welcome pupils so that they settle quickly in their new environment. Staff are encouraging and nurturing so that pupils feel safe at school and start to make friends. Their attendance improves considerably as they enjoy coming to school. Staff carefully use the school environment and the resident animals to support pupils' physical and mental wellbeing skilfully.

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

Pupils are generally polite and respectful. Pupils and staff develop warm working relationships. On the whole, pupils’ behaviour is appropriate. Staff deal with any lapses in pupils’ behaviour calmly and effectively. Instances of bullying and discriminatory language are rare. When they do occur, staff generally take a positive approach, teaching pupils about appropriate behaviour and language.

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

The school is ambitious for all pupils to access a curriculum that is challenging and prepares them well for adulthood. Leaders are taking steps to develop provision that meets pupils’ learning needs. For example, they have recently created a range of specialist classrooms, enabling pupils to develop practical skills. However, there are some inconsistencies in how well the curriculum is delivered. As a result, pupils are not prepared as effectively as they could be for their next steps.

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

Pupils experience a range of carefully planned opportunities in their outdoor learning and equine studies that help them to develop essential life skills. For example, they develop their independence through undertaking responsibilities around the site and strengthen their communication and teamwork skills, when working with the horses. They also learn to develop strategies to regulate their emotions.

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

Pupils’ creative development is encouraged through ‘clubs’ that enable them to explore their interests and recognise their emerging talents. Pupils take part in national competitions and quizzes related to their work with horses. These opportunities help pupils to grow in confidence, nurture their abilities and prepare them for life beyond the school.

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Next steps

Leaders need to address the variation in the intent and the implementation of the curriculum. They should ensure that all staff keep a clear focus on learning during lessons, so that all pupils experience high-quality teaching across all subjects. Leaders need to expedite the development of assessment systems to ensure that pupils needs are fully met. This includes an accurate understanding of pupils’ starting points and clear targets towards the end goals stated in pupils’ education, health and care plans. Leaders should ensure that the curriculum is adapted to meet pupils' needs and to address gaps in pupils' learning, particularly with regard to gaps in pupils' basic knowledge of reading, writing and mathematics.

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Independent school standards

Leaders should embed their systems and processes for overseeing areas of the school's work, so that the improvements they seek are rapid and sustained and enable all the independent school standards to be securely and consistently met.

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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 the headteacher, the head of equine, the special educational needs coordinator and the proprietor.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school is registered to provide full-time education for pupils with social, emotional and mental health needs. Many pupils have a diagnosis of autism. The majority of pupils each have an education, health and care plan.

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About this inspection

There are students that attend the school who are older than 16. They pursue a curriculum that is appropriate to their stage of education, including preparing them for adulthood.

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About this inspection

At the time of the inspection, the school was temporarily operating beyond its registration agreement. The school is registered to admit 30 pupils and there were 39 pupils on roll. This was due to the school retaining its year 11 and 13 leavers and starting the induction process for new pupils, who will join full time in September.

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About this inspection

The school does not use any alternative provision.

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About this inspection

The school has undergone some significant change since the last inspection. There has been a significant staff turnover during the academic year. Several staff were newly in post at the time of the inspection.

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About this inspection

The name of the proprietor is Yvonne Evans.

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About this inspection

The school’s email address is admin@new-direction.org.uk

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About this inspection

Headteacher: Luke Collins Independent school standards are either met or not met for each category.

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About this inspection

1. Quality of education provided Standards not met

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About this inspection

The following standards have not been met:

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About this inspection

The standard in this paragraph is met if–

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About this inspection

(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and

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About this inspection

(b) the written policy, plans and schemes of work– (i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan; and

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About this inspection

For the purposes of paragraph (2)(1)(a), the matters are–

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About this inspection

(b) that pupils acquire speaking, listening, literacy and numeracy skills;

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About this inspection

The standard in this paragraph is met if the proprietor ensures that the teaching at the school–

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About this inspection

(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; (c) involves well planned lessons and effective teaching methods, activities and management of class time; (d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; (e) demonstrates good knowledge and understanding of the subject matter being taught; (f) utilises effectively classroom resources of a good quality, quantity and range; (g) demonstrates that a framework is in place to assess pupils' work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress;

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About this inspection

2. Spiritual, moral, social and cultural development of pupils Standards met All standards have been 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 not met

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About this inspection

The following standards have not been met: Paragraph 34(1)

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About this inspection

The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school–

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About this inspection

(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently;

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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. (b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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