The Motiv8 School

The Motiv8 School

Address: Gordon Centre, Brecon Avenue, Sefton, L30 1RQ Unique reference number (URN): 151569

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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 Needs attention

Pupils’ achievement is variable from their differing starting points. Pupils typically build up their reading and mathematical knowledge steadily. Their achievement in writing is less even. Some pupils’ written work is very difficult to read. They do not build up the fluency and legibility in writing that they need to express their ideas or access formal qualifications.

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Achievement Needs attention

Pupils’ achievement in subjects beyond English and mathematics is patchy. Their recall and understanding of much of their learning in these other subjects often lacks depth.

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Achievement Needs attention

Some pupils achieve useful qualifications. These help them to access further education, employment or training. At times, success in formal assessments, such as entry level qualifications or other award schemes help to build pupils’ confidence and self-belief. However, leaders do not ensure that pupils progress on to more advanced qualifications when they could. This limits pupils’ options when considering a suitable career pathway.

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Attendance and behaviour Needs attention

Most pupils’ attendance improves over time. However, these rates are variable. Some pupils' erratic attendance means that they develop further gaps in their knowledge that compound ones that they have developed in the past. This includes some of the most vulnerable pupils in the school. Leaders try different strategies to re-engage these pupils in education. However, they do not make sufficient use of their knowledge of pupils to build on their strengths or interests consistently well. Leaders do not make adequate adaptations to meet some pupils’ needs, so they disengage from learning. Their attendance deteriorates. This then impacts on their learning and they fall further behind. This has an additional detrimental impact on their behaviour and attendance.

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Attendance and behaviour Needs attention

Staff deal with pupils’ behaviour calmly. They demonstrate a secure understanding of how to support pupils’ differing social, emotional and mental health needs. Pupils who attend school regularly develop increasingly settled behaviour over time. They learn to cooperate with staff and show respect to those around them. Pupils begin to develop more positive attitudes to learning as their confidence grows. Rates of suspensions reduce as pupils are supported to manage their behaviour and emotions more effectively. Incidents of bullying are rare. Staff deal with them well and thoroughly when they do occur.

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Inclusion Needs attention

Pupils at the school face a number of challenges in their lives. They have a wide range of special educational needs and/or disabilities (SEND). Most have experienced a disjointed education before joining the school. Despite this, leaders do not consider pupils' differing academic and personal development needs well enough. Moreover, they do not ensure that staff consider aspects of pupils’ needs sufficiently well when planning learning activities. For example, some pupils’ sensory needs or behavioural difficulties prevent them from accessing parts of the curriculum. Leaders do not build on pupils' strengths or interests

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Urgent improvement

consistently well. For some pupils, this has a detrimental impact on their attendance at school. As a result, pupils are not included equally well in school life.

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Urgent improvement

Leaders understand the social and emotional difficulties that pupils face. Staff deal with pupils’ challenging behaviour with sensitivity and understanding. They liaise closely with other personnel to decide which strategies may work best. This includes parents and carers, virtual school staff and other relevant personnel from pupils’ home local authority. Pupils typically demonstrate an increased willingness to cooperate with others over time. They learn not to give up when they encounter obstacles. At times pupils flourish, such as when accessing well-matched and effective alternative provision.

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Curriculum and teaching Urgent improvement

The curriculum is narrow. Leaders focus on vocational studies. This is often at the expense of securing pupils’ fluency in English and mathematics or developing other useful knowledge that broadens pupils’ understanding of the wider world. Leaders’ expectations for some pupils’ academic achievement are too low. For others, they are not realistic. Leaders do not ensure that teachers adequately meet pupils' differing special educational needs and/or disabilities. Leaders have not ensured that the curriculum they study and the teaching they receive equips them with the knowledge and skills needed to make an appropriate and informed decision about their next stages of education, employment or training.

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Curriculum and teaching Urgent improvement

Leaders do not ensure that teachers check carefully enough what pupils know or understand when deciding what they should learn next. Teaching does not support pupils well enough to make the progress that they need to make as a result. Too often, the learning activities that staff provide are not well-matched to pupils' abilities. Pupils’ strengths and interests are not catered for well enough. Some become disengaged as a result, which impacts on their learning and attendance.

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Curriculum and teaching Urgent improvement

Leaders do not provide sufficient clarity across the curriculum about what staff need to focus on with different pupils. Staff often do not identify or address important gaps in pupils’ learning or misconceptions that they have developed. This occurs most often in writing.

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Curriculum and teaching Urgent improvement

Leaders do not ensure that teaching enables pupils to embed and absorb their learning before trying to process new information. They do not identify the order that staff should introduce new learning consistently well. Consequently, some pupils become frustrated. They refuse to attempt their learning or struggle to manage their own behaviour as a result.

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Leadership and governance Urgent improvement

The proprietor does not have sufficient oversight of the independent school standards (the standards) to ensure that these are all consistently met and maintained. Leaders and the proprietor do not have a sufficient understanding of the standards about the quality of education or pupils' spiritual, moral, social and cultural development. Consequently, leaders do not ensure that pupils receive adequate support for their academic or personal development. An underlying reason for this is that leaders have not considered pupils’ special educational needs and/or disabilities (SEND) well enough when designing the curriculum.

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Leadership and governance Urgent improvement

Leaders do not have a secure understanding of the school’s strengths and weaknesses. Their capacity to make necessary improvements is weak. For example, leaders do not have robust systems in place to check that all pupils receive their curricular entitlement. They do not know that the curriculum does not cover all that it should. Leaders do not identify or address underlying reasons why some pupils’ attendance remains a concern. They accept that some pupils do not engage in lessons on a regular basis without questioning this. Leaders meet with the governing body regularly to discuss their statutory duties. Despite this, leaders at all levels do not consistently keep pupils’ needs at the centre of their decision making. For example, they do not think through carefully enough how their choices, especially those related to the curriculum, impact on pupils and their SEND.

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Leadership and governance Urgent improvement

Leaders develop strong and positive relationships with staff, parents and carers. They engage well with pupils’ home local authorities, including with those responsible for pupils with SEND and virtual school personnel. However, leaders’ response to different advice regarding pupils’ differing needs is variable. At times, leaders’ responses are swift and in pupils’ best interests. At other times, this is not the case.

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Personal development and wellbeing Urgent improvement

Leaders do not ensure that pupils receive an appropriate personal development and wellbeing programme. Their recall of what they have learned in in this area is patchy. Opportunities for pupils to develop new interests, skills or talents are limited. The school’s relationships, health and sex education programme is ineffective. Pupils are not prepared well enough for adulthood. For example, they do not learn what they need about sexual health or how to avoid unwanted pregnancies. This could add to pupils’ vulnerabilities when they are older.

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Personal development and wellbeing Urgent improvement

The school’s careers education, advice and guidance is not fit for purpose. It lacks impartiality. Pupils are not well prepared for their next stages of education, employment or training as a result. Leaders do not provide the support that pupils need to learn about the range of career pathways available to them when they leave the school at the end of Year 11.

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Personal development and wellbeing Urgent improvement

Leaders provide limited opportunities for pupils to develop an appreciation of people's differences. Pupils’ understanding of the range of faiths or cultures found in modern Britain is underdeveloped. As a result, they are not prepared well enough for living in a modern and diverse British society. Learning about themes such as racism, or what it is like to live in other countries, is ad hoc and poorly planned. Leaders do not define what they expect pupils to learn through these or similar studies. As a result, pupils’ knowledge and understanding of their learning is superficial. Pupils are aware of aspects of British law, including how equality is protected in modern society. Despite this, some pupils make derogatory comments about others who have protected characteristics. They show a lack of tolerance to others. Leaders ensure that staff know how to provide effective pastoral support for pupils. Some

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Personal development and wellbeing Urgent improvement

pupils make effective use of this to understand and manage their emotions better over time.

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

All pupils at the school face additional barriers in their lives. Despite this, leaders do not consider pupils' difficulties well enough when deciding what they should learn at school. Pupils do not achieve as well as they could. They are not adequately prepared for their next stages of education, employment or training.

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

Leaders do not provide a broad and balanced curriculum. As a result, pupils do not develop the knowledge and skills that they need to access a suitable career pathway that plays to their strengths.

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

Pupils do not learn enough about people’s differences. They do not develop an appreciation of the richness of diversity in modern British society. Similarly, pupils’ learning does not prepare them well enough for adulthood. For example, their relationships, health and sex education is not adequate.

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

Pupils’ enjoyment of their learning is variable. When they access the curriculum successfully, they develop self-confidence. This improves their attitude to school and learning. However, for some pupils, this does not happen frequently enough to result in them wanting to attend regularly. Although rates of attendance improve for most pupils, this is not the case for all, including some of the most vulnerable pupils.

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

The school is typically a calm and welcoming place. Pupils who attend regularly, learn how to manage their emotions better over time through effective support from well-trained staff. Pupils appreciate the fact that every day is a fresh start. Most pupils learn from the mistakes that they make. Staff support pupils well to apologise and make amends when they upset others.

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

Pupils are safe and well cared for at school. Bullying is rare. Leaders deal with incidents of name-calling or unpleasantness when they arise. Leaders take suitable action to protect pupils’ welfare while accessing activities within the community, such as learning how to care for horses. They also make regular checks on pupils who do not attend school when they should.

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Next steps

The proprietor must immediately make sure that each of the independent school standards are met, especially those related to leadership, the curriculum and pupils' social, moral, spiritual and cultural development. Leaders must urgently provide a broad and ambitious curriculum that prepares pupils well for their next stages of education, employment or training.

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Independent school standards

Independent school standards are either met or not met for each category. Leaders must rapidly ensure that staff identify and meet pupils’ differing academic and personal development needs. Leaders must make sure that teachers quickly identify and address gaps in pupils’ knowledge and misconceptions. This is especially important in pupils’ foundational knowledge of reading, writing and mathematics. Leaders must ensure that pupils access regular and high-quality relationships, health and sex education that prepares them adequately for adulthood. Leaders must make sure that all pupils access a wide and rich set of experiences that prepare them well for living in a modern and diverse Britain. Leaders must provide high-quality careers advice and guidance that supports pupils to develop the knowledge and skills that they need to follow their chosen career paths. Leaders should ensure that all pupils achieve as well as they can, especially in writing.

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Independent school standards

Leaders should ensure that all pupils, especially the most vulnerable, attend as well as they can.

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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 the headteacher and other leaders during the inspection. This included the proprietor. The proprietor is the Jean Project Ltd. The chair of the proprietor body is Elizabeth Dickinson Annual fees for the school are £60,000. The school's email address is office@themotiv8school.co.uk.

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About this inspection

Inspectors confirmed the following information about the school: All pupils at the school have an education, health and care plan. Their primary need is social, emotional and mental heath needs. The school makes use of one unregistered alternative provision.

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About this inspection

Headteacher: Simon McGrath 1. Quality of education provided Standards not met

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About this inspection

The following standards have not been met: Paragraph 2(1)

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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

(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education;

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About this inspection

(d) personal, social, health and economic education which– (i) reflects the school's aim and ethos; and (ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act[1];

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About this inspection

(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that– (i) is presented in an impartial manner; (ii) enables them to make informed choices about a broad range of career options; and (iii) helps to encourage them to fulfil their potential;

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About this inspection

(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.

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About this inspection

The standard in this paragraph is met if the proprietor–

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About this inspection

(b) ensures that every registered pupil who is provided with secondary education at the school is provided with relationships and sex education, except in so far as the pupil is excused as mentioned in sub-paragraph (2), (d) in making arrangements for the purposes of paragraphs (a), (b) or (c), has regard to any guidance under section 80A of the Education Act 2002 that applies in relation to the provision of education by maintained schools, (f) consults parents of registered pupils at the school before making or revising a statement under sub-paragraph (e), and Paragraph 2A(2)

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About this inspection

Arrangements made by the proprietor for the purposes of sub-paragraph (1)(b) must ensure that where a pupil's parent requests that the pupil is wholly or partly excused from sex education provided as part of relationships and sex education, the pupil is so excused until the request is withdrawn, unless or to the extent that the head teacher considers that the pupil should not be so excused.

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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; (b) fosters in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for themselves; (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; (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 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 about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor–

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About this inspection

(b) ensures that principles are actively promoted which– (v) further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own and other cultures; (vi) encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act; and

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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:

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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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