Highcroft School

Highcroft School

Address: Highcroft, The Green, Cockfield, Bishop Auckland, County Durham, DL13 5AG Unique reference number (URN): 136748

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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

The school identifies gaps in pupils’ basic knowledge and skills. It ensures that pupils receive the individual support they need to address those gaps. Pupils receive appropriate support in reading, writing and mathematics. Staff provide this support both in lessons and through targeted support outside of lessons. The school is effective in securing pupils’ basic knowledge and skills.

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Achievement Expected standard

All pupils at the school have special educational needs and/or disabilities. Pupils generally make appropriate progress from their starting points. Indeed, some pupils make significant progress in learning the curriculum. Pupils achieve qualifications in a range of courses. These courses include functional skills and GCSE qualifications in English and mathematics. Over recent years, Year 11 pupils have secured places at college on appropriate courses.

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Achievement Expected standard

The school prepares pupils well for their next steps. Of particular note, is the school’s work in preparing pupils for adulthood. This is significant as many pupils at the school are children in care.

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Attendance and behaviour Expected standard

Many pupils join the school following prolonged periods of poor attendance at other schools. Furthermore, some pupils have not been in education for sustained periods before joining the school. The school takes a rigorous approach to understanding pupils’ individual barriers to attendance. The school works with parents and carers and external agencies to remove those barriers. It maintains regular communication with parents and carers and makes weekly visits to the homes of pupils who do not attend well. The attendance of many pupils improves significantly. This includes the attendance of children in care.

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Attendance and behaviour Expected standard

The school's approach to behaviour centres on positive relationships between pupils and staff. The school's approach considers pupils’ individual social, emotional and mental health needs. Some pupils have experienced significant trauma in their lives. Sometimes, pupils find it difficult to maintain positive behaviour and attitudes. On these occasions, staff are skilful in supporting pupils. Bullying, harassment and discriminatory behaviour are rare. When such behaviour happens, the school deals with it effectively. The school has developed a positive culture in which pupils build trusting relationships with staff. Pupils enjoy rewards for meeting the school’s expectations of their behaviour. This motivates pupils and helps pupils to improve their behaviour over time.

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Curriculum and teaching Expected standard

The proprietor supports the school in the design and delivery of the curriculum. The school makes effective use of the proprietor’s curriculum resources. It uses these resources to develop a curriculum that meets the needs of its pupils. Pupils study a broad curriculum at key stage 3. At key stage 4, pupils enjoy a more personalised curriculum. Pupils can select from a wide range of vocational courses that meet their needs and interests. The school’s curriculum is designed to build pupils’ knowledge and skills in a coherent manner. There is a central focus on developing pupils’ literacy and numeracy. Pupils who need help with their reading fluency and handwriting receive it. This helps them to secure the basic skills they need for future learning.

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Curriculum and teaching Expected standard

Generally, staff teach the curriculum well. Teachers and teaching assistants work together to provide pupils with appropriate curriculum adaptations. This helps pupils to access learning and achieve. Pupils benefit from individual support from staff in lessons. They also receive regular feedback on their work. This helps pupils to build their knowledge and understanding across the curriculum. However, sometimes staff do not extend pupils’ knowledge effectively enough.

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Inclusion Expected standard

The school places the highest priority on meeting pupils’ individual needs. All pupils have special educational needs and/or disabilities. The school has established a rigorous and well-considered approach to identifying pupils' needs. This starts before pupils join the school. Leaders meet with pupils, parents and carers, and external agencies so that they can plan support for pupils. This includes gathering the views of pupils’ to inform the support that they receive. The school identifies and assesses pupils’ needs well. This includes for pupils who are known or have previously been known to social care.

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Inclusion Expected standard

Pupils at the school have complex social, emotional and mental health needs. Many pupils have experienced significant trauma in their lives. The school provides appropriate adaptations and adjustments to support pupils. Pupils benefit from a range of therapeutic strategies. These strategies include therapy pets, fidget toys and therapy sessions in the school’s sensory room. Some pupils also receive speech and language therapy and when writing is a barrier have access to laptops. Typically, the support that the school provides reduces pupils’ barriers to learning and supports their wellbeing.

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Inclusion Expected standard

The school works effectively with health, social care and virtual school services. It builds collaborative partnerships with these services in the best interests of pupils.

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Leadership and governance Expected standard

The proprietor has ensured that the school continues to meet the independent school standards (the ISS). Leaders have the knowledge and skills to fulfil their roles and responsibilities effectively. The proprietor has established a clinical team that supports the school in meeting pupils’ complex needs. The school has the capacity to meet the ISS consistently over time. It also has the capacity to continue to develop the quality of provision.

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Leadership and governance Expected standard

The school has a clear understanding of its strengths. Its strengths include pastoral care and support for pupils’ special educational needs and/or disabilities (SEND). Staff benefit from a professional learning programme that gives them the knowledge and skills they need to meet the needs of pupils with SEND. However, staff do not get enough high-quality training to develop their subject knowledge. This means that the depth of staff’s subject knowledge across the curriculum is variable. The proprietor meets its statutory duties. It provides clear strategic direction for the school. The proprietor and governing body hold leaders to account with appropriate rigour. The school builds effective partnerships with parents and carers, as well as health and social services. The school has also established a positive relationship with the local community. These partnerships make a significant contribution to pupils’ opportunities and experiences.

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Leadership and governance Expected standard

Staff enjoy working at the school. Moreover, staff show a genuine commitment to pupils’ learning and wellbeing. The school supports staff well in managing workload. It is considerate of staff wellbeing.

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Personal development and wellbeing Expected standard

The school has developed a comprehensive personal development programme that meets pupils' needs. Pupils benefit from age-appropriate personal, social and health education (PSHE). The school provides PSHE that is sensitive to pupils’ personal experiences. Pupils are taught how to keep themselves safe, both online and in the communities in which they live and visit. Pupils learn about healthy and unhealthy relationships. They learn about equality and diversity and the importance of respecting others. Pupils know about fundamental British values and what makes a good citizen.

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Personal development and wellbeing Expected standard

Pupils enjoy a diverse range of opportunities that enrich their learning and provide them with new experiences. Pupils take part in weekly outdoor education activities. These activities include climbing, paddle boarding, mountain biking and horse riding. Pupils visit museums and places of worship. Many pupils share an interest in animals and particularly enjoy visits to a local farm and safari park.

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Personal development and wellbeing Expected standard

The school provides pupils with substantial and effective pastoral care. Pastoral care is at the heart of the school’s provision. The school holds daily morning and afternoon staff briefings. These briefings ensure that staff know about pupils’ changing and evolving wellbeing needs. Staff integrate pastoral care into their daily work with pupils. Pupils also benefit from additional support for their wellbeing, including weekly check-ins.

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Personal development and wellbeing Expected standard

The school prepares pupils well for adulthood. Pupils study an independence curriculum. They learn important life skills such as budgeting and cooking. Pupils also take part in activities in the local community that develop their confidence and social skills. In addition, the school provides pupils with appropriate careers education, advice and guidance. Pupils complete work experience. They get individual guidance about careers that match their interests and aspirations.

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

Pupils have a strong sense of belonging to the school. Pupils develop trusting relationships with staff. Staff know and understand pupils well. Pupils value these relationships and seek support from staff for both with their learning and wellbeing. They respond positively to staff because they know that adults act in their best interests. Typically, pupils form positive relationships with their peers. They support each other’s wellbeing and socialise happily with each other. The school has established a safe and caring environment. Generally, pupils attend school regularly or improve their attendance over time. Pupils benefit from a wide range of therapeutic support for their wellbeing. This helps pupils to manage their behaviour and emotions. Staff identify early signs of frustrations or anxiety and intervene skilfully to prevent incidents from escalating. Bullying and discriminatory behaviour is rare. When they do occur,

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

the school deals with it effectively. Pupils are safe at school.

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

Pupils enjoy their learning. They receive the support they need to succeed. As a result, pupils generally make appropriate progress from their starting points. At the end of Year 11, pupils gain places at college to pursue courses that meet their needs and interests. Pupils receive effective careers advice and guidance, helping them to make well-informed choices about their next steps in education, employment or training.

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

Pupils take an active part in school life and enjoy outdoor education activities. They contribute to community events such as a local flower festival and afternoon teas for local residents. Pupils develop the skills they need for independent living through a well- structured programme. Pupils also learn to respect people with different backgrounds and characteristics. The school prepares pupils well for life in modern Britain.

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Next steps

Leaders should ensure that teaching is consistently effective. They should ensure that staff consistently use appropriate pedagogical strategies to extend pupils’ knowledge. Leaders should ensure that they provide staff with high-quality professional learning that gives staff an appropriate depth of subject knowledge across the curriculum.

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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, deputy headteacher, the proprietor's regional director, the chair of the proprietor body and the chair of governors.

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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 caters for pupils with social, emotional and mental health needs and pupils with autism.

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Independent school standards

Independent school standards are either met or not met for each category. The school uses no alternative provision.

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Independent school standards

The school is registered to admit 16 pupils.

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Independent school standards

The proprietor body is Keys QTC Limited and the chair of the proprietor body is David Manson.

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Independent school standards

The fees currently charged are £54 392 to £72 150.

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Independent school standards

The school's email address is admin.highcroftschool@keys-group.co.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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Independent school standards

5. Premises of and accommodation at schools 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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16

6. Provision of information Standards met

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16

7. Manner in which complaints are handled Standards met

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16

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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