Darwin School

Darwin School

Address: Baldersby St James, Thirsk, North Yorkshire, YO7 4PT Unique reference number (URN): 151618

p.1

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.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Inclusion Strong standard

This school is highly inclusive. All pupils in the school have special educational needs and/or disabilities. Staff know the needs of pupils well. They use this knowledge to develop strategies that make learning accessible to all. Additional barriers to learning and/or wellbeing, such as being a young carer or known to social care, do not hold back the pupils at this school. They are considered an essential part of who they are and contribute to their uniqueness. The school meets the range of individual needs well and maintains high expectations for all. Leaders spend time liaising with parents and carers, and pupils. This helps give pupils a strong foundation on which to learn, socialise and thrive. Pupils' fears fade away at this school. A voice spoken by pupils is a voice listened to and respected.

p.2

Inclusion Strong standard

Staff remove barriers so that pupils can learn to enjoy studying. This helps them to overcome personal challenges and thrive. Days begin with staff and pupils talking, playing and discussing what is in the news. Pupils enjoy this calm, inclusive start. Lessons are free from distractions and unkind behaviour. The school makes well-considered use of additional funding for disadvantaged pupils. Everyone has many opportunities at Darwin, both in and out of class, and equality is key here. Darwin leaves no one behind.

p.2

Leadership and governance Strong standard

Moral purpose is at the heart of Darwin's leadership at every level. Staff empower and re- engage pupils in their education, while leaders do the same for staff. Dedicated leaders inspire both pupils and staff to achieve success. Leaders are tireless in their commitment to ensuring every pupil succeeds. This is central to the school's quality assurance and informs future actions. The school has a clear vision and a defined pathway for what comes next.

p.2

Leadership and governance Strong standard

The proprietor and the central education team work with the school to meet the independent school standards. Statutory duties are firmly embedded and thoroughly established. Leaders have clear roles and structures. This helps them solve problems as soon as they arise. Roles and responsibilities are well defined and lines of accountability are distinct. Leaders offer each other reassurance, which also reassures the proprietor.

p.2

Leadership and governance Strong standard

Leaders have chosen systems and processes that help staff in their roles. These systems support teaching and learning. Leaders have established a clear structure for professional learning. Staff receive high-quality support on their improvement journey, and they appreciate this. The changing needs of the cohort sometimes mean that new training and upskilling are required. This is timely and should remain a focus for leaders, moving forward. Staff feel positive about the support leaders provide for their wellbeing and workload.

p.2

Personal development and wellbeing Strong standard

Personal development and wellbeing are high priorities at this school. This is evident in the available opportunities and the positive effects these have on pupils. They gain a clear understanding of fundamental British values. These include democracy, tolerance and respect. Pupils learn about online safety. They also learn how to spot healthy and unhealthy

p.2

Expected standard

relationships. This happens through a well-structured personal development curriculum. The school celebrates diversity and promotes tolerance through ongoing and enthusiastic initiatives. Pupils have representatives. These pupils speak with passion about the school. They can share examples of what pupils want and the changes that have been made. This covers new trips, playing different sports and cooking new foods.

p.3

Expected standard

Pastoral care is strong, attentive and genuinely responsive to pupils' needs. Staff know pupils well and take prompt action when they need extra support. Specialist support, such as mentoring and counselling, is available for those facing specific challenges. Pupils say that they feel safe, known and well supported. Enrichment activities are extensive and well matched to pupils' interests and developmental needs. Clubs, trips and performance opportunities develop confidence, leadership and teamwork. Pupils work with different community groups, attend functions and fundraise for local causes. Displays around the school celebrate the positive impact pupils have on others.

p.3

Expected standard

Leaders structure careers education in a thoughtful sequence, starting early. Pupils get unbiased advice. They connect with employers and visit workplaces to help get ideas about what they might like to do in the future. Teachers give more tailored support as pupils move up the school. Leaders give hope and explain the options pupils have for the future. This includes those who face challenges. Pupils leave the school with the knowledge, character and skills to thrive. Pupils can progress to many destinations, which is a point of pride. This includes top universities in the UK and worldwide.

p.3

Achievement Expected standard

Pupils achieve at a secure level across the curriculum. Their understanding of communication and language is impressive. Pupils' reading and mathematics knowledge improve at a rapid pace. Pupils with special educational needs and/or disabilities make noteworthy progress from their starting points in various subjects.

p.3

Achievement Expected standard

Pupils learn the intended curriculum with real depth and effectiveness. They gain the knowledge and skills needed to handle tougher topics. Pupils reflect their achievements in the work they produce and in their personal and social skills. Pupils' work and the pace of learning reflect the high ambition staff have for them.

p.3

Achievement Expected standard

The achievement of disadvantaged pupils is noteworthy. These pupils' knowledge improves, as does their ability to learn more complex subject content. Staff know what pupils need to achieve success. Staff use strategies to help pupils reach their potential. Pupils are well prepared for the next step in their education, work or training.

p.3

Attendance and behaviour Expected standard

Leaders and staff put in time and effort to ensure a smooth transition when new pupils start at the school. This sets clear and attainable expectations for all pupils. Pupils, parents and carers understand that being in this school means attending regularly. It also means behaving well. For the vast majority, improvements in pupils' attendance and behaviours are rapid. The change from not attending school to coming into school 5 days a week astounds parents. They comment on how remarkable the change in pupils' attitudes to school has been. Pupils are keen to attend and say this is because they 'like school'.

p.3

Attendance and behaviour Expected standard

Pupils' behaviour supports learning at Darwin School. Pupils know themselves, are aware of others and are considerate of others' feelings. Pupils flourish in the school. They feel safe and enjoy the positive relationships staff have fostered with them. Learning starts the minute pupils arrive each day. Staff model excellent manners and interpersonal skills. Pupils replicate this with others. Staff log inappropriate behaviours and have established helpful approaches to support pupils to reflect on and modify their behaviours. Rewards and consequences are clear, but they do not, in themselves, motivate pupils to behave. Self- motivation and a wish to be decent members of society motivate pupils to act kindly.

p.4

Curriculum and teaching Expected standard

The school has a broad and balanced curriculum in place. Pupils' knowledge across subjects develops over time. Lessons that need pupils to engage in deep thinking are commonplace. Pupils are respectful when discussing sensitive topics. For instance, in personal, social and health education, pupils listen with respect.

p.4

Curriculum and teaching Expected standard

Teachers typically do not leave learning to chance. They plan thoughtful activities and then check learning. These checks in the lessons allow teachers to pick up and correct misconceptions. Teachers' questions make pupils think and apply their knowledge. Pupils can link knowledge from different subjects. For example, they can apply mathematical theories in scientific calculations.

p.4

Curriculum and teaching Expected standard

Reading is part of the day, whether it is the weekly newspaper or books on offer. The school uses a suite of assessments to identify pupils' numeracy and reading skills and any knowledge gaps. Staff follow up on the assessment and provide support when appropriate. Teachers support pupils effectively to keep up and catch up in both areas when needed.

p.4

Curriculum and teaching Expected standard

As pupils move through key stage 4, they can access a range of examination and accreditation courses. Leaders at this new school intend to expand this offer to meet future pupils' needs.

p.4

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

Darwin School changes lives and gives hope to those who attend. High levels of care align with staff's high aspirations for all pupils. Staff believe in the pupils. This self-belief grows in pupils over time. Friendships develop alongside knowledge. The curriculum is broad and engaging. The school supports pupils to be their best selves. Pupils feel safe and know that it is okay to be who they are.

p.4

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

Positive attitudes in the classroom are normal. Staff have excellent subject knowledge. They make learning fun. This helps to reconnect pupils who might previously have been away from school over time. In lessons, teachers break complex learning down to make it easily accessible, without lowering aspiration. This allows pupils to build on the knowledge they already have in a sustainable way. Pupils link their learning well to their own knowledge of the world. This is clear in topics related to environmental science, for example. Pupils at the school gain new skills and talents. They learn cooking, try different sports and support the local community. As a result, they are well prepared for their next steps.

p.4

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

Behaviour is excellent. Pupils learn how to manage their feelings. They have self-control. Lessons are calm and full of smiles. Pupils show respect for themselves and value learning in this school. Bullying is not tolerated. If there is any sign of it taking place, staff stop it before it becomes an issue.

p.5

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

Attendance continues to improve. Pupils want to attend and parents and carers trust the school to support their children well. A united effort by all helps improve pupils' attendance. Barriers to learning are considered bumps in the road that, together, pupils, staff and families iron out effectively. Pupils are confident and have high aspirations for the future. Where pupils previously had doubt, there is now belief, and where there was uncertainty, there is trust. This feeds into the school's focus on building positive relationships among pupils and their peers, and with staff.

p.5

Next steps

Leaders should keep improving the curriculum and expand the range of qualifications available after key stage 4. Leaders should further enhance the expertise of staff through ongoing tailored professional development, ensuring that the needs of all pupils are effectively addressed.

p.5

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.

p.5

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.

p.5

About this inspection

Inspectors spoke with the headteacher, other school leaders and school staff. Inspectors also met with the head of education, the chief executive officer and the chair of the proprietor body.

p.5

About this inspection

The name of the proprietor is Radical Services Ltd. The chair of the proprietor body is Chris Strong.

p.5

Independent school standards

Independent school standards are either met or not met for each category. The email address of the school is darwin@pebblescare.com.

p.6

Independent school standards

The inspectors confirmed the following information about the school:

p.6

Independent school standards

The school does not currently use alternative provision.

p.6

Independent school standards

The school operates from Baldersby St James, Thirsk, North Yorkshire YO7 4PT.

p.6

Independent school standards

The school provides education for pupils with a range of needs. All pupils have an education, health and care plan.

p.6

Independent school standards

The school is registered to admit up to 24 pupils.

p.6

Independent school standards

1. Quality of education provided Standards met

p.6

Independent school standards

2. Spiritual, moral, social and cultural development of pupils Standards met

p.6

Independent school standards

3. Welfare, health and safety of pupils Standards met

p.6

Independent school standards

4. Suitability of staff, supply staff, and proprietors Standards met

p.6

Independent school standards

5. Premises of and accommodation at schools Standards met

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

24

6. Provision of information Standards met

p.7

24

7. Manner in which complaints are handled Standards met

p.7

24

8. Quality of leadership in and management of schools Standards met

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.8

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

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.

p.8

Insufficient evidence

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Insufficient evidence

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Insufficient evidence

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

p.9