Setting

CONTENTS

What the school must do in order to comply with the regulations

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CONTENTS

Compliance with the regulations for registration

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CONTENTS

1. The quality of education provided by the school

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CONTENTS

The quality of the teaching and assessment

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CONTENTS

2. The spiritual, moral, social and cultural development of pupils

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CONTENTS

3. The welfare, health and safety of the pupils

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CONTENTS

4. The suitability of the proprietor and staff

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CONTENTS

5. The suitability of the premises and accommodation

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CONTENTS

6. The quality of information for parents and other partners

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CONTENTS

7. The effectiveness of the school's procedures for handling complaints

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Purpose and scope of the inspection

This inspection was carried out by the Office for Standards in Education under Section 163 of the Education Act 2002 in order to advise the Secretary of State for Education and Skills about the school's suitability for continued registration as an independent school.

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Information about the school

Waterloo Lodge is an independent special school which makes day provision for boys and girls aged 11 to 16 years who have emotional, social and behavioural difficulties. Some pupils also have additional needs related to their learning difficulties, autistic spectrum disorder, attention deficit disorder, or mental health problems. All pupils have a history of disrupted schooling and exclusion from previous schools. The school has Department for Education and Skills (DfES) Approval status and is registered for up to 45 pupils. There are currently 42 pupils on roll: 30 boys and 12 girls. All pupils have a statement of special educational need and are placed at the school by their local authorities. A significant proportion of pupils are in the care of their local authorities.

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Information about the school

Waterloo Lodge is one of a group of three schools located in the north west of England owned by the same proprietors. It is located on the outskirts of Chorley in Lancashire and is housed in a large former country house, which is a listed building.

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Information about the school

Waterloo Lodge aims to provide a caring, structured learning environment in which all pupils can develop academically, socially and emotionally to their full potential and in which pupils and staff feel safe, secure and valued. The school curriculum includes the National Curriculum, together with a range of vocational courses, including externally accredited courses.

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Summary of main findings

Waterloo Lodge is a good school where pupils are well cared for and make steady progress in their learning. Pupils' personal and social development is good. Staff know their pupils well and have high expectations of them. The school provides a good range of curricular experiences and opportunities for external accreditation which are matched to pupils' individual needs. The quality of teaching is satisfactory overall, with some good practice taking place. Pupils enjoy coming to school and respond sensibly to the calm and positive environment in which staff encourage them to manage their own behaviour and become involved in decision making. A further strength of the school is its commitment to the professional development of all its staff. The headteacher provides very good leadership and is well supported by the senior management team. She sets high standards and has a clear vision for how the school can continue to develop further. The

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Summary of main findings

procedures for evaluating the school's work and for reporting to proprietors are very good.

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What the school does well:

o There is a good ethos in school which encourages pupils to reach their potential and celebrate their achievements; o the pupils enjoy coming to school and make steady progress in their learning. Their personal and social development is particularly good; o the school provides a caring environment in which pupils feel secure. Staff know their pupils well and relationships are good; o the school has a positive approach and effective procedures to promote pupils' good behaviour; o the curriculum is broad and balanced and suitably adapted to match the ages and abilities of the pupils; o the assessment of pupils' needs and achievements is good; o the headteacher provides very good leadership for the school and sets high standards in all aspects of the school's work; and o the school makes good arrangements for the professional development of staff.

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What the school must do in order to comply with the regulations

o Ensure that information provided by the school to parents and parents of prospective pupils includes all the matters set out in section 6 of this report; o submit an annual account of income received and expenditure incurred by the school in respect of individual pupils to the local authorities which fund them and, on request, to the Secretary of State.

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The quality of the curriculum

The curriculum for both Key Stages 3 and 4 has an appropriate breadth and balance to meet the needs of the pupils. The school teaches all the subjects of the National Curriculum as well as religious education and a programme of personal, social and health education (PSHE). The curriculum for older pupils also includes vocational education and offers college link courses. Subject plans, which draw on national guidance, provide for continuity and progression in pupils' has designated responsibility for managing the curriculum. The role of the subject leaders is being developed and their influence on the provision is increasing.

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The quality of the curriculum

Priority is given to helping the pupils acquire basic skills in speaking and listening, reading and writing and to improve their independence and self-confidence. In each of these aspects the school has had considerable success. The booster classes which were set up to help individual pupils who are underachieving because of specific gaps in their learning, are beginning to have a positive impact on pupils` progress.

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The quality of the curriculum

The school's library is under-resourced, although there are a variety of reference books available in classrooms and pupils have access to the Internet for research purposes. Information and Communication Technology (ICT) is used well to support the careers education programme and this model could be extended to other subjects. Sex education, drugs awareness and citizenship are taught through the good PSHE programme.

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The quality of the curriculum

The curriculum at Key Stage 4 is successful in providing the pupils with opportunities to follow courses which will help to prepare them for work or future study. All receive careers guidance, participate in work experience and study health education through the Award Scheme Development and Accreditation Network (ASDAN) Youth Award Scheme. Pupils are encouraged to gain external accreditation, including General Certificate of Secondary Education (GCSE) and Entry Level Certificates, which are carefully matched to their ability.

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The quality of the curriculum

The school makes good use of the local, national and international environments to enhance its curriculum. Pupils use the facilities at a local sports centre for physical education and recreational purposes. Local and national museums are used in the study of art and history. As part of the modern foreign language course pupils have a residential experience in Germany.

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The quality of the teaching and assessment

The quality of teaching observed was satisfactory overall, with examples of good teaching seen at both key stages. Many staff made effective use of the clear guidance which is provided to support them in their teaching. In the best lessons they carefully matched their planning to pupils' individual needs and this had a positive impact on learning. They also used a variety of teaching styles skilfully to engage pupils' interest and made their subjects relevant to the pupils' experiences. In an English lesson, for example, where pupils were planning for an outdoor educational visit, this real life context was used well to develop pupils' literacy skills. The positive relationships between staff and pupils and the use of praise and humour to reduce tension and potential disruption to lessons were also features of the good teaching.

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The quality of the teaching and assessment

Learning support assistants know their pupils well and provide good support. They are well informed about the strategies to be used in different subjects with individual pupils. However, in the two unsatisfactory lessons this expertise was not used well enough by teachers when planning their lessons. As a result pupils were not actively engaged in the tasks set and failed to make progress.

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The quality of the teaching and assessment

In some lessons opportunities were missed to promote pupils' independent learning skills. Pupils were too readily given the answers to simple questions or the spellings of words when they could be encouraged, for example, to use dictionaries to find out for themselves. In general, there is an over- reliance on worksheets throughout the school, rather than more visual and practical approaches which may maintain pupils' attention better. The school is at an early stage of monitoring the quality of its teaching but this has yet to develop further to enable staff to share the good practice which already exists.

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The quality of the teaching and assessment

The school has good systems in place for assessing pupils' attainment and progress. Baseline assessment is completed in all subjects from teacher assessments and standardised reading tests. This information is used to set individual academic and behavioural targets, which are now becoming more precise and measurable. The school has developed effective systems for tracking pupils' progress in the longer term. A positive approach is used in marking pupils' work, with some good examples of constructive and helpful comments given which guide pupils in how to improve. However, this is not always implemented consistently and some teachers over-praise pupils for what is just satisfactory work.

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The quality of the teaching and assessment

Most pupils in the school are within the normal range of ability for their age. However, due to the complexities of their emotional difficulties and disrupted schooling, many are achieving below their potential. Pupils are aware of their individual abilities and are pleased with the support they receive from the school.

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The quality of the teaching and assessment

Pupils make steady progress in their learning overall. In some subjects it is good, particularly in modern foreign languages, science, art and PSHE. As a result of the very good teaching in modern foreign languages, pupils acquire a good range of basic vocabulary and develop their skills in speaking and listening, reading and writing. Pupils' personal and social development is particularly good. The school is keen to involve pupils in reviewing their own achievements and provides regular opportunities for this to happen.

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The quality of the teaching and assessment

The majority of pupils are entered for GCSE examinations and there has been a steady increase in the average number of passes per pupil. Pupils are also successful in achieving Entry Level Certificates and ASDAN Youth Award Scheme Bronze Awards

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2. The spiritual, moral, social and cultural development of pupils

The school makes good provision overall for the pupils' spiritual, moral, social and cultural development. It is enhanced by the well-structured programmes PSHE, where pupils are given opportunities to explore issues such as behaviour, relationships, and feelings as well as how to look after themselves and the environment. Religious education, art, music and history lessons provide appropriate opportunities for pupils to learn about their own culture and the faiths and cultures and beliefs of other nations. For example, Year 10 pupils have been studying the culture, traditions and lifestyles of Plains Indians. The provision for pupils' moral development is supported well by the school's system of sanctions and rewards, which helps pupils to distinguish between right and wrong.

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2. The spiritual, moral, social and cultural development of pupils

A spirit of mutual respect exists between pupils and staff. Despite their difficulties pupils' attitudes toward staff and visitors are generally good. The consistent approach to behaviour management from all adults has a positive impact on pupils' behaviour in and around school. Whilst in the majority of lessons pupils' behaviour was satisfactory, it was much better in the lessons where pupils were taught well.

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2. The spiritual, moral, social and cultural development of pupils

Provision for pupils' social development is promoted effectively both in school and in the wider community. A range of opportunities is provided for pupils to work co-operatively in groups, for example a number of sporting and recreational activities are offered weekly where pupils can participate in team events. Pupils are encouraged to take part in community initiatives including work experience placements, shopping trips, visits to historical sites, museums and the local library, and residential experiences organised by the youth services. Weekly assemblies are a focal point for sharing pupils' successes and celebrating their achievements. Although staff use opportune moments to raise pupils' spiritual awareness, explicit planning for this is not yet well developed.

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2. The spiritual, moral, social and cultural development of pupils

Lessons in citizenship provide pupils with a developing awareness and knowledge of public institutions and services.

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3. The welfare, health and safety of the pupils

Arrangements to safeguard pupils' health, welfare and safety are a high priority with staff. An extensive range of policies is implemented effectively. There is a whole school approach to raising pupils' self-esteem and helping them to become good citizens, taking responsibility for their own actions and behaviour. The very rare occurrences of bullying or harassment are dealt with effectively and efficiently. Child protection arrangements are good at all levels. Pupils are able to approach staff with confidence. Risk assessments are well established in school practices. Fire procedures are followed diligently with regular fire drills being carried out and recorded. Appropriate procedures are in place for the safety of pupils when on out-of-school activities and trips. Admission and attendance registers are efficiently maintained and up-to-date.

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4. The suitability of the proprietor and staff

The proprietors provide good strategic direction and support for the school. Clear recruitment procedures have been established which ensure that staff appointed to the school have undergone appropriate checks and are suitable to work with children. Although the staffing policy does not make specific reference to checks with the Criminal Records Bureau, such checks are routinely carried out before a person commences employment. Appropriate arrangements are in place to cover situations where applications are delayed in processing and not completed prior to a person starting work at the school. A strength of the school is its commitment to the professional development of all its staff and many are currently studying for additional qualifications. Nearly half of teachers have qualified teacher status. There is a wide range of expertise in the school, which makes a significant contribution to the overall quality of the educational provision.

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5. The suitability of the premises and accommodation

The school generally provides a safe and secure environment for its pupils. The teaching areas vary in size but all are adequate for the number of pupils in each class. A number have separate study areas where pupils can work independently. There are specialist teaching areas for art, science, ICT and food technology as well as a small library area and a medical room. Classrooms and other work areas are bright and clean and maintained to a reasonable standard. Although the school does not have a hall or facilities for indoor games, it makes good use of local facilities including a sports centre for physical education. There is a small courtyard which is used for ball games at break times and a grassed area which is used in dry weather. The larger car park areas enable taxis to drop and pick pupils up safely at the beginning and end of the school day.

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6. The quality of information for parents and other partners

Responses to the parents' questionnaire indicated that most parents feel well informed about their children's progress at school and feel comfortable about contacting school if they wish to discuss any matter.

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6. The quality of information for parents and other partners

The school prospectus provides a great deal of helpful information for parents and other partners. However, some information provided is inconsistent, out-of-date, or does not meet requirements. It does not make reference to the school's policy on exclusions, or its provision for pupils with English as an additional language or with statements of special educational need. The names, addresses and telephone numbers of the school proprietors are not provided. Although the school has a detailed complaints procedure which meets the requirements for registration, there is insufficient detail within the prospectus about the complaints procedures as they relate to parents. The school does not provide details of the number of complaints registered under the formal procedure during the preceding school year.

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6. The quality of information for parents and other partners

The school does not provide to local authorities an annual account of income received and expenditure incurred by the school in relation to particular individual pupils they fund.

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What does the school need to do to comply with the regulations?

In order to comply with the Independent Schools Standards Regulations 2003 the school should:

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What does the school need to do to comply with the regulations?

o the full name, address and telephone number of the school proprietors (paragraph 6(2)(b)); o particulars of the school's policy on and arrangements for exclusions (paragraph (6(2)(e)); o particulars of the school's educational and welfare provision for pupils with statements and for pupils for whom English is an additional language paragraph (6(2)(f)); o details of the number of complaints registered under the formal procedure during the preceding school year (paragraph 6(2)(j)); o information about the number of staff employed at the school, including temporary staff, and a summary of their qualifications (paragraph 6(2)(k)); and; o where a pupil is registered at the school, is wholly or partly funded by the local authority, the school should submit an annual account of income received and expenditure incurred by the school in respect of that pupil to the local authority, and on request to the Secretary of State (paragraph (6(7)).

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7. The effectiveness of the school's procedures for handling complaints

The school has recently reviewed its procedures for handling any complaints which might be made and these now comply fully with current requirements.

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School details

Name of school: Waterloo Lodge School DfES ref number: 888/6026 Type of school: Special Status: Independent Age range of pupils: 11-16 Gender of pupils: Mixed Number on roll (full-time pupils): Boys 30, Girls 12, Total 42 Number on roll (part-time pupils): Boys 0, Girls 0, Total 0 Number of boarders: Boys 0, Girls 0, Total 0 Number of pupils with a statement of special educational need: Boys 30, Girls 12, Total 42

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School details

Annual fees (day pupils): £7,369 per term, plus £5,250 per term for individual pupil support where appropriate. Annual fees (boarders): N/A Preston Road Chorley Lancashire Address of school:

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School details

PR6 7AX E-mail address: waterloolodge@carefree4free.net Telephone number: 01257 230894 Fax number: 01257 272372 Headteacher: Mrs A Bever-Warren Proprietor: Waterloo Lodge School Ltd Chair of the governing body: N/A Lead Inspector: Caroline Broomhead HMI D ates of inspection: 23-27 February 2004 commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated. Inspection reports are available on the Ofsted web site (www.ofsted.gov.uk).

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