Shepwell Short Stay School (PRU-Medical)

LIME HOUSE TEACHING UNIT

Dates of inspection: 23 rd – 24 th April 2002

p.1

LIME HOUSE TEACHING UNIT

Full inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

p.1

LIME HOUSE TEACHING UNIT

Further copies of this report are obtainable from the unit. Under the School Inspections Act 1996, the unit must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Lime House Teaching Unit - 3

p.2

INFORMATION ABOUT THE UNIT

School category: Unit for pupils with school phobia

p.3

INFORMATION ABOUT THE UNIT

Unit address: Lime House Littleton Street West Walsall

p.3

INFORMATION ABOUT THE UNIT

Name of responsible officer Mr D. Pearson

p.3

INFORMATION ABOUT THE UNIT

Date of previous inspection: April 2000 Lime House Teaching Unit - 4

p.3

responsibilities

21265 Mrs F. Gander Registered inspector Science Mathematics Information and communication technology Information about the unit The unit’s results and pupils’ achievements How well are pupils taught? What should the unit do to improve further? How well is the unit led and managed? 19342 Mr T. Heavey Lay inspector Pupils’ attitudes, values and personal development How well does the unit care for its pupils? How well does the unit work in partnership with parents? 3838 Ms A. Webber Team inspector English Art and design Design and technology Equal opportunities Special educational needs How good are the curricular and other opportunities offered to pupils?

p.4

responsibilities

The inspection contractor was: Penta International Upperton House The Avenue Eastbourne E. Sussex BN21 3YB Lime House Teaching Unit - 5 Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

p.4

responsibilities

The Complaints Manager Inspection Quality Division

p.5

responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Lime House Teaching Unit - 6

p.5

PART A: SUMMARY OF THE REPORT 7

Information about the unit How good the unit is What the unit does well What could be improved How the unit has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the unit How well the unit is led and managed Parents’ and carers’ views of the unit

p.6

HOW HIGH ARE STANDARDS? 12

The unit’s results and pupils’ achievements Pupils’ attitudes, values and personal development

p.6

INFORMATION ABOUT THE UNIT

Lime House Teaching Unit is a twenty place unit situated in Walsall, which caters for pupils between the ages of 11 and 16 who have been identified by their mainstream schools and the educational psychology service as suffering from school phobia. Before being offered a place in the unit all other strategies to help them overcome their difficulties have failed, and most of the pupils have not attended school for a significant amount of time. Due to this, pupils’ attainment on entry is below national expected levels, and they lack confidence and self– esteem. Some are even frightened to venture outside their homes. There are currently 10 pupils attending the unit on a part time basis, with an equal number of boys and girls being educated in two separate groups; the girls attend in the mornings and the boys in the afternoons. Three pupils have a statement of special educational needs because of learning

p.7

INFORMATION ABOUT THE UNIT

difficulties. All pupils speak English as a first language. During the last year three pupils re- integrated back into their mainstream schools, but the majority of those attending have been at the unit for more than a year. All pupils are kept on the roll of their mainstream schools. Pupils at the end of Year 11 move gain places on further education courses or training.

p.7

HOW GOOD THE UNIT IS

The unit is run by staff who are dedicated to helping young people overcome their difficulties. They successfully help pupils overcome their phobias so that they are able to re-integrate back into school, or become confident enough to leave the security of their homes and families, attend school, gain accreditation and access further education. In this respect the unit is effective. However, the overall unsatisfactory conditions the staff and pupils work in, and the lack of support, guidance and funding available to the unit, combined with the lack of full time opportunities for those pupils who flourish in the unit, and the poor management of the unit by LEA, result in the unit being ineffective and giving poor value for money.

p.7

What the unit does well

• It ensures that pupils make good progress in overcoming their difficulties, raises self-esteem and confidence, through personal and social education and the relationships within the unit. • It ensures that the pupils make good progress in personal development so that they can become members of society, and access further education and employment. • It ensures that pupils gain recognition of their academic abilities through the achievement of nationally recognised accreditation. • It ensures that pupils have very good attitudes to study, behave very well, show respect to others, and attend school regularly. • It has developed very good links with parents, which results in them feeling supported and appreciative of the work the unit. Lime House Teaching Unit - 8 What could be improved • The leadership and management of the unit provided by the appropriate authority, that being the Local Education Authority.

p.7

What the unit does well

• The accommodation so that pupils and staff are not at risk from their environment. • The LEA’s published policy of ‘education otherwise’ is not implementation appropriately and is denying the unit funding. • The systems for passing on of information on curriculum and assessment from feeder schools to the unit. • The entitlement and opportunities for pupils to have access to a full curriculum and full time education. • Systems for redirecting funding for each pupil to the unit, including the redirection of funding attached to pupils with statements of special educational needs, to the budget of the unit. • The support and advice to the staff working in the unit so that they are more aware of current developments in education. • The monitoring and evaluation of teaching, learning and the curriculum. • The evaluation of school improvement and development planning through self-evaluation. • The linking of priorities for development to a financial budget.

p.8

What the unit does well

• The attendance at meetings by members of the management committee. • The monitoring of the work of the unit by the management committee, and the reporting, in the minutes of meeting, of the progress made in any issues that have arisen. • The performance management of all staff in the unit. • The in-service training opportunities for all staff linked to school development and financial planning. • The amount of resources for teaching the full curriculum . The areas for improvement will form the basis of the action plan prepared by the local education authority.

p.8

HOW THE UNIT HAS IMPROVED SINCE ITS LAST INSPECTION

Improvements made to the educational provision of this unit since the last inspection in April 2000 are poor. The Local Education Authority (LEA) who are the appropriate authority have not met their responsibilities in addressing the key issues that were identified last time. Details of the policy on providing ‘education otherwise’ have been published but are not being implemented as the practice in the unit does not match the policy. A curriculum statement and complaints policy have been published but also does not reflect actual practise in this unit. A management committee has been formed, but many of its members do not attend, and there are no procedures for monitoring the quality and effectiveness of the provision. The cost effectiveness of the unit in relation to outcomes has not been established, and although the unit now receives a small budget for basic resources it still does not receive any of the

p.8

HOW THE UNIT HAS IMPROVED SINCE ITS LAST INSPECTION

funding that is attached to the pupils. The very poor accommodation has not been improved. The improvements, which were the responsibility of the head teacher, have been achieved, and there is now a personal, health and social education programme being taught, and an agreed policy for sex education and drugs awareness. Within the constraints in which the unit works, there are more opportunities for pupils to develop an awareness of the cultural aspects of the society. The monitoring of personal development of pupils has been improved, and the targets set within pupils' individual education plans are more precise. The headteacher has improved the information parents receive. Lime House Teaching Unit - 9

p.8

STANDARDS

The table summarises inspectors’ judgements about well pupils are achieving in relation to their individual targets by the time they leave the unit.

p.9

Progress in: by age 16 Key

personal, social and health education A unsatisfactory D

p.9

Progress in: by age 16 Key

other personal targets set at annual reviews or in IEPs* B poor E * IEPs are individual education plans for pupils with special educational needs

p.9

Progress in: by age 16 Key

Pupils achieve well in relation to their prior attainment and many attain average grades of C and D at General Certificate of Education (GCSE) in English and mathematics. Some pupils attain higher grades, including grade A and A*. Pupils are not able to attain GCSE accreditation in science because the accommodation is unsuitable for the teaching of investigation work, and as a result they are entered for a Certificate of Achievement. They majority achieve excellent results in this course but could achieve higher accreditation. Pupils make very good progress in personal, social and health education (PSHE), and those who have individual educational plans make good progress against their targets.

p.9

Aspect Comment

Attitudes to the unit Pupils have very good attitudes to their work. They settle in well, are eager to complete work and homework. All want to achieve well.

p.9

Aspect Comment

Behaviour, in and out of classrooms The behaviour of pupils is very good. They respect one another and the adults who work with them.

p.9

Aspect Comment

Personal development and relationships Pupils’ relationships are very good. Because of pupils’ past experiences they show great concern for others who might be experiencing difficulties. Older pupils show concern and support for new pupils. Pupils’ personal development is good and gradually they gain more confidence to move out of the school and into society. However, the part time education offered and the lack of security of the accommodation undermines the opportunities for pupils to become more independent.

p.9

Aspect Comment

Attendance Attendance is good. This improves significantly when pupils transfer to the unit.

p.9

Teaching of pupils:

Lessons seen overall Satisfactory Lime House Teaching Unit - 10 Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

p.9

Teaching of pupils:

The teaching is overall satisfactory in all subjects, but is better when a teacher with specialist knowledge teaches the subject. At the time of the inspection, only the head of the unit was available to teach all subjects, including the design and technology, which had been previously taught by a specialist teacher. Much of the teaching is individual, meets the needs of all pupils, including those with special educational needs. Literacy and numeracy skills are taught well, and this results in pupils achieving acceptable GCSE grades. There is good management of pupils, careful building of self-esteem, and ongoing assessment. The weakness in teaching is the lack of formality in lesson planning and the information it can provide on progress, coverage and pace of working. The quality of learning is generally good in all lessons including those where the teaching is only satisfactory. This is because of the

p.10

Teaching of pupils:

pupils’ very good attitudes to their work, their concentration and motivation and because they all want to achieve.

p.10

Aspect Comment

The quality and range of the curriculum The curriculum is satisfactory and meets the requirements of what is expected for pupils being educated outside mainstream school. However, only part time education is offered to these pupils and they are entitled and have a right to all the subjects of the National Curriculum. This provision is unsatisfactory. The curriculum has strengths in personal, social and health education and the emphasis on careers education and guidance.

p.10

Aspect Comment

Provision for pupils with special educational needs The provision for pupils with special educational need is satisfactory, as all planning is at a very individual level and supported by specific targets.

p.10

Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development Overall this area is satisfactory, and the opportunities for social and moral development are good. The part time nature of the placements restricts the time available for social interaction with one another, and the opportunities to include a wider range of cultural education within the curriculum.

p.10

Aspect Comment

How well the unit cares for its pupils The staff provide good care and protection for the pupils and ensure that pupils are safe within the unit. The monitoring of attendance, very good behaviour and personal development is good, but the tracking of the progress pupils make needs to be more formally recorded. However, the appalling condition and placement of the building in which pupils are educated leads to some serious health and safety issues which are the responsibility of the LEA.

p.10

Aspect Comment

How well the unit works in partnership with parents? The staff provide parents with good support and guidance and help them to support the needs of their children. For this they are very grateful. The information that parents receive about the work of the unit, and opportunities for them to meet and support each other, are satisfactory but could be improved. Lime House Teaching Unit - 11

p.10

Aspect Comment

Leadership and management by the headteacher and other key staff Within the constraints under which the headteacher works, the management of the unit is satisfactory. The needs and well-being of the pupils are foremost. The dedication shown by all staff who work in these poor conditions, without the support and advice is commendable.

p.11

Aspect Comment

How well the management committee fulfils its responsibilities Leadership and management provided by the LEA are poor, and as a result the management committee has not been able to be effective in monitoring the work of the unit, obtaining solutions to issues and problems, and improving the quality of the provision. Some members of the management committee value the work of the unit, but there are many members who do not attend meetings and this is unsatisfactory.

p.11

Aspect Comment

The unit’s evaluation of its performance This is poor. There is no monitoring or evaluation of the work of the unit by the LEA, or the progress it has made from the last inspection, or how it can meet its planned developments. The staff in the unit judge the success of their efforts through the appreciation shown by pupils, parents and the support services, and the progress and achievements of pupils.

p.11

Aspect Comment

The strategic use of resources This is poor. The unit does not receive the funding for pupils to which it is entitled and therefore it has to make use a small amount of money it is given for basic resources. It cannot therefore fund any improvements, staff training, and links with colleges, or purchase major items to support the curriculum. The unit is unable to apply the principles of best value.

p.11

Aspect Comment

The adequacy of staffing, accommodation and learning resources. The accommodation is very poor. The staffing is adequate for the narrow range of the curriculum but cannot provide for a full curriculum or fulltime placement. Due to lack of funds the resources are inadequate.

p.11

What pleases parents most What parents would like to see improved

• The work of the unit in helping their children overcome their phobias • The links and support and advice that they have from the staff. • The achievement of pupils. • The support that pupils for moving onto further education. • An offering of a place in the unit when the difficulties first arise. • The accommodation. • The amount of resources.

p.11

What pleases parents most What parents would like to see improved

The inspection team fully endorses the positive and negative points made by the parents. Lime House Teaching Unit - 12

p.11

The unit’s results and pupils’ achievements

1. The majority of pupils coming to the unit do so after not attending school for a considerable length of time. As a result their attainment on entry to the unit is below that which is expected for pupils of the same age. Many of the pupils have been assessed by their schools as having the ability to attain nationally expected levels, and do so by the time they leave the unit in Year 11. The achievements and the progress they make in the curriculum they receive are good, and these achievements increase as they spend time in the unit. Standards have been maintained from the last inspection. Their successes are due to the support and guidance they have from teaching staff, and the healing process that takes place, which enables them to gain confidence, have greater self-esteem, and helps them to overcome their fears. By the time they leave the unit they have made sufficient progress to be offered places at the local college of further education on child care or construction

p.12

The unit’s results and pupils’ achievements

2. Some pupils settle into the unit and overcome their fears and difficulties sufficiently well for them to be re-integrated back into mainstream. This was the case last year when three pupils returned to their schools where they continued their education. However, for the majority of the pupils in the unit, this does not happen. There are pupils who have attended the unit for as much as three years, and others who have not been offered a place until they are in Year 10. Due to this many pupils when they come to the unit have poor social skills, and are significantly behind in their academic studies. Although these pupils have not overcome their fears of mainstream, they are making good progress academically. They could attend education in the unit on a full time basis if available where they would have access to a wider range of subjects and experiences, which would add to their achievements. The present part time arrangements for the education of these pupils is

p.12

The unit’s results and pupils’ achievements

undermining their equal opportunity to make better progress

p.12

The unit’s results and pupils’ achievements

3. In English, most pupils achieve levels in line with national averages, and this demonstrates that they make good progress once they attend the unit. Lower attaining pupils also make good progress and attain the Certificate of Education. When pupils start at the unit, which can be as late as Year 11 in their educational career, their attainment in English is below that which would be expected for pupils of the same age. By the end of Year 11 they reach levels that are broadly in line with the majority of pupils nationally. For example, in 2001 all the pupils attending the unit gained GCSE passes, including the majority gaining “C” and “D” grades. For 2002, the majority of pupils are predicted a “C” or “D” pass in GCSE, with one pupil predicted to gain a pass in the Certificate of Achievement.

p.12

The unit’s results and pupils’ achievements

4. Higher attaining pupils’ written examination coursework is good. Pupils show an ability to engage and sustain the reader’s interest with the use of varied vocabulary and imaginative and striking sentence structure and the use of images. For example, they compare two author’s ways of building up tension when writing a Murder Mystery. Pertinent extracts from the text are quoted and compared and the reader gains the impression that the pupil has a clear grasp of the author’s use of language and imagery to build up tension in their audience. Spelling, punctuation and grammar are accurate and the work has been carefully edited and re-drafted, sometimes using word-processing. Lower attaining pupils use short sentences that they have corrected and produce well presented work that demonstrates they have taken care and pride in their work. Lime House Teaching Unit - 13 5. Most pupils’ speaking and reading skills are inhibited due to lack confidence when

p.12

The unit’s results and pupils’ achievements

they arrive at the unit. However opportunities are provided, mainly in one-to-one exchanges with the teacher and in small group work within personal, social and health education to rectify this. As a result, pupils show they have gained confidence to read aloud or converse with adults. They show this in their interaction with visitors and their ability to answer questions in lessons. Lower attaining pupils are given individual programmes to help their spelling and sentence formation that is tailored to their specific needs.

p.13

The unit’s results and pupils’ achievements

6. In mathematics, pupils make good progress and in the year 2001 all pupils by the time they left the unit at 16 had attained GCSE in this subject. Attainment was not as high as in English and the grades ranged from D grade to G. However, the predicted grades this year are higher and all pupils who have been entered for the examination are expected to obtain a D grade. Pupils make good progress in most aspects of the subject, including handling and analysing data, but there is no evidence that they use information and communication technology to help them sort data and display results in different ways. In this aspect of the curriculum achievement is unsatisfactory. Lower attaining pupils have generally been out of education a long time, and find it difficult to catch up. They are assessed well when they first come into the unit and areas in their basic numeracy skills are identified. All have individual

p.13

The unit’s results and pupils’ achievements

programmes of study, which concentrate on these areas. For example, one Year 11 pupil who has only been in the unit for six months, and has been out of school for two years, is making good progress when working with ‘time and money’. Pupils are therefore using their numeracy skills well for developing basic living skills, but this cannot be practiced in the community because there no additional staff employed in the unit to take pupils out and use these skills.

p.13

The unit’s results and pupils’ achievements

7. In science, pupils’ study is limited to modules of work for the Certificate of Achievement. In this course they achieve well, most obtain a distinction but overall in science pupils’ progress is only satisfactory. Pupils’ attainment in this subject is below the national expected level and most pupils have the potential to attain GCSE. The course followed has a limited amount of investigation work, and has been chosen because the accommodation, in terms of health and safety, does not support the investigation work that is necessary for GCSE. This situation hinders their progress in terms of them reaching their potential. Most learning is based on teacher explanations of textbook work, a little investigation work with the limited resources that the unit has, and the completion of past papers. This has not change since the last inspection. There is no evidence in their work that they use information and

p.13

The unit’s results and pupils’ achievements

communication technology for research or for displaying and presenting the results of their work. Research work is heavily dependent on the narrow range of books which the unit has, and pupils are not able to leave the unit to pay visits to the local library due to the lack of staff resources.

p.13

The unit’s results and pupils’ achievements

8. In design and technology, pupils of all abilities make good progress and some make very good progress. All pupils, whatever their attainment in the subject when they arrive at the unit, achieve accreditation, mostly in GCSE (with grades between “D” and “B”) and a few gain a Certificate of Achievement. The curriculum for the girls is based on graphics work, while the boys concentrate on working with resistant materials. All pupils say how much they enjoy the subject and show an obvious pride in their achievements. For example, in graphics they analyse the Logo for the Olympics explaining the different parts that make up the symbol. They then provide alternative ideas supported by their own drawings. They clearly articulate why they have chosen their design. In resistant materials they make a range of products, including clocks, CD towers and toys for children such as a “tip-up-truck”. Their

p.13

The unit’s results and pupils’ achievements

products are accurately made and carefully finished by using tools safely and independently. In the absence of the specialist subject teacher, who has left the school, they apply their prior learning with confidence and help each other. Lime House Teaching Unit - 14 9. Due to difficulties with timetabling and the make up of groups, only girls are presently receiving PSHE lessons, and this is an unequal opportunity within the curriculum. They make good progress, and work towards accreditation by the Award Scheme Development & Accreditation Network (ASDAN) on a course titled “Key Decisions in Personal, Social and Health Education”. They produce files of work of a good standard that demonstrates they have achieved various challenges set by the course and gathered the evidence to support them. For instance, they find out about, and discuss themselves, in different roles as a sister, daughter, student and friend. They look at the qualities they need for these and how

p.13

The unit’s results and pupils’ achievements

they behave differently with different people. The work also helps them to learn how to find out about their next option choices of vocational courses at college or opportunities for work.

p.14

The unit’s results and pupils’ achievements

10. In art, pupils’ achievement and progress is satisfactory. They are given encouragement to value the work they do and higher attaining pupils produce some work of a high standard, gaining A and B grades at GCSE. Lower attaining pupils gain confidence in their own ability and are prepared to try out new ideas. For example, they complete an observational drawing of the teacher using chalks to complete their portrait, and portrait paintings of famous artists to inspire them in their work. However, the restricted accommodation and lack of resources makes it very difficult for pupils make to achieve well in all aspects of art, such as sculpture and three-dimensional work.

p.14

The unit’s results and pupils’ achievements

11. In physical education there are no formal lessons provided due to the restrictions of time, and the poor environment surrounding the demountable buildings in which the unit exists. However, in the afternoons, when the boys attend, the staff of the unit have organised a half an hour session when they choose between various activities, such as cricket, snooker and table tennis. Through these opportunities they are able to develop some competitive and social skills, which has a positive impact on their personal development but does not provide opportunities for the development of physical skills, or gain recognition of achievement.

p.14

Pupils’ attitudes, values and personal development

12. Pupils’ very positive attitudes, behaviour and personal development make a substantial contribution to their achievements and progress. This has been maintained since the last inspection and is a strength of the unit. Pupils display very good attitudes to their work, are happy as they enter the unit, and warmly greet the staff on arrival. They work hard while in class, showing their respect for the teacher, and working independently on set tasks. They complete tasks and are very motivated to succeed. An atmosphere of calm and cooperativeness is evident which support the progress they make. Pupils confidently discuss with the teacher areas that they find difficult, and what they plan for the future. Such very positive attitudes, all the more remarkable in the light of their educational experiences, set a solid base for their learning.

p.14

Pupils’ attitudes, values and personal development

13. The cornerstone of the unit’s success in this area of its work is the very good quality of relationships, which are acknowledged and appreciated by parents, and clearly demonstrated in the mutual respect between staff and pupils. An older pupil described how the teacher always has time to listen and explain, not once or twice, but as often as he needs. The pupils respond eagerly by growing in the confidence to ask questions, and by behaving very well. Staff report no incident of bullying, and there are no exclusions. Pupils are very friendly to one another and very polite to visitors. As a result of their very good behaviour they are able to work without distraction and make good progress. Two pupils declared that they regret only that they did not come to the unit sooner, rather than miss so much of their education.

p.14

Pupils’ attitudes, values and personal development

14. The good levels of personal development shown by pupils are reflected in their sensitivity to the feelings of others. As they progress through the unit they respond well to the Lime House Teaching Unit - 15 respect and consideration shown to them by accepting responsibility for their own actions and their effects on others. They approach their work more seriously, and develop sensitivity to the needs of their peers, realising the trauma they too have endured. One pupil patiently helped another, younger pupil through his first faltering game of table tennis, while another older pupil helped his peers with a task in design and technology. While they grow in confidence and self esteem in response to the prompting of staff, pupils are not given sufficient opportunities to interact socially without the presence of staff, who are always on hand to guide and support them. This is due in part to the limited facilities within the unit, and

p.14

Pupils’ attitudes, values and personal development

especially to the lack of a safe playing area in the grounds of the unit.

p.15

Pupils’ attitudes, values and personal development

15. Attendance is good, and has improved since the previous inspection. This is the result of the pupils’ trust in the commitment of the staff team, and demonstrates the effectiveness of the unit’s caring ethos in persuading long term absentees to attend regularly. As a result the pupils have regular access on a part time basis to the curriculum and make good progress. Punctuality remains an area for improvement, due to the dependence of some pupils on transport, and the need of some pupils to avoid meeting pupils from other schools as they make their way to the Unit. Registers are properly marked, and little time is lost at the start of each half day session.

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

16. Overall on the week of the inspection the quality of teaching and learning was satisfactory, and in two lessons it was good. This has been maintained from the last inspection. Due to the full time teacher leaving prior to the inspection, the headteacher taught the majority of lessons on the week of the inspection, including design and technology in which she has very little experience and expertise. As a result the quality of teaching varied between subjects, and was better in English and mathematics than in design and technology. Teaching in the subjects offered as part of the curriculum is good over time and has significant impact on the achievements of all pupils.

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

17. The strengths of teaching are in the areas of the good management of pupils, careful building of self-esteem, and ongoing assessment. Books are marked and homework is set for pupils to complete when not attending the unit. The weakness in teaching is in lesson planning, where it is too informal and therefore does not provide sufficient information on progress, coverage and pace of working. The quality of learning in individual lessons is generally good including those where the teaching is only satisfactory. This is because of the pupils’ very good attitudes to their work, their concentration and motivation and because they all want to achieve.

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

18. In English and mathematics teaching and learning are good. Pupils are taught individually following the programmes of study of the National Curriculum and the courses and examinations of their base schools. Teachers work hard to ensure that they obtain the information they need from other schools and to provide schools with the pupils’ work. Expectations of pupils’ achievements are high and pupils are given encouragement whilst being challenged and supported to understand the work. Strategies for working with lower attaining pupils are good and the teaching of basic skills is carefully structured for each individual pupil. The pupils are well managed and they concentrate hard and show interest in their work. Questions are carefully directed and probing. They challenge pupils of all abilities to think more deeply about what they are reading and to edit and draft their written work until they can produce the best version.

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

19. In design and technology, teaching and learning in lessons observed during the inspection is satisfactory. However, due to the previous specialist teaching, the teaching and learning over time is very good. The pupils demonstrate their prior learning in their ability to Lime House Teaching Unit - 16 design and make independently. The current non-specialist teacher provides positive support and encouragement to the pupils and within this environment they use the tools safely and apply what they have learnt to current practical challenges. The higher attaining pupils act in an advisory capacity to lower attaining or younger pupils. All pupils gain a sense of achievement and this raises their self-esteem.

p.15

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

20. In art, teaching and learning are satisfactory. The teacher is a specialist art teacher, but the lack of facilities restricts the opportunities that can be planned. Teachers give good encouragement and this means that pupils concentrate hard, and are challenged without becoming frustrated by their difficulties. Good use is made of famous artists’ work and helping the pupils to critically analyse the work of other artists and themselves. Pupils are supported to observe the observational drawing subject carefully. For example, they learn to see proportions, and relationships between lines and fine detail. Pupils are well motivated and try out using different techniques and mediums.

p.16

HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

21. In PSHE teaching and learning are good. The appropriate course provides a framework for the pupils to work towards challenges. Resources are used well. For example there are leaflets and brochures of college courses. Subject knowledge of teachers is good and pupils have the opportunity to discuss as a group subjects of immediate interest to them, such as how they can find out about the kind of course they might like to attend when they have completed their schooling. Most questioning stimulates the pupils to think and offer their own ideas around the topic. However, on a few occasions complex questions are asked that require a particular right answer and this limits discussion, as pupils are concerned about giving the wrong answer.

p.16

PUPILS OR STUDENTS?

22. The curriculum provides a satisfactory range of learning opportunities that are relevant to the needs of the pupils and meets the LEA’s curriculum policy for Pupil Referral Units (PRUs). The unit has put in place the improvements recommended by the last inspection and a new PSHE programme is being developed. However the pupils still only receive a part-time timetable (two and a half hours each day) and this is unsatisfactory. Many of these pupils, and especially as they settle into the unit, are capable of studying a full and balanced curriculum. The present curriculum restricts the breadth of activities that pupils experience, and they do not have the same opportunities, or balance between aesthetic, practical, physical and academic subjects, to which pupils in mainstream education have.

p.16

PUPILS OR STUDENTS?

23. There is an appropriate emphasis on the core subjects of English, mathematics and science and pupils are given opportunities to gain accreditation for their achievements. However, the lack of specialist facilities for science means that pupils are unable to carry out the practical work needed for GCSE examinations and they work towards Certificate of Achievement accreditation instead. Attention to pupils’ personal development is good and they are encouraged and enabled to take responsibility, become aware of their part in the wider community and transfer back to college, training or work and a few younger pupils transfer back to mainstream schools. There are reasonable opportunities for the pupils to make use of local resources within the community and some visits are organised where all pupils attend together.

p.16

PUPILS OR STUDENTS?

24. In addition to the core subjects pupils take accredited courses in art, design and technology (graphics or resistant materials) and PSHE. At present, due to staffing difficulties, only the girls receive PSHE but there are plans to extend the programme to the boys at the beginning of the next term. The course adopted by the unit is good and the pupils find it useful in helping them to make decisions about the future and coming to terms with some of their Lime House Teaching Unit - 17 emotional difficulties. The unit now has a sex and drugs policy and this will be taught within the PSHE programme. The unit has good relationships with the pupils’ base schools and works hard to ensure that the courses and examinations of each pupil are carefully followed. There is good emphasis on literacy and numeracy, which ensures that pupils of all abilities make good progress in these key skills, which helps to raise their confidence and self-

p.16

PUPILS OR STUDENTS?

esteem. Individual Education Plans (IEPs) for pupils with a statement of special educational need are used to provide pupils with targets to work towards. They are a useful tool and could be improved if evaluation of pupils’ achievements towards their goals was expanded.

p.17

PUPILS OR STUDENTS?

25. A particular strength of the curriculum is the opportunity provided for all pupils to achieve in design technology. Photographs, and discussions with pupils, demonstrate their positive attitudes towards their achievements in designing packaging using innovative and creative ideas and making useful artefacts, such as CD holders and children’s toys. This work enables all pupils to gain GCSE accreditation in design technology and to be able to take part in a practical subject where they can produce something they can be proud of and thus increasing their view of their own self-worth and confidence in overcoming practical challenges. Some pupils discover a talent for this kind of work and gain the opportunity to go to college to take part in construction courses. This can lead to apprenticeships and later work.

p.17

PUPILS OR STUDENTS?

26. Opportunities for spiritual, moral, social and cultural education are overall satisfactory. Within this opportunities for social and moral development are good and spiritual and cultural development they are satisfactory. Most lessons are taught on an individual basis and so pupils gain opportunities to interact with adults. However, there are fewer opportunities for them to interact with each other. Within PSHE lessons, at break times and in the physical activities at the end of the school day there are times when they can develop their social skills. The way that the curriculum helps to raise their self-esteem and self-confidence means they extend their relationships and social interaction beyond the school. For example, all pupils take part in work experience and some attend further education colleges. There are also a few visits to local places of interest, for example the local leather museum and art

p.17

PUPILS OR STUDENTS?

galleries. Pupils are very clear about what they should and should not do and the rules pasted up in the classroom stating for example “be polite and courteous”, “follow instructions”, “work quietly without disturbing others” are adhered to in an exemplary way.

p.17

PUPILS OR STUDENTS?

27. Within the PSHE lessons there are opportunities for pupils to reflect on themselves and on their effect on others. For example they write about themselves in the different roles of sister, daughter, student and friend and the qualities they would like to display and how they behave with different people. They learn to respect the beliefs and values of other people. They have opportunities to learn about the work of artists and evaluate their work in art lessons. The unit has organised a visit to a Sikh temple, in response to comments in the last inspection about the lack of multi-cultural experiences for their pupils.

p.17

PUPILS OR STUDENTS?

28. Due to the part-time nature of the timetable, pupils’ aesthetic and physical experiences are restricted. They have opportunities to work towards art examinations, but there is no music, humanities or drama, and girls have no physical activities. The boys have a choice for half an hour at the end of each day when they take part in activities, such as cricket, table tennis and snooker, but these do not provide them with health related fitness opportunities.

p.17

PUPILS OR STUDENTS?

29. There is a planned programme for re-integration into mainstream school for pupils at Key Stage 3. This is successful for a few pupils. For others the re-integration into college and vocational courses or work is the priority. For example, some pupils attend a local Further Education college alongside their attendance at the unit. The provision for pupils with additional learning needs is satisfactory. They follow Certificate of Achievement courses and Lime House Teaching Unit - 18 are given extra individual support. The head of unit has received training in approaches to assist these pupils. Procedures within the Code of Practice are carried out effectively and annual reviews are held and well attended by those services involved with the pupils.

p.17

PUPILS OR STUDENTS?

30. Within the restrictions of accommodation, shortage of staffing and the part-time nature of the curriculum, the unit provides a curriculum that ensures that all pupils achieve academic and personal success. Pupils show that this has helped them to gain confidence and see the possibility of finding a place in the future in society.

p.18

HOW WELL DOES THE UNIT CARE FOR ITS PUPILS?

31. There are satisfactory arrangements for child protection, and this has been maintained since the previous inspection. The head teacher is the designated person for child protection. She has attended the requisite training and maintains within the staff group a high level of vigilance over such vulnerable charges, and the procedures are based on the LEA guidelines. The introduction of sex education and drugs awareness programmes into the curriculum makes a good contribution to pupils’ welfare and safety.

p.18

HOW WELL DOES THE UNIT CARE FOR ITS PUPILS?

32. The staff are aware of the issues concerning the security of the site and provide a high level of personal security for the pupils while they attend the unit. A risk assessment of the premises is conducted annually, COSHH regulations are duly observed within the unit, and procedures are in place for reporting hazards to the appropriate authority. A good range of policies supports the Unit’s health and safety provision. The head teacher is the nominated first aider, and holds a current certificate of competence. Proper procedures are in place and first aid boxes are provided. However, there a large number of health and safety matters relating mainly to the exterior of the buildings and the surrounding environment. Proper fire safety procedures are in place, including a termly fire drill, although fire extinguishers were found to be overdue for their annual maintenance. The grounds outside the unit, however, are more hazardous, resulting in the overall health and safety being

p.18

HOW WELL DOES THE UNIT CARE FOR ITS PUPILS?

unsatisfactory. This matter has been reported to the proper authorities.

p.18

HOW WELL DOES THE UNIT CARE FOR ITS PUPILS?

33. There are good procedures for monitoring and promoting attendance, and their effectiveness is demonstrated by the remarkable improvement in the attendance rate of pupils as they progress through the unit. Pupils who had not attended school for up to two years spoke of how they now enjoyed coming to the unit because of the personal interest that staff take in them. The impact of the unit’s very good procedures for monitoring and promoting good behaviour is clearly visible in the very good behaviour of pupils within the unit resulting in their good progress. The Inspectors judge this to be due in a small part to the clear procedures, the merit system and the close supervision, but in a much greater part to the excellent relationships that staff are able to establish with each pupil that comes to the unit. One pupil put it down to the fact that “They make time to listen to what you have to say”.

p.18

HOW WELL DOES THE UNIT CARE FOR ITS PUPILS?

34. The procedures for monitoring and supporting pupils’ personal development are good because they are built around the principles of raising self-esteem and encouraging a sense of personal responsibility. This close working partnership is only possible because of the very good relationships already established. Pupils who have been coming to the unit longer speak with considerable confidence and maturity. Some of them now make their own way to the unit, or attend part time courses at other educational establishments.

p.18

HOW WELL DOES THE UNIT CARE FOR ITS PUPILS?

35. Procedures for monitoring and supporting pupils’ academic progress are satisfactory overall. When they first arrive at the unit, pupils are not always accompanied by information from their previous school. However, there are suitable arrangements for assessing pupils’ ability level and they are promptly started on programmes of study of the National Curriculum or examination courses that match those at their base school to ensure there is continuity in Lime House Teaching Unit - 19 their learning. Individual Education Plans (IEPs) are used to set academic and personal targets and track pupils’ achievements. These provide achievement criteria, resources and strategies but do not always give detailed information on what progress has been achieved. Procedures to support pupils’ personal development are good. Encouragement is given within teaching and at every possible opportunity to develop pupils’ positive views of

p.18

HOW WELL DOES THE UNIT CARE FOR ITS PUPILS?

themselves. The PSHE programme provides opportunities to encourage pupils to explore their feelings and think about their future. Pupils’ personal development is monitored informally but there is no formal system for tracking individual pupils in terms of their previous difficulties with attendance, confidence, behaviour or social skills and the progress they have made since attending the unit.

p.19

HOW WELL DOES THE UNIT WORK IN PARTNERSHIP WITH PARENTS?

36. Parents’ views of the school and its work were overwhelmingly positive – an improvement upon the previous report. All those parents attending the meeting or responding to the questionnaire and those interviewed by the Inspectors were unanimous in their praise of the excellent work of the staff of the unit. They described the unit’s partnership with parents as one of its major strengths. Parents remarked upon the great improvement not only in their children’s attitude to school but also in their general behaviour and their social skills, their confidence and their sensitivity to the needs of others. One parent was close to tears of relief as she described how her child, who had previously missed school for several terms, was now happy to attend the unit. Others expressed gratitude to staff not only for their help in addressing their children’s phobias, but also for the support and guidance they had

p.19

HOW WELL DOES THE UNIT WORK IN PARTNERSHIP WITH PARENTS?

given to parents – in some cases for the first time in their child’s education.

p.19

HOW WELL DOES THE UNIT WORK IN PARTNERSHIP WITH PARENTS?

37. The only negative comments from parents relate to the length of time it takes the LEA to grant admission to the unit, and the lack of support from ‘feeder’ schools in working towards re-integration into mainstream education.

p.19

HOW WELL DOES THE UNIT WORK IN PARTNERSHIP WITH PARENTS?

38. The unit has established very effective links with parents both formally through the shared IEPs, the reviews, the regular newsletters and the more recent draft contract, and informally through the unit’s welcoming ethos. Parents are encouraged to chat to staff about any concerns, and as a result the staff knows any problems that pupils are experiencing. The unit in turn is quick to contact parents to enlist their support in its efforts to rehabilitate their children, for example in ensuring that they attend regularly and in encouraging them to complete their homework. While parents make a sound contribution to their children’s learning by supporting the unit’s efforts in the above ways, the unit might wish to consider ways of rendering its efforts more effective by securing even greater parental involvement in its day-to-day activities. The satisfactory information it already provides for parents would be

p.19

HOW WELL DOES THE UNIT WORK IN PARTNERSHIP WITH PARENTS?

enhanced by the provision of periodic reports on the work of its Management Committee, and brochure giving information about its aims, activities, successes, and opportunities for parental involvement. Lime House Teaching Unit - 20

p.19

HOW WELL IS THE UNIT LED AND MANAGED?

39. The management of the unit on a daily basis by the headteacher is satisfactory and this has been maintained from the last inspection. She manages this service alongside the home tuition services and a unit for pregnant schoolgirls with the support of other staff, as well as teaching on a part time basis. However, she is currently teaching full time and in subject areas in which she has little expertise, such as, design and technology, and is unable to provide pupils with adequate support for learning in this subject. A replacement teacher has yet to be appointed and the unit does not have a budget for supply teachers. The added workload of administration for the headteacher has eased since the last inspection with the recent appointment of an administration assistant for the service. She plays a vital role in the day to day running of the service, and gives good support to the headteacher – even to the

p.20

HOW WELL IS THE UNIT LED AND MANAGED?

point of helping pupils locate resources.

p.20

HOW WELL IS THE UNIT LED AND MANAGED?

40. The headteacher is very clear about the purpose of the unit and how it helps pupils. Dedication is shown by all the staff who put the pupils first, and ensures that the main aims and values of the unit are reflected in the successes of pupils, increased attendance, attitudes to work, relationships and the partnership with parents. The headteacher has made all the improvements, which were listed as her responsibility, such as implementing a PSHE, programme, writing a policy on sex education and drugs awareness, and increased the quality and range of the information that should be sent to parents.

p.20

HOW WELL IS THE UNIT LED AND MANAGED?

41. The Headteacher and the management committee are all aware of the strengths and weaknesses of the provision and this is reflected in the school development plan (SDP) and the Action Planning that has been put together. However, the planned improvements cannot take place, as there has been no support, advice, or educational direction from the LEA. The involvement of the LEA in shaping the direction of this educational provision, and valuing it for the work it does, is poor. The issues from the last inspection, which were the responsibility of the LEA, have not been addressed. As a result, the good work of the staff in the unit is undermined. They are still teaching pupils in appalling accommodation, which has a wealth of health and safety issues surrounding the site and the building, without sufficient funding and with poor professional development.

p.20

HOW WELL IS THE UNIT LED AND MANAGED?

42. The LEA’s policy for education otherwise is contradicted in the practice for this unit. It states that pupils are only placed in the unit for a term and if longer then they will be issued with a statement of special educational needs that reflects the change in provision. It also states that any funding to meet these needs will be directed into the unit’s budget. This does not happen, some pupils have been there for three years, are not statemented, and the unit does not receive any funding. As pupils are left on the register of the mainstream schools, the money goes in this budget although the pupils do not attend. In return, some of the schools provide guidance on the work that is to be covered and pupils are enrolled for examinations from the mainstream schools. This was an issue in the last inspection and has not been resolved by the LEA even though there have been requests made by the management

p.20

HOW WELL IS THE UNIT LED AND MANAGED?

committee. In addition, the same situation exists concerning the funding of pupils who attend the unit but do not have special educational needs. Requests by the management committee to the LEA for clarification on this matter has brought the response that there are no mechanisms for the redirection of funding to the unit. This impacts very seriously on the quality of education and the range of opportunities that the unit can provide. It does not have any budget with which to purchase supply cover in the absence of a teacher, or provide a full time placement for some pupils who are able to access a broader curriculum, or purchase the resources with which to teach a broader curriculum. This lack of funding also seriously impacts on the unit’s ability to purchase places at the local college of Further Education College for students in Year 11, such as for information and communication technology accreditation. The unit has had some success this year with two students, but this has been

p.20

HOW WELL IS THE UNIT LED AND MANAGED?

Lime House Teaching Unit - 21 the result of persuading the mainstream school who receives the funding, to pay for the places. A success can be seen in this venture by the awards that these pupils have received and the offer of an apprenticeship for one of them. The unit also has no funds with which to pay for educational visits into the community, in order to support the development of cultural awareness of pupils and their work in art, PSHE, and English. Following the last inspection the unit was allocated a sum of £2000 a year for consumables. This is inadequate and in reality only covers the purchase of books which pupils need for their subjects.

p.21

HOW WELL IS THE UNIT LED AND MANAGED?

43. The policy for education otherwise also states that although the provision in the year 2000 was part time there would be an increase to a full time provision in the year 2000-2001. This has not taken place. As a result, there are pupils who have been in the unit since the last inspection, who, while they are making good progress in social development and confidence, have not overcome their psychological difficulties concerning their ability to interact with a mainstream school. These pupils have an entitlement to a full time education and a broad and balance curriculum. Many would welcome this opportunity and make the most of the provision. The headteacher of the unit has produced a curriculum statement outlining the present provision, but the LEA’s curriculum statement does not support this. The present policy document of the LEA states what pupil referral units should provide but is not specific

p.21

HOW WELL IS THE UNIT LED AND MANAGED?

to this LEA or how this unit fits in with its overall educational provision. Therefore the is no educational vision for the unit provided by the LEA and as a result the staff lack advice and support and contact with other schools.

p.21

HOW WELL IS THE UNIT LED AND MANAGED?

44. The management committee is now in place, but only about half of the members attend on a regular basis. It is chaired by the headteacher. This is not an efficient working practice as members receive the minutes from the chairperson. Minutes are kept, but issues brought up at previous meetings are not always followed up, and therefore the momentum of any issues being pursued is lost. This has negative impact on the progress of improvements and the effectiveness of the management committee.

p.21

HOW WELL IS THE UNIT LED AND MANAGED?

45. There has been no monitoring of teaching and learning, or the work of the unit by representatives of the LEA. Although, the LEA has recently appointed a school improvement consultant, as well as a school advisor who is the line manager for the headteacher, there are no details of the advice and support it has provided to the staff of the unit. The performance management of staff linked to improvement, development and professional in- service training is not in place, and there is no budget for staff training. As a result, there is a lack of up to date knowledge about procedures for monitoring progress, rigorous lesson planning, and self-evaluation in order to raise standards. In addition there are no induction procedures in place for new staff.

p.21

HOW WELL IS THE UNIT LED AND MANAGED?

46. The accommodation is very poor. Pupils are educated in demountable classrooms on the same site as the School Psychology Service. The buildings are in poor condition, in need of decoration. There are considerable health and safety issues surrounding the buildings and the siting of them on derelict waste ground, which limits the amount of independence that pupils have while attending the unit. The management committee and the staff have been informed that the site has been sold for redevelopment, and since the last inspection they have prepared to move three times, only to be told that plans have changed. Each time this happens it has lowered staff morale.

p.21

HOW WELL IS THE UNIT LED AND MANAGED?

47. The number of staff employed at the unit is adequate for the present number of pupils and the part time curriculum on offer, but is not adequate for a full curriculum or a full time placement. Prior to the inspection the full time teacher had move to another school and so the headteacher was teaching all subjects, and in some areas she has little expertise. This impacts on the quality of teaching and learning. The resources for teaching are inadequate, Lime House Teaching Unit - 22 and some are out of date and need replacing, such as those for teaching information and communication technology, which cannot be linked to the Internet.

p.21

HOW WELL IS THE UNIT LED AND MANAGED?

48. The development plan has appropriate priorities for improvement of the unit, but these are unachievable, as the unit does not have a budget to fund any changes or to apply the principles of ‘best value’. This has had a major impact on the improvement in the educational provision. The unit is only half full and therefore the cost of educating each pupil who currently attends the unit is £6000 a year, in addition to the funding that the LEA directs to the mainstream schools. For this, pupils are educated in very poor surroundings, without adequate resources, and without access to a full curriculum and only on a part time basis. This is not an effective use of funding and although they achieve well, the unit provides poor value for money. Lime House Teaching Unit - 23

p.22

WHAT SHOULD THE UNIT DO TO IMPROVE FURTHER?

49. There needs to a significant improvement in the leadership and management of the unit provided by the appropriate authority, that being the Local Education Authority, by:

p.23

WHAT SHOULD THE UNIT DO TO IMPROVE FURTHER?

• Providing appropriate accommodation where pupils and staff are not at risk from their environment. Paragraphs: 9,10,11,30,32,41,46.

p.23

WHAT SHOULD THE UNIT DO TO IMPROVE FURTHER?

• Implementing the intentions of their published policy of ‘education otherwise’. Paragraphs: 42.

p.23

WHAT SHOULD THE UNIT DO TO IMPROVE FURTHER?

• Setting up a system whereby the feeder schools pass on curriculum and assessment information when pupils are admitted to the unit. Paragraphs: 37.

p.23

WHAT SHOULD THE UNIT DO TO IMPROVE FURTHER?

• Providing opportunities for pupils to have access to a full curriculum so that they have their entitlement, and increasing the amount of teaching resources so they support a full curriculum. Paragraphs: 2,7,9,10,11,22,28,42,43.

p.23

WHAT SHOULD THE UNIT DO TO IMPROVE FURTHER?

• Establishing systems whereby the funding for each pupil is redirected to the unit and becomes part of their budget, and redirecting the funding attached to pupils with statements of special educational needs to the budget of the unit. Paragraphs: 32,43.

p.23

WHAT SHOULD THE UNIT DO TO IMPROVE FURTHER?

• Linking of priorities for development to a financial budget. Paragraphs: 41,48.

p.23

WHAT SHOULD THE UNIT DO TO IMPROVE FURTHER?

• Providing support and advice to the staff working in the unit so that they are more aware of current developments in education. Paragraphs: 16,45.

p.23

WHAT SHOULD THE UNIT DO TO IMPROVE FURTHER?

• Implementing monitoring systems for teaching, curriculum, and evaluate school improvement through self-evaluation. Paragraphs:41,45.

p.23

WHAT SHOULD THE UNIT DO TO IMPROVE FURTHER?

• Provide performance management for all staff in the unit, which is linked to in-service training opportunities and school development. Paragraphs: 16,39,47.

p.23

WHAT SHOULD THE UNIT DO TO IMPROVE FURTHER?

• Ensuring that the members of the management committee regularly attend meetings, and that the issues arising from the meetings are reported on and followed up. Paragraphs: 44. Lime House Teaching Unit - 24

p.23

PART C: SCHOOL DATA AND INDICATORS

Summary of the sources of evidence for the inspection

p.24

PART C: SCHOOL DATA AND INDICATORS

Number of discussions with staff, governors, other adults and pupils 11

p.24

PART C: SCHOOL DATA AND INDICATORS

Summary of teaching observed during the inspection

p.24

PART C: SCHOOL DATA AND INDICATORS

Excellent Very good Good Satisfactory Unsatisfactory Poor Very Poor

p.24

PART C: SCHOOL DATA AND INDICATORS

The table gives the percentage of teaching observed in each of the seven categories used to make judgements about lessons.

p.24

PART C: SCHOOL DATA AND INDICATORS

Number of pupils with statements of special educational needs 3

p.24

PART C: SCHOOL DATA AND INDICATORS

Number of pupils on the unit’s special educational needs register 10

p.24

PART C: SCHOOL DATA AND INDICATORS

English as an additional language No of pupils

p.24

PART C: SCHOOL DATA AND INDICATORS

Number of pupils with English as an additional language 0

p.24

PART C: SCHOOL DATA AND INDICATORS

Both tables give the percentage of half days (sessions) missed through absence for last whole term before the inspection Lime House Teaching Unit - 25 Ethnic background of pupils Exclusions in the last school year

p.24

PART C: SCHOOL DATA AND INDICATORS

Black – Caribbean heritage 0 Black – Caribbean heritage

p.25

PART C: SCHOOL DATA AND INDICATORS

Black – African heritage 0 Black – African heritage

p.25

PART C: SCHOOL DATA AND INDICATORS

Any other minority ethnic group 1 Other minority ethnic groups

p.25

PART C: SCHOOL DATA AND INDICATORS

This table gives the number of exclusions, which may be different from the number of pupils excluded.

p.25

PART C: SCHOOL DATA AND INDICATORS

Teachers and classes Financial information

p.25

PART C: SCHOOL DATA AND INDICATORS

Qualified teachers and classes: Y7 – Y11 This budget is for consumables only

p.25

PART C: SCHOOL DATA AND INDICATORS

Total number of qualified teachers (FTE) 2 Financial year 2001/2002

p.25

PART C: SCHOOL DATA AND INDICATORS

Number of pupils per qualified teacher 5:1

p.25

PART C: SCHOOL DATA AND INDICATORS

Education support staff: Y7 – Y11 Expenditure per pupil ( based on 20 pupils) 101

p.25

PART C: SCHOOL DATA AND INDICATORS

Total number of education support staff 0 Balance brought forward from previous year

p.25

PART C: SCHOOL DATA AND INDICATORS

Total aggregate hours worked per week 0 Balance carried forward to next year 0

p.25

Recruitment of teachers

Number of teachers who left the school during the last two years 1

p.25

Recruitment of teachers

Number of teachers appointed to the school during the last two years 0

p.25

Recruitment of teachers

Total number of vacant teaching posts (FTE) 1

p.25

Recruitment of teachers

Number of vacancies filled by teachers on temporary contract of a term or more (FTE) 0

p.25

Recruitment of teachers

Number of unfilled vacancies or vacancies filled by teachers on temporary contract of less than one term (FTE) 0

p.25

Recruitment of teachers

FTE means full-time equivalent. Lime House Teaching Unit - 26 Results of the survey of parents and carers

p.25

Summary of parents’ and carers’ responses

Parents’ views of the school and its work were overwhelmingly positive. All those who attended the meeting, responded to the questionnaire, and interviewed by the inspectors were unanimous in their praise of the excellent work of the staff of the unit. Parents remarked upon the great improvement their children’s attitude to school, in their general behaviour, and in their social skills, their confidence and their sensitivity to the needs of others. Parents expressed gratitude to staff not only for their help in addressing their children’s phobias, but also for the support and guidance they give to parents, which in some cases was the first time in their children’ education.

p.26