Southgate School

107801 Unique Reference Number Kirklees LEA 277846 Inspection number 3 May 2006 to 4 May 2006 Inspection dates Mr Jeffery Plumb CfBT Lead Inspector Reporting inspector

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This inspection was carried out under section 5 of the Education Act 2005.

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Kirkroyds Lane School address Special Type of school New Mill Community special School category Holmfirth, West Yorkshire HD9 1LS 5 to 16 Age range of pupils

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01484 222 484 Telephone number Mixed Gender of pupils 01484 222 485 Fax number 80 Number on roll Mrs J Poulain Chair of governors The governing body Appropriate authority Mr Martin Ord Headteacher 2 October 2000 Date of previous inspection

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Inspection number Inspection dates Age group 277846 3 May 2006 - 5 to 16 4 May 2006 Website: www.ofsted.gov.uk

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report 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.

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Introduction

The inspection was carried out by two Additional Inspectors.

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Description of the school

Lydgate School is designated as a community school for pupils with moderate learning difficulties, but now caters for pupils with complex needs. The socio-economic background of pupils is varied; 40% of pupils are eligible for free school meals. The proportion of minority ethnic pupils is above the national average, but none are at an early stage of learning English. The school has achieved the Sport England Sportsmark Award and is working towards the Healthy School Award. The provision for special educational needs within the local authority is undergoing a review, and this school is part of the phase 2 programme for refurbishment and extension; it is in the process of being re-designated as a school for pupils with complex learning difficulties and/or disabilities.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Lydgate School, 3 May 2006 to 4 May 2006

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Grade: 2

This is a good school, a judgement which concurs with the school's evaluation of itself. It provides good value for money. Effective partnership between education and health service providers ensures that pupils with complex learning difficulties and/or disabilities make good progress and achieve well, particularly in reading, mathematics, and design and technology. The promotion of pupils' economic well-being is outstanding. Extra-curricular provision is excellent. Although the curriculum is good overall, there is a weakness in the provision for science because of the lack of specialist accommodation and this restricts pupils' progress. Teaching and learning are good overall, but there is a small amount of inadequate teaching. The system for tracking pupils' progress does not focus sharply enough on the small steps of progress made by pupils with the most complex needs. The quality of care is good. Pupils enjoy school

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Grade: 2

and have a positive attitude to learning. Behaviour is good. Older pupils benefit from inclusion experiences in college. Leadership and management are good overall. The headteacher has successfully led the school through a period of turbulence and uncertainty linked to the reorganisation of special educational needs within Kirklees. Developments of the building were put on hold during a lengthy period whilst the school considered being part of a private public partnership refurbishment/extension plan, which did not materialise. This has resulted in a school building that looks tired. However, immediate plans to use specially allocated funds to improve the accommodation, linked to clear priorities to raise achievement, mean that the capacity for improvement is good in the immediate future. Governance is satisfactory, although governors are not sufficiently involved at an early stage in school planning and their challenge is not always sharp enough.

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What the school should do to improve further

• Make learning more challenging for pupils in those few lessons where teaching is inadequate. • Work in partnership with the Local Authority to improve the accommodation and resources for the teaching of science in Key Stages 3 and 4. • Develop a tracking system to show the small steps of progress made by pupils with the most complex needs so that sharp targets can be set to raise their achievement. • Train governors to be more involved in whole school planning at an earlier stage than at present.

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Grade: 2

Measured against pupils' starting points, achievement is good but most pupils work at levels significantly below those in mainstream schools. Progress in English and mathematics is good throughout the school. Gains in reading are rapid because of the effective strategies in place to support pupils' learning in this subject. By Year 11, many pupils achieve creditable GCSE passes in mathematics. Although satisfactory 2 Inspection Report: Lydgate School, 3 May 2006 to 4 May 2006 overall, pupils' progress in science investigations is impeded by lack of specialist accommodation and resources. Design and technology is a strong subject because pupils are enthused by making furniture; they make very good progress in this subject and GCSE results are good. Access to vocational courses in Key Stage 4 promotes pupils' independence and gives them good work related skills. This equips them to access quality courses at college

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Grade: 2

when they leave school. Progress in religious education and information and communication technology (ICT) is good throughout the school, demonstrating a significant improvement since the last inspection. Pupils with additional and complex needs make good progress because of the good support they receive. Their mobility and control improves and they make rapid gains in confidence. Pupils from minority ethnic groups achieve equally as well as others.

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Grade: 2

Pupils enjoy school and have positive attitudes to learning. They say: 'Learning is fun'. Attendance is good: a significant achievement for pupils who did not attend well enough in their previous schools. Behaviour is good and pupils care for one another. Pupils contribute well to their annual reviews. Their voice is also heard and acted upon through a vibrant school council. Through this forum, they have made decisions about 'healthy foods' to be sold in the school tuck shop and have played an important part in instigating lunchtime clubs. The school successfully promotes pupils' economic well-being through enterprise projects. Pupils' awareness of the world of work is outstanding. Social skills development lies at the heart of this school and promotes pupils' dignity and independence. Moral and cultural development is good. Spiritual development is satisfactory. Pupils understand how to stay healthy by drinking plenty

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Grade: 2

of water, eating healthily and taking regular exercise.

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Grade: 2

The quality of teaching and learning is good overall. The best teaching is characterised by planning to meet the needs of every pupil in the class. In such lessons, the pace of teaching is cracking; activities are enjoyable and important life skills are developed. The teaching of reading, mathematics, and design and technology is consistently good. In reading and mathematics lessons, teachers plan specific learning outcomes for every child, based on the targets in their individual education plans. Science teaching for pupils in Key Stages 3 and 4 is impeded by the lack of a specialist room and a deficiency in resources. These deficiencies adversely affect the range of practical activities for these pupils. The pace of teaching in the small number of inadequate lessons is pedestrian and lacking in challenge. This, together with weak 3 Inspection Report: Lydgate School, 3 May 2006 to 4 May 2006 planning, slows learning. Marking is variable. In the best practice, teachers mark pupils'

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Grade: 2

work with them and tell them what they need to do to improve. But on occasions where comments on pupils' work are not specific and not shared with them on a one-to-one basis, pupils are unclear about what they need to do to improve.

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Grade: 2

The curriculum is good with some outstanding features. Flexible planning ensures it meets a wide range of learning difficulties and/or disabilities. Statutory requirements are met. It promotes pupils' awareness of economic well-being exceptionally well. The personal, social, health and citizenship programme is very good. However, there is a weakness in the provision for science due to the lack of a specialist room and this impedes the investigations carried out in Key Stages 3 and 4. Tailor-made curriculum programmes, based on advice from health professionals, are excellent and help pupils with physical difficulties to gain independence in movement. Extra-curricular provision is outstanding and contributes effectively to pupils' interest in and enjoyment of learning. The opportunities for outdoor pursuits contribute to their fitness and development of team skills. For example, a Year 9 pupil said: 'I am

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Grade: 2

excited about walking Hadrian's Wall in a few weeks time'. Effective use is made of visits and visitors to enhance the curriculum.

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Grade: 2

The quality of care is good. Health professionals and teachers work together effectively to meet the emotional and physical needs of the pupils. Partnership with parents/carers is good. They are very appreciative of all that the school does for their children, and say: 'The school provides our children with many and varied opportunities'. Guidance provided to pupils about what they need to do to improve their work is variable. The system for tracking progress does not show the very small steps of progress made by pupils with the most complex needs and this is a deficiency. It does not provide sharp enough information to inform planning to raise achievement for those pupils who make very slight improvements with their writing and in mathematics. Career guidance for older pupils is good. They are very well supported as they move on to college. Robust arrangements for child protection and safeguarding children are in place. Risk

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Grade: 2

assessments are thorough. There are clear protocols for procedures such as lifting pupils. Pupils say that they feel very safe and this helps them to learn in a calm environment.

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Grade: 2

Leadership and management are good overall. The headteacher, in post for four terms, has successfully steered the school through a period of uncertainty linked to the 4 Inspection Report: Lydgate School, 3 May 2006 to 4 May 2006 reorganisation of special educational needs within Kirklees. The school is now in the local authority's next phase for refurbishment and extension. Throughout this time his clarity of vision, which focuses on the highest achievement and enjoyment for all pupils, has been shared by all staff. The senior leadership team are clear about their roles, and subject leaders are effective in driving forward improvements in the curriculum. Teachers and teaching assistants support each other well and work as an effective team to provide a good quality of education for the pupils. Effective systems are in place for checking performance and taking action to improve. This is a self-analytical school. Through its self-evaluation, it has identified the need

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Grade: 2

to improve its system for tracking pupils' progress. The school improvement plan focuses on raising pupils' achievement, but a longer-term plan has been put on the back burner during the local review of special educational needs, and the governors have not been involved early enough in the process of setting priorities. The school is now well poised to move forward with the longer term plan. Financial planning is prudent. The governing body is supportive but its challenge is not always sufficiently sharp. 5 Inspection Report: Lydgate School, 3 May 2006 to 4 May 2006 .

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set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s

website: www.ofsted.gov.uk. 6 Inspection Report: Lydgate School, 3 May 2006 to 4 May 2006

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Overall

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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learners?

NA 2 How well does the school work in partnership with others to promote learners' well-being? NA NA The quality and standards in foundation stage NA 2 The effectiveness of the school's self-evaluation NA Yes The capacity to make any necessary improvements NA Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

NA 2 How well do learners achieve? NA 4 The standards 1 reached by learners

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Achievement and standards

NA 2 How well learners make progress, taking account of any significant variations between groups of learners NA 2 How well learners with learning difficulties and disabilities make progress

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learners?

NA 2 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 2 The attendance of learners NA 2 How well learners enjoy their education NA 2 The extent to which learners adopt safe practices NA 2 The extent to which learners adopt healthy lifestyles NA 2 The extent to which learners make a positive contribution to the community NA 1 How well learners develop workplace and other skills that will contribute to their future economic well-being

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needs and interests of learners?

NA 2 How well are learners cared for, guided and supported?

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needs and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average; Grade 4 - Exceptionally low.

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and supporting all learners?

NA 2 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 2 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 2 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 2 How effectively and efficiently resources are deployed to achieve value for money NA 3 The extent to which governors and other supervisory boards discharge their responsibilities NA Yes The adequacy and suitability of staff to ensure that learners are protected

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The extent to which schools enable learners to be healthy

Yes Learners are encouraged and enabled to eat and drink healthily Yes Learners are encouraged and enabled to take regular exercise Yes Learners are discouraged from smoking and substance abuse Yes Learners are educated about sexual health

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The extent to which providers ensure that learners stay safe

Yes Procedures for safeguarding learners meet current government requirements Yes Risk assessment procedures and related staff training are in place Yes Action is taken to reduce anti-social behaviour, such as bullying and racism Yes Learners are taught about key risks and how to deal with them

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The extent to which learners make a positive contribution

Yes Learners are helped to develop stable, positive relationships Yes Learners, individually and collectively, participate in making decisions that affect them Yes Learners are encouraged to initiate, participate in and manage activities in school and the wider community

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The extent to which schools enable learners to achieve economic well-being

Yes There is provision to promote learners’ basic skills Yes Learners have opportunities to develop enterprise skills and work in teams Yes Careers education and guidance is provided to all learners in key stage 3 and 4 and the sixth form Yes Education for all learners aged 14–19 provides an understanding of employment and the economy

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Text from letter to pupils explaining the findings of the inspection

Thanks for welcoming us as visitors to your school. We enjoyed meeting you and your teachers and teaching assistants. What I like most about your school - The good progress you make in reading, mathematics, and design and technology because of the good teaching you receive in these subjects. - The excellent provision for extra-curricular activities and the ways in which your awareness of work-related skills and physical fitness are developed. - The enjoyment you express in your learning and your good behaviour. - The quality of care and the way in which your head teacher leads and manages your school. What I have asked your school to do now - Improve the small amount of teaching that does not challenge you to learn as well as you can. - Improve the room and equipment for science. - Measure more accurately the small steps of progress made by those of you who find learning the most difficult so that you know what to do to make progress.

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Text from letter to pupils explaining the findings of the inspection

- Help the school governors to be more involved in planning your education. Please sustain your love for learning and support your teachers in enabling Lydgate to become an excellent school.

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