Talbot House Children's Charity

Inspection Report Talbot House School Newcastle

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133779 Unique Reference Number Newcastle upon Tyne LEA 282384 Inspection number 28 June 2006 to 28 June 2006 Inspection dates Mr Andrew Margerison Reporting inspector

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

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Hexham Road School address Special Type of school Walbottle Non-maintained School category Newcastle Upon Tyne, Tyne and Wear 11 to 16 Age range of pupils

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0191 2290111 Telephone number Mixed Gender of pupils 0191 2674021 Fax number 45 Number on roll Mrs Mary Greenwood Chair of governors The governing body Appropriate authority Mr Andy James Headteacher 1 January 2001 Date of previous inspection

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Inspection number Inspection dates Age group 282384 28 June 2006 - 11 to 16 28 June 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 one Additional Inspector.

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Description of the school

Talbot House School is a non-maintained special school situated on the outskirts of Newcastle upon Tyne. It provides day provision for students, mainly with emotional and behavioural difficulties, although an increasing number have additional and more complex learning needs. All students have statements of special educational need and are referred to the school by neighbouring local authorities. The school provides overnight respite care on two nights each week for a few students on a request basis from students or parents, but the provision of boarding is not a requirement of any student’s statement of special educational need. All students are of White British origins and the majority are boys. A very small number are looked after by a local authority. When students join the school they have failed to cope with mainstream school due to their difficulties, so many have missed significant amounts of education.

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Description of the school

A majority have been permanently excluded from their mainstream schools. Other external agencies such as social services are involved with many students. As a result, most begin school with below average standards of attainment for their age.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Talbot House School Newcastle, 28 June 2006 to 28 June 2006

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Grade: 3

Talbot House School is a satisfactory school. It has a significant number of strong features, which the school itself has accurately identified. Parents are generally pleased with the quality of care and education it provides. Standards of care are good and most students get good guidance to help prepare them for leaving school. From a low base, most students develop sound personal skills and behave satisfactorily in school. The curriculum is also enhanced well by a good range of additional activities that provide those students who join in with good opportunities to widen their experiences and personal skills. Senior managers, trustees and governors have a well-conceived, long term strategic plan for the development of the school and generally a good overview of its strengths. They have also accurately identified the areas in which improvement is needed. Subject leaders do not have a clearly defined role in monitoring

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Grade: 3

their subjects. As a result, there are inconsistencies in the day-to-day teaching and learning, which overall are satisfactory. The teaching of mathematics is consistently good. However, writing is a weakness throughout the school. Overall, students achieve satisfactorily, but the effectiveness of the good aspects of the school’s work in meeting the needs of all learners is diminished by a significant minority of students who do not attend regularly enough and, therefore, do not do as well as they could. Students who attend regularly, work hard and take advantage of the good opportunities for extra activities, make good progress. Students’ achievement is affected by a lack of rigour in the school’s procedures to track their progress over time. The school records students’ progress in general terms in all subjects and aspects of their personal development, but records are not sharp enough to provide teachers with enough

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Grade: 3

information to identify students who are not making sufficient progress. This means that teachers are not consistently able to set students targets for learning or to ensure that their marking of students’ work really helps them improve their work. The school has recently reorganised its senior management structure in order to facilitate its long term plan which places it in a good position to move forward. The school provides satisfactory value for money.

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What the school should do to improve further

• Raise standards in writing across the school. • Improve levels of attendance by developing a whole school approach to promote the importance of good attendance. • Involve subject leaders in monitoring the quality of teaching and learning and evaluating the progress students make. • Ensure students make the progress they are capable of by improving the procedures to track learners' progress so that teachers and managers can easily gain an overview of students’ progress. 2 Inspection Report: Talbot House School Newcastle, 28 June 2006 to 28 June 2006

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Grade: 3

Students achieve satisfactorily. All students have learning difficulties and/or disabilities and most start at the school with levels of attainment below those expected for their age. This is due to spasmodic school attendance and other difficulties, mainly linked to their behaviour which has badly affected their learning. In the past three years, the school’s results in Year 11 have gradually been improving and more students have gained GCSE qualifications in a broader range of subjects. This year, many of the Year 11 group have only been at the school for about two years and are a particularly challenging group in terms of their behaviour. School data indicate that all the students will gain a range of qualifications. However, few are likely to gain grades at C or above and only two are expected to gain a GCSE in English which contrasts starkly with mathematics and science in which all students are expected to get a pass at some level

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Grade: 3

from G to C. This is mainly due to weaknesses in their writing. This is a consistent feature across the school. Students make good progress in speaking and listening and reading but, at best, satisfactory progress in writing. Across the school, students make good progress in mathematics and develop secure subject knowledge in science, although their investigative skills are not as strong. Students who attend regularly do better and achieve well relative to their starting point, but poor attenders achieve as well as their peers.

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Grade: 3

Students’ personal development, including their spiritual, moral, social and cultural development, is satisfactory. Most students begin school with significant difficulties in behaving appropriately in school. Owing to the good care and consistent expectations of the school they make good progress so that behaviour is generally satisfactory. However, there are a few students whose behaviour is unpredictable and do not respect the school rules or social conventions. As a result, there have been three permanent and four fixed-term exclusions this year. Relationships are satisfactory, but students report that there is some bullying. However, instances are generally dealt with well. Attendance is below average. About half the current students have attended school for more than 80% of the time this year, but about a third have attended for less than 70% of the time which adversely affects their learning. The school recognises that this

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Grade: 3

is a problem and has begun to review its procedures to improve attendance. Students learn to behave safely in different situations in and out of school and understand the importance of leading a healthy lifestyle. However, a good proportion of students do not adopt these principles in their daily lives. For example, a significant proportion smoke. Students make a satisfactory contribution to the school community through the school council, but there is more scope for them to take responsibility around school. Those students who attend regularly and behave well develop secure basic skills. They understand the importance of having pride in their work, and benefit well from the work-related curriculum and extra activities such as outdoor pursuits and 3 Inspection Report: Talbot House School Newcastle, 28 June 2006 to 28 June 2006 school trips abroad. As a result, these students are well prepared for moving on to the

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Grade: 3

Teaching and learning are satisfactory. There are strengths across the school which contribute well to students’ academic progress and personal development. Teachers are consistent in their expectations of students’ behaviour and relate well to students. Support staff make a good contribution to lessons and the management of students. Students’ behaviour in most lessons is at least satisfactory, and any incidents are dealt with effectively. However, teachers’ expectations of the quality of students’ work is less consistent so the quality of students’ handwriting and presentation varies significantly from day to day and across different subjects. In addition, worksheets are used too frequently and students are not expected to record their own ideas, views and opinions enough. Teachers’ planning shows that lessons have clear aims and where activities challenge students they are keen and enthusiastic. However, lessons do not

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Grade: 3

always have a clear structure or end positively. For example, on occasions, students leave the room as soon as the bell rings without waiting to be dismissed. This means that teachers are unable to check what students have learnt or to evaluate the success of the lesson. Some teachers set clear targets for students so they know what they are working on, but the marking of students’ work does not often refer to these targets or give students sufficient guidance on how they can improve their work.

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Grade: 3

The curriculum is satisfactory overall. It meets statutory requirements and provides students with a broad range of activities to develop their academic, personal and vocational skills. Students have sufficient opportunities to use their numeracy and information and communication technology skills in different situations, but there are not enough planned opportunities for them to use their writing skills. The range of GCSE level courses provided for students in Years 10 and 11 has improved since the last inspection and the school has begun to introduce alternative qualifications such as the Award Scheme and Accreditation Network (ASDAN) programme to accredit other aspects of students’ work. The work-related curriculum provides students with good opportunities to develop their workplace skills. These activities are not yet externally accredited to reward students for their efforts, but the school has plans in

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Grade: 3

place to address this issue. The curriculum is enhanced well by visits and trips to various places locally and abroad. 4 Inspection Report: Talbot House School Newcastle, 28 June 2006 to 28 June 2006

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Grade: 2

This aspect of the school’s work is good overall. The school provides a safe environment for students to learn and procedures for managing and assessing risk, child protection and the needs of those with learning difficulties and/or disabilities are good. However, the procedures to promote good attendance are not as comprehensive. The school does tackle non-attendance on an individual basis, but there is no whole school approach to reward good attendance on a regular basis or to promote the importance of good attendance to students or parents. Students get effective support in lessons and on an individual basis they are provided with good guidance to help them make decisions on their future after school.

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Grade: 3

Leadership and management overall are satisfactory. Since the last inspection, the issues raised have been tackled effectively and other improvements have been made to the fabric of the building and the curriculum. Senior managers, trustees and governors manage the school well and have a good long-term plan for the development of the school. They have a systematic approach to evaluate the work of the school. Consequently, although the judgements the school made about itself were too generous, the school has a good overview of its work and has correctly identified the main priorities for improvement. However, subject leaders do not have a clear remit to monitor the standards or quality of teaching and learning in their subjects. In addition, the school’s procedures to track students’ progress are not rigorous enough to enable teachers to recognise those students who are not making the progress they should or to identify weaker aspects of different subjects. As a result, there are

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Grade: 3

inconsistencies in the day-to-day work of the school that are not always noted quickly enough to have a positive effect on the progress students make over time. Nevertheless, the commitment of the senior staff, trustees and governors to continued school improvement places it in a good position to build on its solid foundations. 5 Inspection Report: Talbot House School Newcastle, 28 June 2006 to 28 June 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: Talbot House School Newcastle, 28 June 2006 to 28 June 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 3 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 3 How well do learners achieve? NA 4 The standards 1 reached by learners

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Achievement and standards

NA 3 How well learners make progress, taking account of any significant variations between groups of learners NA 3 How well learners with learning difficulties and disabilities make progress

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learners?

NA 3 The extent of learners' spiritual, moral, social and cultural development NA 3 The behaviour of learners NA 4 The attendance of learners NA 3 How well learners enjoy their education NA 2 The extent to which learners adopt safe practices NA 3 The extent to which learners adopt healthy lifestyles NA 3 The extent to which learners make a positive contribution to the community NA 3 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 3 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 3 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 3 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 3 How effectively and efficiently resources are deployed to achieve value for money NA 2 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

Alexandra House 33 Kingsway London WC2B 6SE T 0207 421 6800 F 0207 421 6707 Ofsted helpline 08456 404045 To the students of: Talbot House School Hexham Road Walbottle Newcastle Upon Tyne Tyne and Wear NE15 8HW 28 June 2006 Dear Students Thank you for welcoming me to your school this week for the inspection, for lending me your books, talking to me and letting me join in some of your lessons. Considering the difficulties many of you have had in school, I was impressed by most of your behaviour and the way you all listened really respectfully in assembly. I think that you are well cared for and are taught well in some lessons. Those of you who attend regularly do well and are able to take part in a good range of different activities. However, there are too many of you who do not attend enough so do not do as well as you could. I have asked Mr James, the trustees and governors to try to improve your attendance. I have also asked them to improve

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Text from letter to pupils explaining the findings of the inspection

your learning, particularly in writing, by working out ways to check more thoroughly how well you are doing and involve more staff in this process. Thank you again for your help and best wishes for the future. Yours sincerely Andy Margerison (Lead inspector)

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