Shaftesbury High SchoolOfsted inspection, 15 Feb 2006

Inspection Report Shaftesbury House School

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134130 Unique Reference Number Lancashire LEA 282464 Inspection number 14 February 2006 to 15 February 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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Stratford Road School address Pupil referral unit Type of school Chorley Pupil referral unit School category Lancashire, PR6 0AF 11 to 16 Age range of pupils 01257 516067 Telephone number Mixed Gender of pupils 01257 516069 Fax number 51 Number on roll Mrs Elizabeth Laverty Chair of governors The governing body Appropriate authority Mrs Ann Clark Headteacher Not applicable Date of previous inspection

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Inspection number Inspection dates Age group 282464 14 February 2006 - 11 to 16 15 February 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

The school is situated in Chorley and has funded capacity for 65 pupils but currently caters for 51 pupils aged 11 to 16 years of age. This is the school’s first inspection report since it opened in its current designation in April 2004. Almost three quarters of pupils are in Years 10 or 11. All pupils have experienced difficulties in coping with school life, and attainment on entry is usually below average. About three quarters have been permanently excluded from previous schools. The rest are also on the roll of other schools. Two pupils have a statement of special educational need. Pupils in Years 7 to 9 are taught wholly on the school site. Pupils in Years 10 and 11 have individual programmes that combine college placements, work experiences, time in school and a limited amount of supported self-study at home. A few pupils have part time placements from their mainstream secondary school. Most pupils are of white

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Description of the school

British origins. Two pupils have English as an additional language.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Shaftesbury House School, 14 February 2006 to 15 February 2006

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Grade: 3

This is a satisfactory school giving sound value for money. Inspection evidence confirms the school’s view of its own performance in most areas. In a relatively short time, the headteacher has successfully created a positive learning atmosphere based on mutual respect between pupils and adults, well supported by the management committee. Other staff are very committed to the school and make a positive contribution to its development so it is in a secure position to move forward. However, the role of subject leaders in leading school improvement is in the early stages of development. They have a clear understanding of their role, but they do not have action plans to guide the direction of their work or to help them evaluate the effect of new initiatives on pupils’ learning. The school has good procedures for monitoring and promoting pupils’ attendance and keeping parents informed of their children’s progress. Teaching and

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Grade: 3

learning are satisfactory, but there are consistent strengths across classes, particularly the management of pupils’ behaviour and the contribution of support staff to pupils’ learning. The school has introduced satisfactory procedures to check pupils’ progress towards their individual targets, most of which are linked to English and mathematics. However, there are no whole-school systems to track the progress pupils are making in other subjects in order to give an overview of their achievement and to identify any areas of concern. In addition, the range of opportunities for pupils to gain accreditation in the performing arts, science and information and communication technology (ICT) are limited. As a result of these factors, overall, pupils’ achievement is satisfactory. The school supports pupils well so they develop good personal skills and are well prepared for the next stage of their education or work.

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What the school should do to improve further

• Develop the role of subject leaders in implementing and monitoring school improvements. • Improve pupils’ achievement by establishing systematic procedures to track the progress they make in science and ICT. • Increase the range of opportunities for pupils to gain accreditation in the performing arts, science and ICT in Year 11.

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Grade: 3

Overall, pupils’ achievement, irrespective of their background or ability, is satisfactory. When pupils join the school, many have missed considerable amounts of schooling, which affects their attainment on entry. Information about prior attainment rarely accompanies pupils when they first arrive but pupils are quickly assessed. Realistic individual targets are set, mainly linked to improving their basic skills. Progress towards the targets is reviewed frequently and confirms that pupils are making satisfactory progress. The success of this work for pupils in Years 7 to 9 was reflected in 2005 when 2 Inspection Report: Shaftesbury House School, 14 February 2006 to 15 February 2006 all pupils in Year 9 returned to mainstream schools. Pupils’ individual learning targets are mainly linked to English and mathematics. Not surprisingly, pupils’ best achievement is in these subjects. Last year, virtually all pupils gained a qualification with a good

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Grade: 3

proportion being at general certificate of secondary education (GCSE) level and the school expects similar success this year. Some 40% of pupils in last year’s Year 11 gained 5 or more GCSEs which compares very favourably with similar centres in the area. In addition, most pupils gained college certificates and Awards Scheme Development and Accreditation Network (ASDAN) assessments in a range of subjects. However, relatively few pupils gain accreditation in the performing arts, science or ICT. Despite this, the progress being made by older pupils is evident in the high numbers who enter college, training or work when they leave.

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Grade: 2

Pupils’ personal development, including their spiritual, moral, social and cultural development, is good. Attendance is satisfactory overall. Parents and pupils say pupils enjoy being at school and as a result, most pupils’ attendance is good. However, the figures are adversely affected by a few persistent non-attenders who are being pursued by the local authority. Pupils’ behaviour is good and they have positive attitudes to learning, although when the pace of lessons slows, a few lose their concentration. However, their behaviour rarely deteriorates to the point where other pupils’ learning is significantly disrupted. The fact that there have been no exclusions in the last year is testimony to the effectiveness of the school’s approach to managing and developing pupils’ understanding of what is expected of them in school. Pupils learn how to stay safe in different situations. The school does not condone any form of substance abuse

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Grade: 2

and pupils understand the importance of living a healthy lifestyle. However, many do not always follow the advice on healthy eating in their everyday lives out of school. Pupils make a positive contribution to the local community. They develop secure basic literacy and numeracy skills and the work-related experiences mean that they are well prepared for the next phase of their education or work.

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Grade: 3

Teaching and learning are satisfactory, but there are consistent strengths in all classes. Teachers and support staff manage pupils well and have clear expectations of how they expect pupils to behave. As a result, lessons are calm and orderly. On the few occasions when an individual’s behaviour becomes a distraction to others, the school has good procedures to deal with it. Teachers use pupils’ individual plans well as the basis for their planning and use support assistants well to work with groups or individuals. The support staff are very important members of the staff and make a very good contribution to pupils’ learning through their enthusiasm and the sensitive support they give pupils. In the best lessons, teachers share the aims of the lesson 3 Inspection Report: Shaftesbury House School, 14 February 2006 to 15 February 2006 with pupils and keep the pace moving briskly by good questioning, using ICT well as

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Grade: 3

a teaching tool and keeping each activity relatively short. As a result, in these lessons pupils make good progress. However, on occasions, activities are too long and as the pace of the lesson drops pupils lose their concentration. In addition, not all lessons end in a clearly structured way. Consequently, opportunities are missed to involve pupils in reviewing their own learning by returning to the objectives of the lesson.

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Grade: 3

The curriculum is satisfactory. All pupils are provided with a broad range of carefully planned experiences that develop their knowledge and understanding in most subjects. Specific strategies are used well to tackle gaps in individual pupils’ learning in English and mathematics. The individual programmes for pupils in Years 10 and 11 vary from pupil to pupil, but normally are a combination of school-based teaching, college placement and work experience, supplemented by individual tuition and a limited amount of self-study at home. Where possible, a few pupils spend time in mainstream school. Provision for English, mathematics and personal, social and health education is good, but fewer opportunities are available for older pupils to work towards external accreditation in the performing arts, science and ICT. However, the curriculum is enriched well by opportunities for pupils to take part in sport and outdoor education.

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Grade: 3

The school has established good links with external organisations, such as the Prince’s Trust, to provide relevant work-related provision for pupils in Years 10 and 11.

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Grade: 2

This aspect of the school’s work is good and parents are confident that their children are well cared for. Overall, the school places a high priority on ensuring pupils are safe in school and when they are off-site on visits or placements. The procedures to promote good attendance are thorough and generally very effective. However, procedures to check on pupils working at home are not rigorous enough. As a result, the school cannot be fully confident that they are engaged in school work. The school provides pupils with good academic and personal support. For example, a counsellor is in school on a weekly basis to work with pupils with specific personal issues or worries. Parents are contacted daily to keep them informed about their children’s performance and any concerns the school may have. In addition, all pupils have regular opportunities to discuss their learning and how well they are doing towards the targets in their

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Grade: 2

individual plans which are mainly linked to basic literacy and numeracy skills. However, the school does not have detailed procedures to gain an overview of pupils’ achievement by tracking the progress pupils are making towards the targets set for them in subjects, except English and mathematics. As a result, pupils’ achievement is not as good in other subjects, such as science. 4 Inspection Report: Shaftesbury House School, 14 February 2006 to 15 February 2006

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Grade: 3

This is the only aspect of the school’s work in which inspection evidence does not fully support the school’s own evaluation. Rather than good, leadership and management are satisfactory. However, the school knows itself well and has accurately identified significant strengths in the leadership showing that self-evaluation procedures are good. The headteacher leads the school well and in a short time has established a positive school ethos with clear direction and a commitment to raising pupils’ achievement. She is well supported by the management committee who have a good understanding of the school’s strengths and weaknesses. Subject leaders have a clear vision of how they want to develop their roles and areas of responsibility. However, several have only held their posts for a short time and do not have action plans clearly setting out what they should do and achieve. As a result, they are not in a position to

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Grade: 3

evaluate how effective new initiatives are in improving pupils’ learning. In addition, their role in monitoring pupils’ performance is limited. Strong teamwork between staff is a feature of the school and they are involved in setting school priorities. Parents are canvassed on their views of the school, but the school doesn’t systematically seek the views of pupils. Overall, the school is in a secure position to move forward and improve further. 5 Inspection Report: Shaftesbury House School, 14 February 2006 to 15 February 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: Shaftesbury House School, 14 February 2006 to 15 February 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 3 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 3 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 2 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 3 The attendance of learners NA 2 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 2 The extent to which learners make a positive contribution to the community NA 2 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 2 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 Mrs Ann Clark Shaftesbury House School Stratford Road Chorley Lancashire PR6 0AF 14 February 2006 Dear Pupils Thank you very much for welcoming me to your school this week and letting me join in with your lessons and at lunchtime. I enjoyed talking to you and finding out about all the things you do. You were really friendly and I would have liked to have been able to stay longer. The things I particularly liked were: you behave well and you are keen and enthusiastic to take part in lessons and other activities your school makes sure that you will be helped if you need extra support either personally or with your work the programmes for pupils in Years 10 and 11 prepare you well for leaving school your teachers and the management committee know what your school does well and how they want to make it better. I have asked your headteacher and the managers to make your school even better by:

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Text from letter to pupils explaining the findings of the inspection

improving your work in all subjects, but particularly in science and ICT by working out ways of checking that you are doing as well as possible giving more structure to the way that teachers with specific responsibilities carry out their role providing more opportunities for you get qualifications in the performing arts, science and ICT. Thank you again for helping me so much with the inspection. Andy Margerison (Lead inspector)

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