The Acorns School

Inspection Report West Lancashire Personalised Curriculum Support Service

p.1

134872 Unique Reference Number Lancashire Local Authority 294195 Inspection number 28 September 2006 Inspection date Alan Tattersall Reporting inspector

p.1

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

p.1

Ruff Lane School address Pupil referral unit Type of school Ormskirk, Lancashire Pupil referral unit School category L39 4QX 11 °16 Age range of pupils 01695 575486 Telephone number Mixed Gender of pupils 01695 575150 Fax number 24 Number on roll (school) Chair The governing body Appropriate authority Mrs Audrey Swann Headteacher Not previously inspected Date of previous school inspection

p.1

Inspection number Inspection date Age group 294195 28 September 2006 11 °16 Website: www.ofsted.gov.uk

p.1

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.

p.2

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.

p.2

Introduction

The inspection was carried out by an Additional Inspector.

p.3

Description of the school

The pupil referral unit prefers to use its chosen name of the Acorns Centre and caters for pupils who are excluded, in danger of exclusion from mainstream schools or who have long standing non-attendance. All pupils are of White British heritage. The majority of pupils are entitled to free school meals. A few pupils have statements of special educational needs for learning difficulties. A small number are in public care. The centre opened in September 2004 and the headteacher was appointed in January 2005.

p.3

Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: West Lancashire Personalised Curriculum Support Service, 28 September 2006

p.3

Grade: 2

The Acorns Centre is a good and successful pupil referral unit. It is a welcoming and calm place where pupils are confident that they are safe and well cared for. Parents are correct to believe that the Centre provides a valuable service in re-engaging their children in learning and encouraging them to believe that they can succeed. The quality of teaching is good and ensures that pupils achieve well. Teachers provide interesting lessons that encourage pupils to want to participate and learn. Staff are skilled and establish a very good rapport with pupils. This leads to pupils showing similar respect and they cooperate willingly with staff and each other. Pupils enjoy learning and respond positively to teachers' high expectations. Although pupils' standards are below average when they enter, they make good progress and achieve well in literacy, numeracy, information and communication technology (ICT) and a good range of other

p.4

Grade: 2

subjects. Pupils achieve well in accreditation by the end of Year 11 in GCSE and Entry Level in subjects and vocational courses. Standards at the end of Years 9 and 11 are average. The curriculum is good and ensures that pupils have access to a broad range of learning opportunities. Lack of facilities for science limits Years 10 and 11 pupils' options to study the subject. Effective liaison with parents, schools and professionals, together with staff and pupils getting to know each other well, ensures that pupils are happy to enter the Centre. The high standard of care, guidance and support that they receive ensures that pupils learn to adopt safe practices. Consequently, they settle in quickly and start making good progress. Pupils say that they like attending because they feel that they are making good progress and that their ideas count. A strong emphasis on promoting pupils' personal development and well-being ensures that it is good and underlines

p.4

Grade: 2

their success in academic learning. Pupils’ active and enthusiastic participation in lessons adds to the effective methods that staff employ to manage their behaviour. As a result, behaviour quickly becomes good. The emphasis upon healthy diet and regular exercise ensures that pupils understand the importance of healthy living. Leadership and management are good and have a strong impact on pupils' good improvements in academic and personal development. Effective leadership and management have ensured that the Centre has been established successfully in a short space of time. It has gained a good reputation for its success in re-engaging pupils in learning and for returning pupils to mainstream schools. It is also successful in preventing some from being excluded in the first place. This success makes an important contribution in promoting pupils' future education, employment and economic well-being. Senior managers support the headteacher well. Subject leaders are becoming

p.4

Grade: 2

more involved in raising standards by evaluating their subjects and proposing plans for their improvement but this is not yet fully established. Managers are accurate in their evaluation of the Centre's effectiveness in nearly all respects. They are modest in judging the curriculum to be satisfactory, when it is good. The Centre shows a good capacity to make further improvements. The effective deployment of staff to support pupils in the Centre and local schools, organisations and colleges makes an important contribution to its success. As a result, the Centre provides good value for money. 2 Inspection Report: West Lancashire Personalised Curriculum Support Service, 28 September 2006

p.4

What the school should do to improve further

• Develop the role of subject leaders in raising standards. • Improve the facilities available for pupils in Years 10 and 11 to learn science.

p.5

Grade: 2

When pupils are admitted to the Centre, their standards are below average as a result of disaffection, bad behaviour, absence or exclusion from their schools. Through effective teaching, pupils who had been disengaged from learning make good progress and achieve well, reaching nationally expected standards. This is particularly the case with literacy and numeracy. Evidence shows that the majority of pupils in Years 7 to 9 make better progress than that expected nationally. They make good progress in a range of subjects including ICT, science, humanities and art. Records show that most pupils in Years 10 and 11 make better than average progress in English, mathematics and ICT than that expected nationally. Their achievement in accreditation is good. All achieve well in English and mathematics at GCSE and Entry Level. There is good progress in ICT and in vocational qualifications including construction, child

p.5

Grade: 2

development, and motor vehicle and hairdressing courses. The weekly reports show pupils' good progress and attitudes when they attend off site courses. Several are proud to have obtained awards from courses open to other schools such as ‘Stonemason and Plumber of the Year’. Pupils' achievement improves year on year through improvements to the curriculum and the quality of teaching and learning. Improving achievement further for all pupils remains a Centre priority. There is no difference in the achievement of different groups of boys or girls, including those who have learning difficulties, statements of special educational need or who are in public care. The rapid improvement in pupils' attitude to learning, motivation and behaviour through sensitive and successful induction to the Centre contributes well to their good achievement.

p.5

Grade: 2

Pupils' personal development and well-being is good. Many pupils enter the Centre with a history of bad behaviour. They quickly learn to behave, well guided by the Centre's effective measures and by learning to take control of their own behaviour more. They develop a positive attitude to learning. Staff are skilled at working with pupils and their guidance and the mutual respect developed between pupils and staff are strong factors in pupils' acceptance of the high expectations for behaviour. Parents remark that it is surprising and pleasing that their children's attitudes and behaviour 'improve beyond all recognition since they entered the Centre. They even want to do homework, which was not the case before.' Attendance is good. Those pupils who have a history of poor attendance at their previous schools quickly respond to the Centre's effective measures to ensure regular attendance. Parents confirm that a strong

p.5

Grade: 2

3 Inspection Report: West Lancashire Personalised Curriculum Support Service, 28 September 2006 element in the good attendance is that their children like coming and enjoy the rewards and encouragement that they receive. Consequently, they develop a belief in themselves that they can achieve. The Centre has a positive impact in promoting pupils' economic development by re-engaging them in learning. There is also a good record of success of pupils making the required progress in attitudes and personal development to avoid exclusion or to be re-included in mainstream education. Pupils are well prepared for the future, since the great majority who leave the Centre in Year 11 remain in education or begin work. Pupils contribute well to the school community by helping throughout the day and taking responsibility for organising whole Centre events. They participate in discussions with the wider community through pupil representatives serving on the local student

p.5

Grade: 2

forum. They participate successfully in area events such as Enterprise Challenge and mathematics’ weeks. Pupils have a voice in school and are able to give their views, such as suggesting a name for the Centre. They welcome the opportunity to have a more formal voice through the impending introduction of a Centre student forum. Pupils’ social and moral development is good but more needs to be done for their spiritual development and to improve their awareness of other cultures and beliefs. Lessons in personal, social and health education (PSHE) reinforce pupils' understanding of right and wrong. Pupils have good experiences of participation in the arts. Quality of provision

p.6

Grade: 2

Teaching and learning are good and this ensures that all pupils achieve equally well. A major strength in teaching is the way that staff motivate pupils to renew their interest in learning. This ensures that lessons are productive and pupils are keen to learn. Pupils learn to enjoy lessons because they succeed; encouraged by the praise they receive. Teachers plan for pupils to learn according to their own needs. Lessons are interesting and proceed at a good pace with continual encouragement for pupils to participate and give their ideas. This was evident when pupils in Years 8 and 9 discussed and shared ideas on how to use alliteration to complete their own poems about autumn. There is good use of ICT to demonstrate to pupils, to accompany lessons and for pupils to use in their learning. Teachers make effective use of ICT to track pupils’ progress. Assessment is good and pupils receive challenging targets for learning. Pupils know

p.6

Grade: 2

what the objectives of the lesson are and their success is reviewed well at the end. The inspectors concur with the Centre that teachers do not sufficiently involve pupils in assessing for themselves how much they have learnt in the lesson and how this relates to their overall progress. 4 Inspection Report: West Lancashire Personalised Curriculum Support Service, 28 September 2006

p.6

Grade: 2

The curriculum is good and meets the requirements of a pupil referral unit to ensure that pupils achieve well academically and in personal development. The Centre was modest in judging its curriculum as satisfactory, when it is good. A central feature of the curriculum is that it is tailored to meet each pupil's needs. There is good communication with most of the mainstream schools to ensure that pupils receive a similarly broad curriculum to prepare them for reintegration. There is appropriate emphasis upon literacy and numeracy and this is evident in the good achievement of pupils. Enrichment activities are extensive. Pupils value the opportunity to attend local provision for games and sports. Outdoor education and dance run by outside providers are particularly popular and valuable additions to the curriculum. Pupils in Years 10 and 11 have the opportunity to follow vocational courses with local providers and

p.7

Grade: 2

colleges. This, together with good careers advice and work experience placements, provides effective preparation for pupils' future lives. The Centre is actively extending the courses on offer and has introduced opportunities for pupils to gain recognition from the Award Scheme Development Network. It is responding well to the national initiative by expanding the range of vocational courses to provide more options for pupils aged over 14. Although pupils in Years 7 to 9 are able to study science, there is a recognised need to improve the science facilities for those in Years 10 and 11 to encourage them to opt to study the subject.

p.7

Grade: 2

Care, guidance, and support are good. Procedures to safeguard children and for child protection are in place. There are effective procedures to promote good attendance. This includes rigorous checks on pupils who are educated away from the centre, such as at college. Pupils and parents find the Centre a friendly and caring place where they are welcome. Pupils say that they feel safe and valued. They have someone to talk to if they have a problem and welcome the opportunity to talk to staff about their needs. There is a good partnership with parents and other agencies. Staff prepare families, schools and pupils well for introduction to the Centre and this means that induction is smooth, rapid and successful. Parents value the support that they and their children receive. A parent echoed the views of others, 'Acorns has been a lifeline of support for my family, thanks'. The Centre is successful in re-including many of the pupils into

p.7

Grade: 2

mainstream education. Guidance for pupils' personal development is good. This is evident in the rapid progress that pupils make in improving their attendance, attitudes to work, and behaviour. Pupils follow good guidance to adopt a healthy lifestyle. Academic guidance is good to provide pupils with regular information on their progress and recognition through a wide range of accreditation. The Centre is establishing more opportunities for pupils to evaluate for themselves how well they are learning to improve their understanding of progress. 5 Inspection Report: West Lancashire Personalised Curriculum Support Service, 28 September 2006

p.7

Grade: 2

Leadership and management are good and this is a strong factor in ensuring that pupils make good progress to achieve well. The leadership of the headteacher has been an important factor in establishing a successful Centre and contributing to the vision for future development. Management is good. The management committee are active and supportive and they fulfil their role as critical friends. There is a good programme of training for them to improve their effectiveness and for the induction of new managers. A key factor in the Centre's success is the appointment of skilled staff who share the commitment to high expectations. The deputy headteacher and senior staff undertake significant responsibilities to support the headteacher in running the Centre. The Centre has effective systems in place to monitor and evaluate its performance and to inform its improvement planning. Such good evaluation and planning have

p.8

Grade: 2

been central to the Centre's development. It now needs to involve subject leaders more closely in that self-evaluation process and in shaping its future direction. The Centre is in a strong position to make further improvements. 6 Inspection Report: West Lancashire Personalised Curriculum Support Service, 28 September 2006 .

p.8

Grade: 2

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 7 Inspection Report: West Lancashire Personalised Curriculum Support Service, 28 September 2006

p.9

Inspection judgements

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

p.10

Overall effectiveness

How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? How well does the school work in partnership with others to promote learners' well-being? 2 The effectiveness of the school's self-evaluation 2 The capacity to make any necessary improvements NA Effective steps have been taken to promote improvement since the last inspection

p.10

Achievement and standards

2 How well do learners achieve? 3 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 2 How well learners with learning difficulties and disabilities make progress

p.10

learners?

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

p.10

and interests of learners?

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

p.10

and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 8 Inspection Report: West Lancashire Personalised Curriculum Support Service, 28 September 2006

p.10

and supporting all learners?

How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education How effectively performance is monitored, evaluated and improved to meet challenging targets How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 9 Inspection Report: West Lancashire Personalised Curriculum Support Service, 28 September 2006

p.11

Text from letter to pupils explaining the findings of the inspection

West Lancashire Personalised Curriculum Support Service Ruff Lane Ormskirk Lancashire L39 4QX 29 September 2006 Dear Pupils Thank you for welcoming me to the Acorns Centre. I enjoyed my visit and was pleased that you were so helpful to me during the inspection. You showed me your work and talked to me about your experiences. This helped me to see that you are doing well and value the work that the Centre is doing for you. Your parents and carers are very pleased with the help that you receive. I was impressed at how quickly you settle in to the Centre when you start and that you work hard. Your attendance is good and you enjoy lessons because your teachers make sure that you are progressing well. You like the way that staff listen to you and value your opinions. You learn to behave well and get on with others. Many of you are able to return to your schools. You are keen to achieve well in examinations and you understand that this will help you in the future. Those of you who attend courses at

p.12

Text from letter to pupils explaining the findings of the inspection

college and local organisations are enthusiastic about the qualifications and guidance that this provides about future careers. I have asked the Centre to make the following improvements so that, if you continue to work as hard as you are doing, you have the opportunity to achieve more. • To provide more facilities for pupils in Years 10 and 11 to study science. • For staff who lead subjects, to increase their contribution to checking how well you are achieving in subjects and to make plans for further improvements. Good wishes for the future Alan Tattersall Additional Inspector 10 Inspection Report: West Lancashire Personalised Curriculum Support Service, 28 September 2006

p.12