Setting

Purpose and scope of the inspection

This inspection was carried out by the Office for Standards in Education under Section 162A of the Education Act 2002 in order to advise the Secretary of State for Education and Skills about the school’s suitability for continued registration as an independent school.

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Information about the school

The Larches caters for pupils who have severe emotional, behaviour and social difficulties. All pupils are in public care and have experienced numerous disruptions to their education. Pupils attend the school from 13 residential homes provided by the Clifford House organisation. These small group homes are intensively staffed according to the level of need of pupils. There were 20 pupils on roll at the time of the inspection, twelve boys and eight girls. The school is based on two sites, one in Leominster and the other 14 miles away in Hereford. Four pupils attend the school on a part-time basis. Fifteen pupils have statements of special educational need.

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Summary of main findings

The Larches provides a satisfactory quality of education. It promotes pupils’ personal and academic development soundly. The curriculum offered to pupils is broad and balanced and it helps to prepare them effectively for their next stage of life. Pupils enjoy the good range of physical activities on offer. Pupils’ attendance at school is much improved upon their previous schooling. Teaching is broadly satisfactory, with examples of good teaching. Information and communication technology (ICT) is not used widely enough to enhance teaching and learning in lessons. The care provided for pupils is satisfactory and pupils are treated with respect. However, this is at odds with the extremely high levels of physical interventions used on pupils. The accommodation at the Hereford site provides good facilities, but the Leominster site makes the management of pupils’ behaviour more difficult, as it is too cramped. There are also some health and safety concerns

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Summary of main findings

regarding this site. The school does not meet a substantial number of the requirements for registration.

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What the school does well:

 it provides a secure and caring environment where pupils can start to experience stability in their lives;

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What the school does well:

 pupils are effectively prepared for adult life through the ‘skills for life’ programme;

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What the school does well:

 pupils generally enjoy school. Their attendance improves and they make steady progress in the subjects they study;  pupils make improvements in their attitudes towards learning and towards one another;

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What the school does well:

 teaching is at least satisfactory and some teaching is good.

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What the school must do in order to comply with the regulations:

 attend to the issues noted in relation to the welfare, health and safety of pupils detailed in section 3 of this report;

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What the school must do in order to comply with the regulations:

 improve the accommodation as indicated in section 5 of the report; and

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What the school must do in order to comply with the regulations:

 include additional information for parents as detailed in section 6.

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(DDA) 2002

In order to comply with the requirements of the DDA, the school should:

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(DDA) 2002

 devise a three-year plan to improve the accessibility of the premises.

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The quality of the curriculum

The quality of the curriculum is satisfactory. The curriculum gives pupils the opportunity to attain nationally recognised qualifications and to develop their self- confidence. It is broad and balanced. There is an overall curriculum policy. However, planning for subjects in science and English are not as well developed as the planning for mathematics. Schemes of work indicate what topics are to be covered, but some are too brief to help teachers to plan consistently across the school. The school has recently introduced practical investigations in science and pupils are beginning to enjoy this subject much more.

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The quality of the curriculum

Pupils are prepared effectively for adult life through the ‘skills for life’ programme, which encompasses preparation for employment and covers valuable skills such as job seeking, interview techniques, preparing a curriculum vitae and undertaking work experience placements. Key Stage 4 pupils have two work experience opportunities. A good range of local businesses is used to provide work experience placements, such as estate agents, garages and hairdressers. The personal, social and health education (PSHE) programme encourages pupils to develop healthier and safer lifestyles through drugs awareness, sex and relationships education and the study of personal finance. This provides a helpful framework for pupils to develop their personal development.

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The quality of the curriculum

Pupils achieve the best results in examinations and tests in mathematics. External validation of pupil achievement is pursued through General Certificate of Secondary Education and Entry Level examinations. However, accreditation for pupils of lower attainment is too limited.

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The quality of the curriculum

Individual Education Plans (IEPs) for each pupil are drawn up by the form tutor and reviewed termly by the tutor and pupil. These help to focus the attention of teachers upon the particular needs of a pupil and how they may be best met. IEPs are linked to the pupils’ individual targets, monitored through a weekly planner. Targets set in pupils’ IEPs are sound. They are helpful in developing positive attitudes to their work, but targets set for English and mathematics are often too vague to enable progress to be measured accurately. Pupils who have statements of special educational need, usually for their emotional and behavioural needs, have their needs met satisfactorily. Annual reviews are held. Broad targets are set for the following year which inform the revision of IEPs. Transition planning is thorough to ensure that pupils’ needs are effectively met for the future.

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The quality of the curriculum

A good range of extra-curricular activities, such as sporting activities, music club, and outdoor pursuit and fund raising ventures, complements the curriculum. The good range of sports offered, such as kayaking, walking and rugby, encourages young people to get fit. Currently four pupils attend the school on a part-time basis and are working toward full-time education. Appropriate tutoring and programmes of work are carried out in the pupils’ residential home, with a view to integrating them back into full-time education.

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The quality of teaching and assessment

Teaching is satisfactory overall, with examples of good teaching in physical education (PE), geography, design and technology and religious education (RE). Teaching groups are kept small so that there is a good level of individual support available to all pupils. Teachers are skilled at managing and diffusing potentially difficult situations. They manage to avoid confrontation successfully and remain calm in challenging circumstances. Relationships between staff and pupils are generally positive and supportive. However, on occasions there are too many staff present and this situation can become too intense for pupils.

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The quality of teaching and assessment

Where teaching is good, lessons are planned thoroughly. The best teaching uses a variety of methods, such as discussion, dialogue and video to make learning interesting. Some teachers have good subject knowledge, teach with confidence and engage pupils’ attention successfully. They set a good level of challenge and pupils respond well to this. . The school has a small ICT suite, but generally ICT is not used widely enough to support pupils’ learning in lessons across the school. This means that there is an over-emphasis on work sheets and mundane written work. Pupils find this work unimaginative and find it difficult to sustain concentration. The three-part lesson structure, with an introduction and a final plenary, is used on a very limited basis and the pace of lessons is not always brisk enough. Plenary sessions review pupils’ attitudes to learning, but are not used to rehearse the main learning points of the

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The quality of teaching and assessment

lesson. Not all teachers keep their subject knowledge up to date.

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The quality of teaching and assessment

Baseline assessments of pupils’ skills on entry to the school are rudimentary. Not enough effort is put into obtaining pupils’ levels of attainment from their previous schools, although in many cases this is difficult as some pupils have been out of school for considerable periods of time. The initial assessment of pupils’ skills is inconsistent across the school, with each department having its own approach. The absence of rigorous assessment information makes it difficult to determine pupils’ rates of progress. Assessment is not used well enough to highlight the strengths and weaknesses of pupils’ performance so as to inform future teaching effectively. Target setting, based on pupils’ prior attainments, is not used well enough to raise both pupils’ and teachers’ expectations.

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Does the school meet the requirements for registration?

The school meets all but one of the requirements.

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What does the school need to do to comply with the regulations?

In order to comply with the Independent Schools Standards Regulations 2003 the school should:  ensure there is a framework in place to assess pupils' work regularly and thoroughly and that this assessment information is utilised to plan teaching so that pupils can make progress (paragraph 1(3)(g)).

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2. The spiritual, moral, social and cultural development of pupils

Pupils’ personal development is broadly satisfactory. Pupils improve their attendance at school, with one pupil commenting, ‘I used to truant, but now I attend school all the time’. The school seeks to build up pupils’ self-esteem and perception of self-worth through its focus on rewarding good behaviour and achievement. The expectations of pupils’ behaviour are made explicit and supported through the ‘points’ system. Pupils can earn points by meeting their targets. The reward system is prominently displayed in all classrooms, helping to keep pupils actively aware of its importance. Pupils think this works well; they understand the system and believe it helps them to make progress.

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2. The spiritual, moral, social and cultural development of pupils

The link between behaviour and its consequences is emphasised through the behaviour policy and contributes to pupils’ awareness of how their behaviour affects themselves and others. The programmes of study in RE help to reinforce a sense of right and wrong. The daily planner has high significance for pupils’ achievement. The tutors and pupils set short-term targets, which relate directly to longer-term goals set in the pupils’ IEPs. The pupils’ responses to these targets are consistently recorded after each lesson, emphasising the importance of sound working habits and demonstrating to individuals how they can make progress over time. The precise verbal feedback given by some teachers encourages individual pupils to be more accurate and honest in their appraisal of their conduct in the lesson. The weekly individual and group awards celebrate success and encourage a sense of community. Pupils contribute their suggestions for joint activities such as the tutor

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2. The spiritual, moral, social and cultural development of pupils

groups’ day visits out of school. Pupils have some opportunities to take on a limited responsibility, as for example, when they raise money for specific charities, but opportunities are not routinely planned for pupils to develop their initiative.

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2. The spiritual, moral, social and cultural development of pupils

Topics studied in PSHE give pupils opportunities to explore ethical issues, to learn how to develop a point of view and to begin to accommodate the views of others. The lack of a course in citizenship means that aspects of wider social responsibility are covered in a more ad hoc way through work in other subjects. Work in geography and RE contributes to pupils’ understanding of cultures and faiths other then their own, but not enough is yet planned across the curriculum to fully support this aspect of their development.

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3. The welfare, health and safety of the pupils

The procedures to ensure the welfare, health and safety of pupils are not sufficiently secure. The policy for child protection is thorough, and training for all new members of staff is included in the induction procedures. The anti-bullying policy is clear, well understood and effective.

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3. The welfare, health and safety of the pupils

The school is not meeting a number of regulations. Although it has a brief health and safety policy, this does not have adequate regard to the Department of Education and Skills (DfES) guidance. Extensive risk assessments are undertaken for all visits out of school, but there is no written policy which takes account of DfES guidance on the health and safety of pupils on school visits. In addition, some procedures and aspects, such as adult-to-pupil ratios, are not precisely set out.

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3. The welfare, health and safety of the pupils

Fire fighting equipment is regularly serviced and tested and the school has regular, logged fire drills. It does not meet fire safety requirements because it has not completed an annual fire risk assessment. There is no written policy for First Aid although staff are trained and there are several qualified First Aiders.

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3. The welfare, health and safety of the pupils

The school’s behaviour policy promotes appropriate behaviour. In the lessons seen, behaviour was at least satisfactory and sometimes good. However, at both sites, the high number of incidents requiring physical restraint gives rise to concern. Since September 2005 records show there have been over 400 incidents of physical restraints used on pupils. The company’s policy states that this is action to be used only as a ‘ last resort’ . All such incidents are scrupulously recorded and staff have received appropriate training. The frequent use of this intervention is at odds with the school’s aim of achieving mutual respect between members of its community. In consequence, this aspect of behaviour intervention should be reviewed. . In PE and PSHE pupils study aspects of healthy living so that they gradually build up a clear understanding of good diet and the importance of regular exercise. Drugs

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3. The welfare, health and safety of the pupils

awareness is rightly an integral part of the PSHE curriculum, contributing to pupils’ understanding of the safer choices available to them. The admission and attendance registers are kept in accordance with regulations. The school has no written plan to increase the accessibility of the building as required by the Disability Discrimination Act (DDA) (2002).

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What does the school need to do to comply with the regulations?

In order to comply fully with the Independent Schools Standards Regulations 2003 the school should:

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What does the school need to do to comply with the regulations?

 prepare and implement a written policy relating to the health and safety of pupils on activities outside the school which has regard to DfES guidance ‘Health and Safety of Pupils on Educational Visits’ (paragraph 3(2)(c));

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What does the school need to do to comply with the regulations?

 write a health and safety policy having regard to the DfES guidance ‘Health and Safety: Responsibilities and Powers’ (paragraph 3(4));

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What does the school need to do to comply with the regulations?

 carry out an annual fire risk assessment as required by the Fire Precautions (Workplace) Regulations 1997 (paragraph 3(5)); and  devise and implement a First Aid policy (paragraph 3(6)).

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What does the school need to do to comply with the DDA?

In order to comply with the requirements of the DDA the school should:

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What does the school need to do to comply with the DDA?

 devise a three-year plan to outline how it will increase the accessibility of the premises.

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4. The suitability of the proprietor and staff

The school has robust procedures for the appointment of all staff. Rigorous checks are undertaken, including those with the Criminal Records Bureau, to ensure their suitability to work with children.

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5. The suitability of the premises and accommodation

The school is based on two sites, one in Leominster and the other in Hereford. The Hereford accommodation is good. Classrooms are of a good size and meet the needs of pupils very well. There is a suitable outdoor play area. This accommodation is well suited to its purpose and provides a pleasant learning environment for pupils. The Leominster site is very compact. It has the feel of a domestic building rather than an educational one, but staff work hard to create a conducive learning environment. These premises have some serious shortcomings. Classrooms are small and the outdoor play area is restrictive. The kitchen facilities are unsuitable for preparing lunches on site and there is a risk of hot drinks being spilled, as the kitchen is part of a thoroughfare. There is no fire escape for the two upstairs classrooms. The cramped nature of this site also makes it more difficult to manage pupils’ disruptive behaviour effectively.

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What does the school need to do to comply with the regulations?

In order to comply with the Independent Schools Standards Regulations 2003 the school should:

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What does the school need to do to comply with the regulations?

 ensure there is sufficient access so that emergency evacuations can be accomplished safely for all pupils, including those with special needs (paragraph 5(g));

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What does the school need to do to comply with the regulations?

 having regard to the number, age and needs (including any special needs) of pupils, ensure all classrooms are an appropriate size to allow effective teaching, and that all areas of the school do not compromise health or safety (paragraph 5(j)); and

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What does the school need to do to comply with the regulations?

 where food is served, ensure there are adequate facilities for its hygienic preparation, serving and consumption (paragraph 5(m)).

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6. The quality of information for parents and other partners

The school fails to meet many of the requirements relating to the provision of information. Much of the company’s documentation focuses on the details of its residential care home facilities and services, with little information about the educational provision of the school. As a result, essential information such as the aims and ethos of the school is not made explicit. Parents and other partners are not made aware of other information which should be available to them on request, such as the range of policies on bullying, behaviour, child protection and pupils’ safety. Financial information is not provided for local authorities who fund pupils at the school.

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6. The quality of information for parents and other partners

Reports for each pupil are written as required to coincide with the reviews required by pupils’ placement authorities. These reports give information about the curriculum courses being followed, with a detailed account of the pupil’s strengths and areas for development within each subject. Attitudes to work and progress against specified targets are made explicit, giving an informative indication of each pupil’s achievement across the review period.

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What does the school need to do to comply with the regulations?

In order to comply with the Independent Schools Standards Regulations 2003 the school should provide to parents and other partners:

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What does the school need to do to comply with the regulations?

 the school’s address and telephone number and the name of the headteacher (paragraph 6(2)(a));

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What does the school need to do to comply with the regulations?

 a statement of the school's ethos (including any religious ethos) and aims (paragraph 6(2)(d));

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What does the school need to do to comply with the regulations?

 particulars of the school's policy on and arrangements for admissions, discipline and exclusions 6(2)(e)); and

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What does the school need to do to comply with the regulations?

 particulars of educational and welfare provision for pupils with statements and for pupils for whom English is an additional language (paragraph 6(2)(f)).

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What does the school need to do to comply with the regulations?

In addition, the school should make parents aware of the availability of:  particulars of policies relating to bullying, child protection, health and safety, the promotion of good behaviour, and sanctions adopted in the event of pupils misbehaving (paragraph 6(2)(h));

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What does the school need to do to comply with the regulations?

 particulars of academic performance during the preceding school year, including the results of any public examinations (paragraph 6(2)(i));

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What does the school need to do to comply with the regulations?

 details of the complaints procedure adopted by the school, together with details of the number of complaints registered under the formal procedure during the preceding school year (paragraph 6(2)(j));

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What does the school need to do to comply with the regulations?

 the number of staff employed at the school, including temporary staff, and a summary of their qualifications (paragraph 6(2)(k)); and

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What does the school need to do to comply with the regulations?

 where a pupil, who is registered at the school, is wholly or partly funded by the local authority an annual account of income received and expenditure incurred by the school in respect of that pupil should be submitted to the local authority and on request to the Secretary of State (paragraph 6(7)).

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complaints

The school has a thorough and comprehensive complaints policy and procedure. Two complaints from pupils have been received and recorded since 2004, but none have progressed to the formal stage.

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SCHOOL DETAILS

Name of school: The Larches School DfES Number: 884/6010 Type of school: Severe emotional, behavioural and social difficulties Status: Independent Age range of pupils: 11– 16 years Gender of pupils: Mixed Number on roll (full-time pupils): Boys: 10 Girls: 6 Total: 16 Number on roll (part-time pupils): Boys: 2 Girls: 2 Total: 4 Number of pupils with a statement of special educational need: Boys: 10 Girls: 5 Total: 15 Annual fees (day pupils): Full-time: £31,200, part-time:£22,880 Address of school: The Larches School Coningsby Road Leominster Herefordshire HR6 8LL Telephone number: 01568 610279 Fax number: 01568 610279 Email address: Larches@btconnect.com Headteacher: Mr A Mcdouall Proprietors: Mr N. Nenadich, Mr T Starkey, Mr J Brierley, Ms L Gresty Reporting Inspector: Mr Frank Price Date of inspection: 27 - 30 November 2006

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SCHOOL DETAILS

educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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SCHOOL DETAILS

School inspection reports are available on the Ofsted website ( www.ofsted.gov.uk ).

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SCHOOL DETAILS

The website lists Ofsted independent school inspection reports, together with information on the work Ofsted does in the independent sector.

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