Brookfield School

119895 Unique Reference Number Lancashire Local Authority 299855 Inspection number 28 February 2007 Inspection date Garry Jones HMI Reporting inspector

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

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Fouldrey Avenue School address Special Type of school Poulton-le-Fylde, Lancashire Community special School category

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FY6 7HE 11 °16 Age range of pupils 01253 886895 Telephone number Mixed Gender of pupils 01253 881188 Fax number 26 Number on roll (school) Mr Brian Wilson Chair The governing body Appropriate authority Mrs Sue Sanderson Headteacher 1 June 2006 Date of previous school inspection

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Inspection number Inspection date Age group 299855 28 February 2007 11 °16 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 of Her Majesty’s Inspectors of Schools.

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Description of the school

This is a smaller than average special school. It draws students from a wide area including the Fylde, north and east Lancashire. Many students have to travel long distances to attend the school. All students have a statement of special educational need to provide for their severe social, emotional and behavioural difficulties. In addition, a high proportion of students have additional learning difficulties, which include specific learning difficulties, ADHD and ASD. The proportion of students eligible for free school meals is well above the national average and reflects the high levels of socio-economic deprivation faced by many families. All students are boys and all are of White British origin. In recent years the recruitment of staff has been difficult and the school was without a substantive headteacher for almost two years, however, the staffing situation is now stable. When the school was last inspected in

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Description of the school

February 2005 it was judged to require special measures.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Brookfield School, 28 February 2007

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Grade: 3

In accordance with section 13 (4) of the Education Act 2005, HMCI is of the opinion that the school no longer requires special measures. The school provides a satisfactory quality of education for its students and gives satisfactory value for money. Parents who responded to the inspection questionnaire had a generally positive view of the school and an increasing number are actively involved in the education of their children. Students enter the school with a history of education that has often involved significant periods of disruption due to their severe social, emotional and behavioural difficulties. Many students have a history of poor attendance and have often been out of school for extended periods. The personal development and well-being of the students and their social, moral, cultural and spiritual development are now satisfactory. Over the last two years there has been a steady improvement in the attitudes of the students.

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Grade: 3

Behaviour around the school and in lessons, while not always perfect, is satisfactory. Students report that there is a friendlier atmosphere. There is less bullying and when incidents occur they are effectively dealt with by staff. Students report that they feel safe in school and that they have someone to talk to if they face difficulties. Students are aware of the elements of healthy living and many take regular exercise at break and lunchtime, however, they are ready to admit that they do not always make healthy choices. The attendance of the students is well below average and is unsatisfactory. The school monitors attendance thoroughly and is addressing issues of non-attendance vigorously, but with variable success. Students are beginning to make a contribution to the school community through the school council and on occasions contribute to the wider community, for example through charity fundraising, but this remains an

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Grade: 3

area for development. The pastoral care of students is good. Students are supported well by their form teacher and the support assistant attached to each form. Targets for behaviour and achievement are reviewed at key points in the day and at the end of some lessons. Students value the reward system that is in operation and the access it provides to recreational opportunities on Friday afternoons. However, the use of targets for academic improvement and the guidance provided are inconsistent. Students’ attainment on entry to the school is generally well below the levels expected of students of their age. Standards of attainment at the end of both key stages remain below average. However, progress across the key stages is satisfactory and all students gain external accreditation through a range of GCSE and entry level qualifications. This progress reflects the satisfactory teaching that the students receive. Teaching

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Grade: 3

has improved steadily since the last inspection and there is now better planning, clearer learning objectives and improved assessment. All of the teaching seen was satisfactory but there is not enough good teaching. The curriculum is satisfactory and meets statutory requirements. The provision at Key Stage 4 has been extended through links with local colleges of further education and some limited provision for extended work placements to better meet the needs of students. However, there is an insufficient range of courses to fully meet the interests and aspirations of all students. Opportunities to enrich the curriculum are well used, but the range of extra-curricular activities is limited, in part, by the distances students travel to school. 2 Inspection Report: Brookfield School, 28 February 2007 The headteacher has a clear vision for the development of the school and promotes it strongly. She and the newly established senior leadership team have clearly defined

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Grade: 3

roles and are working hard to bring about improvement. There are sound systems for monitoring and evaluating progress and for planning for improvement. The self-evaluation of the school was broadly accurate and identified the strengths and areas for development. The leadership team is supported by an increasingly effective governing body. It is well led by an experienced chair of governors and has started to hold the school to account for its progress and to truly act as a critical friend. There is satisfactory capacity for further improvement.

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What the school should do to improve further

• Raise the achievement of students by increasing the amount of good teaching. • Review the curriculum to diversify the range of vocational courses available at Key Stage 4. • Ensure consistency in the use of attainment targets and the provision of advice for improvement.

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Grade: 3

Achievement is satisfactory. Students enter the school with standards of attainment that are well below those expected of students of a similar age. This reflects the emotional and behavioural difficulties students have and the resultant disruption to their education. In 2006 the attainment in national tests at Key Stage 3 was well below that found nationally and not all students sat the tests. However, all students in Year 11 gained GCSE qualifications. Three students gained five passes and the other three students gained four passes; all passed English, English literature and science and half passed mathematics. The progress students make is satisfactory, although it is not always consistent in every year. The school monitors progress thoroughly and is able to show the progress of each individual student and to set them challenging targets for improvement.

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Grade: 3

The personal development and well-being of the students are satisfactory as is their social, moral, cultural and spiritual development. Behaviour around the school and in lessons, while not always perfect, is satisfactory. Students are increasingly taking responsibility for their own actions and are sensibly evaluating each other’s behaviour at the end of some lessons. Students report that the school is a friendlier place than it used to be. The calm atmosphere in assemblies and at lunch, when staff and students eat together and chat, illustrates the improvement in the relationships. Incidents of bullying have fallen and when it occurs it is effectively dealt with by staff. Students report that they feel safe in school and that they have someone to talk to if they face difficulties. They are aware of the elements of healthy living and the majority take 3 Inspection Report: Brookfield School, 28 February 2007

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Grade: 3

exercise during each break and lunchtime. The school council has discussed school meals with the catering service and as a result, there are healthier options available. Although students are aware of the demands of healthy living they are ready to admit that they do not always make healthy choices. The attendance of the students is well below average and is unsatisfactory. In part, this reflects the distances students have to travel, their difficult home circumstances and established patterns of non-attendance that take time to modify. The school monitors attendance thoroughly and is addressing issues of non-attendance vigorously with some notable individual successes. Students are beginning to make a contribution to the school community through the school council and on occasions contribute to the wider community, for example through charity fundraising, but this remains an area for development. The sound development

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Grade: 3

of skills for future economic well-being is supported by work experience, access to vocational courses and the development of basic skills.

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Grade: 3

Teaching is satisfactory overall. However, although no unsatisfactory teaching was observed there is too little good teaching. The pace of learning is only satisfactory as students’ attitudes to learning are not yet sufficiently positive and they do not consistently apply themselves to the tasks with enough determination. In too many lessons inappropriate behaviour by an individual learner disrupts the learning environment, although students generally continue with their work and ignore the incident. However, relationships between staff and students are generally good, the management of behaviour is sensitive and patient and support assistants are deployed well to assist students. Teachers plan carefully and there are clear learning objectives which are shared with the students. At times however, the objectives are not sufficiently clear or appropriately challenging to ensure that good learning takes place. In the

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Grade: 3

most successful lessons the pace of learning is maintained through a range of activities, often practical, which engage students’ interest. In these lessons teachers also use questions well to encourage students to extend their learning and explain their thinking. Assessment is beginning to inform planning. Marking is regular and often contains helpful advice and guidance. However, this good practice is not consistent across all subjects.

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Grade: 3

The curriculum is satisfactory. It meets statutory requirements. There are links during the summer term with a local high school to enhance the provision for design and technology in Key Stage 3 to counter the limited facilities available for the subject. A current national pilot, ‘Musical Futures’, is extending musical provision for all students at Key Stage 3 and widening their experience of performing with a range of instruments. In addition, the curriculum is enriched by visitors to the school from the local 4 Inspection Report: Brookfield School, 28 February 2007 community, a range of organisations and religious groups. At Key Stage 4 the curriculum has been broadened by establishing links with colleges of further education to provide vocational courses. However, these courses are not sufficiently varied to meet the full range of interests of all students. All students have the opportunity to undertake work

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Grade: 3

experience and there are mini-enterprise activities in place. A range of accredited courses is offered at GCSE, entry level and through unit accreditation schemes. Accredited provision is being developed in personal education and citizenship through the Awards Scheme Development and Accreditation Network (ASDAN). The development of a personalised curriculum is emerging; one student has a programme of vocational training and work experience to support his career plans whilst another is following GCSE English at a local high school to meet his request for greater challenge. There are two residential experiences available for some students each year.

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Grade: 3

There are established systems to ensure the health and safety of the students. Procedures for ensuring the appropriateness of all staff are in place and conform to current government guidance. The pastoral care of students is good. Staff know individuals well. There are clear improvement targets agreed for their behaviour and opportunities to gain points and rewards through meeting agreed expectations. Form tutors and support assistants work well together to support individual needs. There are established systems to support reintegration to lessons after withdrawal for poor behaviour or after fixed-term exclusions. Systems for dealing with bullying are rigorous and have resulted in a reduction in the severity and frequency of incidents. There are established links with external support agencies to meet the needs of students. Systems for academic guidance are not as well established and are inconsistently used.

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Grade: 3

Arrangements for the induction of students new to the school are good and there is good support from Connexions, the local further education college and a training provider on planning for the next steps at the end of Year 11.

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Grade: 3

Leadership and management are satisfactory. A newly established senior leadership team has clearly defined roles and responsibilities. The new headteacher has a clear vision for the development of the school and is providing strong leadership. There are satisfactory systems for monitoring and evaluating the work of the school. Teaching, standards and the quality of work are monitored closely and feedback and training are provided to staff. Planning for improvement is sound and identifies appropriate priorities. The process of self-evaluation is accurate, but as yet not all stakeholders are fully involved. The governing body is well led by an experienced chair of governors. It is increasingly holding the school to account for its actions and is taking on the role of a critical friend. It has planned training to further develop its role in self-evaluation. There is satisfactory capacity for further improvement.

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Grade: 3

5 Inspection Report: Brookfield School, 28 February 2007 .

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Grade: 3

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 6 Inspection Report: Brookfield School, 28 February 2007

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Inspection judgements

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

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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? 3 The effectiveness of the school's self-evaluation 3 The capacity to make any necessary improvements Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

3 How well do learners achieve? 4 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 3 How well learners with learning difficulties and disabilities make progress

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learners?

3 The extent of learners' spiritual, moral, social and cultural development 3 The behaviour of learners 4 The attendance of learners 3 How well learners enjoy their education 3 The extent to which learners adopt safe practices 3 The extent to which learners adopt healthy lifestyles 3 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

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and interests of learners?

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

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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. 7 Inspection Report: Brookfield School, 28 February 2007

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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? 8 Inspection Report: Brookfield School, 28 February 2007

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Text from letter to pupils explaining the findings of the inspection

Brookfield School Fouldrey Avenue Poulton-le-Fylde Lancashire FY6 7HE 28 February 2007 Dear Students You may remember that I recently came to inspect your school. Thank you for being willing to talk to me about the school and your work. I have visited your school regularly over the last two years and it has been good to see how well many of you have developed. Your school is now providing you with a satisfactory quality of education and no longer needs special measures to help it to improve. It has improved greatly over the last two years. It is well led by your headteacher and the staff are working together well to make it a better school. Although the behaviour of all of you is not always perfect it is generally satisfactory and you are increasingly willing to work cooperatively with each other and the staff. As a result, you are making better progress in lessons, although you could do better still. Some of you do not

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Text from letter to pupils explaining the findings of the inspection

attend regularly enough and do not behave well enough for you to achieve all that you could. I think that the staff know you very well and are good at helping you to face up to your difficulties and to address them. They need all of your help if they are to succeed. You have many opportunities to do other activities, particularly on Friday, and some of you told me how much you enjoy your visits to the colleges you attend. I have asked Mrs Sanderson and the staff to ensure that all of your lessons are as good as the best. I have also asked the staff to keep reminding you of your targets and what you need to do to improve the standard of your work. Finally, I have suggested that they see if they can arrange for even more practical courses for you when you reach Years 10 and 11 so that you have a greater choice. I have enjoyed my visits to your school. Good luck for the future and get the most out of the

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Text from letter to pupils explaining the findings of the inspection

school by attending regularly, working hard and behaving well. Garry Jones Her Majesty’s Inspector 9 Inspection Report: Brookfield School, 28 February 2007

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