Mulberry Bush School

123330 Unique Reference Number Oxfordshire Local Authority 314561 Inspection number 6 March 2008 Inspection date Sheila Nolan 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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Special Type of school Non-maintained special School category 5 °12 Age range of pupils Mixed Gender of pupils Number on roll 29 School The governing body Appropriate authority Dr Gina Alexander Chair Mr Andy Lole Headteacher 2 November 2004 Date of previous school inspection Abingdon Road School address Standlake Witney OX29 7RW 01865 300202 Telephone number 01865 300084 Fax number

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5-12 Age group 6 March 2008 Inspection date 314561 Inspection number .

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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 an Additional Inspector. The inspector evaluated the overall effectiveness of the school and investigated the following issues:

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Introduction

■ How well the school's leadership has sustained good practice since the last inspection.

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Introduction

■ How well pupils achieve in literacy and numeracy.

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Introduction

■ How effectively the school promotes the pupils' personal development.

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Introduction

Evidence was gathered from the school's self-evaluation (SEF), by observing lessons, scrutinising the school's records of pupils' standards and achievement and other documentation, and by discussions with students and staff. Parents' responses to questionnaires also informed judgements. Other aspects of the school's work were not investigated in detail but inspectors found no evidence to suggest that the school's own assessments, as given in the SEF, were other than justified. These have been included where appropriate in this report.

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Description of the school

Mulberry Bush School provides education for both day and residential pupils with a wide range of severe emotional, behavioural and social difficulties. Pupils are drawn from across the country, spending on average a three-year period at the school. Currently, there are no day pupils or pupils in the Foundation Stage. There are many more boys than girls on roll, and all have a statement of special educational need. Most are of white British heritage with a very few pupils from mixed black or Caribbean backgrounds. Pupils' attainment on entry to the school is well below average because of previously disrupted schooling. The school is supported and managed by a charitable trust and is accountable to the Trustees. The headteacher reports to the Director of Mulberry Bush, who is responsible for both care and education on the site.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 10 Inspection Report: Mulberry Bush School, 6 March 2008

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Grade: 1

Mulberry Bush is an exceptionally effective school that provides an outstanding quality of education and care for its vulnerable pupils. It very successfully achieves its aim of 'returning children to a stable home base and local school' through its multi-disciplinary approach to 'learning to live and living to learn.' Parents greatly appreciate the school's work. One commented that 'The school and staff are fantastic - supportive, caring and patient in helping our son.' The school provides high quality care, guidance and support for its pupils through a carefully integrated approach to education and therapeutic programmes. Residential care, psychotherapy, family support and education are very well co-ordinated to provide personalised programmes that ensure the best for each pupil. Mulberry Bush's greatest success is that, usually within a three-year period, pupils manage the transition to family life and schools local to their homes.

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Grade: 1

Excellent boarding provision contributes much to this success, as does pupils' regular contact with their home bases. Because of the very close links between school and the boarding houses, pupils move seamlessly between provisions. Mulberry Bush lays great store in maintaining a safe and secure environment where pupils can learn to trust adults and each other. As a result, pupils make great strides in their personal development so that it is good by the time they leave. Pupils' satisfactory behaviour and understanding of how to keep safe represent immense improvements from their starting points. Pupils are particularly proud of the 'blue certificate' awarded for successfully keeping themselves safe in both conversations and activities. Their outstanding progress, in working co-operatively with each other and in communicating courteously with both their peers and adults, is evident in the smooth running school council, in the daily household meetings and in the class circle

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Grade: 1

times. Pupils have access at all times to an independent visitor, so that they can voice any concerns. They report that they feel settled in the school and in the boarding houses and confident to take the first-steps to 'making friends,' a real milestone in their lives. Not only do pupils attend school very well and increasingly adapt their behaviour successfully to the high expectations of the classroom and the households, they also develop positive attitudes to learning. As a result, many participate actively in the wide-ranging after-school clubs and outward-bound activities. Musical activities are clear favourites, both for individuals and groups. Staff and pupils work together in the weekly 'choosing afternoon' when they decide on which exercise opportunity most appeals. Before leaving Mulberry, many attend some mainstream school activities and take an active part in local clubs and cubs. Because of their

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Grade: 1

carefully managed diet plans, pupils know about healthy eating and the importance of avoiding alcohol and drug abuse. Within the Mulberry community, many pupils come to understand the importance of helping others. Pupils run parallel 'anti-bullying' panels to those of the staff, for example. They also value particularly the 'sharing assembly' involving the whole community. Older pupils have taken the initiative to revitalise the library and make it user-friendly for all. They make positive contributions to the wider community through such events as the 'singing together' project to produce an opera. Other pupils are involved in first aid projects at the local hospital. Pupils' spiritual, moral, cultural and social development is good. From very low starting points, pupils make excellent progress in respecting each other and in learning to value different views and experiences. One pupil commented how proud he was of a fellow pupil who writes stories

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Grade: 1

4 of 10 Inspection Report: Mulberry Bush School, 6 March 2008 for younger ones, for example. They are interested to discover traditions other than their own and join in celebrations of other cultures. They know clearly what is expected of them, even when they find it difficult to conform at all times. Pupils are involved in a wide range of activities to prepare them for the next stage of education. Many manage their pocket money and learn to spend wisely on shopping trips. Above all, they learn to co-operate with others in the smooth running of projects such as the Christmas sale, in aid of animal charities, and 'World Reading Day'. All pupils make at least good progress in basic skills and some gain as much as five years in terms of reading age. Others are proudly managing the significant budget for new play equipment. Pupils of all backgrounds learn exceptionally well at Mulberry Bush, given their well below

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Grade: 1

average starting points. Many close gaps in their learning very rapidly because of their experience of the stable school and boarding environments and the calm ethos for learning. Standards are close to the age-expected levels for many when they re-integrate into mainstream schools. Pupils make particularly fast progress towards their behavioural and social targets and this has a positive impact on their performance in literacy and numeracy. The school has recognised, however, that pupils achieve less well in open-ended tasks such as those involved in scientific enquiry. This mainly arises from pupils' deep-felt need to 'get things right.' Pupils understand their personal targets and these underpin their progress in learning. Excellent teaching and purposeful individualised support allow pupils to learn successfully and grow confident in their academic tasks. The management of pupils' behaviour is exemplary, as is teachers' pursuit of

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Grade: 1

interesting tasks to capture the pupils' attention. Classrooms are lively and colourful with excellent celebratory and thought-provoking displays. Whole-school arrangements for pupils' academic guidance are also very effective. This information, coupled with that from individual treatment plans, is used carefully to inform lessons. Mulberry Bush has sustained and improved its good practice noted at the last inspection. This owes much to the inspirational leadership of the headteacher, the committed staff and the vigilance and expertise of the Trustees and the Director. Outstanding leadership and management have ensured that each staff member strives to do the best for the pupils. Each individual is valued and resources targeted to meet their behavioural, social and emotional needs, as well as their learning needs. A major strength of the school is the themed curriculum with its carefully planned stages so that, whenever pupils join Mulberry Bush, they are integrated

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Grade: 1

quickly into the school community. The many out-of-hours activities not only engage the pupils well but also continue learning within the households. The school has excellent links with many agencies to find the best support for the children and, where possible, their families. Partnerships with the local authority schools are also excellent. This allows for the gradual re-integration of pupils into their local schools and is set to provide supportive intervention for vulnerable pupils in their home schools. Trustees take their responsibilities seriously and play a full part in the school's development. Under the guidance of a very able chair, the school is challenged robustly to be ever better. Trustees make regular, unannounced fact-finding forays with a clearly defined focus for each visit. Self-evaluation is strong and generally accurate.

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Grade: 1

Boarding provision at Mulberry Bush is excellent. Accommodation is bright, airy and cheerful and very well maintained. . The most recent inspection of boarding provision in September 2007 indicates that all aspects are above the national minimum standards for this provision 5 of 10 Inspection Report: Mulberry Bush School, 6 March 2008 and almost all are outstanding. Pupils are safe, happy and well supervised, both indoors and out, with play spaces carefully managed. The very good teamwork between senior school and care staff managers ensures boarders' needs are met well in either setting. All recommendations from the recent inspection are being dealt with effectively, including a review of pupils' access to the telephone and the recording of sanctions.

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What the school should do to improve further

■ Accelerate plans to provide more open-ended activities for pupils across the curriculum. 6 of 10 Inspection Report: Mulberry Bush School, 6 March 2008 .

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What the school should do to improve further

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 7 of 10 Inspection Report: Mulberry Bush School, 6 March 2008

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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? Yes Effective steps have been taken to promote improvement since the last inspection How well does the school work in partnership with others to promote learners' well-being? 1 The effectiveness of boarding provision 1 The capacity to make any necessary improvements

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Achievement and standards

1 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 1 How well learners with learning difficulties and disabilities make progress

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learners?

2 The extent of learners' spiritual, moral, social and cultural development 2 The extent to which learners adopt healthy lifestyles 3 The extent to which learners adopt safe practices 2 How well learners enjoy their education 1 The attendance of learners 3 The behaviour of learners 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

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and interests of learners?

1 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. 8 of 10 Inspection Report: Mulberry Bush School, 6 March 2008

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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 1 How effectively leaders and managers use challenging targets to raise standards 1 The effectiveness of the school's self-evaluation 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 of 10 Inspection Report: Mulberry Bush School, 6 March 2008

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Text from letter to pupils explaining the findings of the inspection

18 March 2008 Dear Pupils Inspection of Mulberry Bush School,Witney,OX29 7RW Thank you for welcoming me to Mulberry Bush and for sharing not only your ideas and opinions, but also your lessons, cheerful households and your plans for World Reading Day. Thank you, particularly, to the school council that so ably shared their activities with me. I was especially impressed by the well-kept records and by the management of the finances for the new playground equipment. You are rightly proud of Mulberry Bush. You all think that it is a 'nice place to be' and I agree with you. It is a really excellent school. Your exceptional headteacher, staff and Trustees want the best for you and are determined that you make as much progress as you can in lessons and in your personal development. Because you attend very regularly and mostly enjoy your work, the vast majority of you make fast progress, particularly in reading and writing. Indeed, one of

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Text from letter to pupils explaining the findings of the inspection

you shared with me the books you have written and illustrated for younger pupils. All members of staff know everyone individually and look after you very well. You also help to look after others, particularly those younger than yourselves. You know that there is always someone to help you if you are distressed. You try to eat healthily and certainly get plenty of exercise in your excellent sports hall and large gardens. You are confident to express your views, but at the same time ready to listen to others. You understand the importance of helping those outside your community and are ready to support good causes, such as animal welfare. When thinking about how it could be even better, your school is very clear that it would like to involve you in many more opportunities for problem solving, estimating and comparing your original ideas with findings from investigations. I am sure you will continue to do your level best to cooperate with your teachers and household

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Text from letter to pupils explaining the findings of the inspection

staff. I wish you a very happy future at Mulberry Bush and every success when you leave. Sheila Nolan Lead Inspector 10 of 10 Inspection Report: Mulberry Bush School, 6 March 2008

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