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measures now judged to be good or better

Thank you for your hospitality and co-operation, and that of your staff, during my visit with Nada Trikic HMI on 11 June to look at work done to improve the centre’s overall effectiveness since it was placed in special measures in April 2002. Please extend our thanks to your colleagues from the local authority (LA) who talked with us, the members of the management committee, and the pupils.

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As outlined in my initial letter, the visit focused on the successful actions taken by the school to build capacity and significantly improve provision, particularly in relation to: the impact of external support; the involvement of pupils and parents in school improvement; issues around staffing and leadership and management.

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The visit provided valuable information which will contribute to our national evaluation and reporting. Published reports are likely to list the names of the contributing institutions but individual institutions will not be identified in the main text. All feedback letters will be published on the Ofsted website at the end of each half-term.

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The evidence used to inform the outcomes of the visit included interviews with the head of centre, the acting off-site manager, the LA strand manager, two groups of staff, two groups of pupils, the LA school improvement adviser, the chair of the management committee and three other members of the management committee. Relevant documentation was also scrutinised.

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Since the centre was placed in special measures in April 2002 improvement has taken place in three distinct phases. The majority of the key issues which arose from the inspection were the responsibility of the LA. Around the time of the centre being placed in special measures the LA was also judged to be Alexandra House 33 Kingsway London WC2B 6SE T 08456 404040 F 020 7421 6855 www.ofsted.gov.uk

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Ms L. De-Hayes Centre Manager Shepwell Centre Bilston Lane Walsall West Midlands WV13 2QF failing and its leadership was taken over by a private company. The majority of the first phase of improvement began at this point. A crucial part of this was the relocation of the centre from very poor accommodation to a building which had the potential to be well-suited to the pupils’ needs. This allowed the centre manager and staff team to begin to improve the curriculum, although the accommodation still needed improvement. Because the new centre was much larger there was potential for pupils to receive a full-time education rather than the part time timetable they had been offered at the previous site.

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The second phase of improvement was rapid. A major catalyst for this pace was the new LA ‘strand manager’ who came into post to line manage the centre. She accurately identified that although the centre was now judged to be providing a satisfactory standard of education and was therefore no longer in special measures there was much to be achieved before it would be good. She had a clear understanding of the remaining issues and provided strong leadership and support to the centre manager and staff. This leadership, coupled with greatly improved and much needed resources, well-planned training, and the beginning of stronger links with mainstream schools were pivotal in beginning and driving the next stage of improvement. Significant changes were made to the roles of staff, some of whom had been working in isolation in their roles as home tutors. By allocating to each staff member responsibility for a curriculum area and for delivering home tuition, a more

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cohesive staff was able to develop. The strand manager was also able to develop a good understanding of individual staff strengths and skills which needed further development. The impact was seen in improvements in the curriculum and teaching and learning. The management committee received training and support which empowered them and enabled them to fulfil their role effectively. In February 2006 the centre was judged by Ofsted to be good with some outstanding elements.

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The third phase of improvement began following the appointment of a strong head of centre in September 2006 who quickly demonstrated that she was capable of taking full leadership of the centre. This has allowed the strand manager to take the more strategic role to which she was originally appointed. The head of centre is determined that Shepwell will become outstanding. She has injected an even greater rigour into systems and structures. In particular, her tireless emphasis on the importance of both achievement and well-being has made a positive impact on staff and pupils. Relationships with mainstream schools have been further strengthened. There is a renewed emphasis on ensuring that pupils return to mainstream as soon as they can. For a number, this aim has already been realised, aided by a clear system to review pupils’ progress towards reintegration on a six weekly basis. Greater rigour has been injected into home tuition systems. The

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learning mentor’s role has been well developed and pupils particularly value the support they receive from her when trying to return to a mainstream school. The new rewards system has already been effective in helping to improve attendance. Pupils’ involvement in decision making has been strengthened and they have responded well. Underperforming staff have been supported and challenged.

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Throughout the different phases of improvement, a core team of effective staff have remained loyal and enthusiastic and have responded well to training and support. This team has been supplemented by new staff who have brought a variety of valuable skills to the centre. The head of centre understands the need to ensure that the few remaining pockets of underperformance continue to be tackled. She has received good support to date from the LA in doing so, which needs to continue. Good plans exist to continue to improve assessment and tracking, in particular to strengthen the emphasis on individual academic targets for pupils and their understanding of these. Plans to seek the views of home tuition pupils alongside the views of those who attend the main centre are sensible.

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I hope these observations will be useful to you as you continue to develop the centre.

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