Ashcroft School

For use from April 2009 CYCES The Together Trust

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Independent School

DCSF Registration Number 356/6025 Unique Reference Number 106162 Inspection number 331352 Inspection dates 13–14 May 2009 Reporting inspector Caroline Broomhead HMI

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Independent School

This inspection of the school was carried out under section 162A of the Education Act 2002, as amended. 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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Independent School

Alexandra House 33 Kingsway London WC2B 6SE T 08456 404040 www.ofsted.gov.uk

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Purpose and scope of the inspection

This inspection was carried out by Ofsted under Section 162A of the Education Act 2002, as amended, the purpose of which is to advise the Secretary of State for Children, Schools and Families about the school’s suitability for continued registration as an independent school.

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Information about the school

CYCES (Child and Youth Care Education Service) provides education for 40 boys and girls between the ages of 8 and 16 with behavioural, social and emotional difficulties. Some also have additional complex needs. Of the 40 on roll, 22 attend part time by agreement with their placing authorities. Nearly all the pupils have statements of special educational needs and almost half are looked after by local authorities. All have histories of disrupted schooling and are unable to access a place at a maintained school. CYCES is run by The Together Trust which provides residential care, foster care, adoption, social work and educational services. CYCES is located on the main Together Trust campus in Cheadle, where building work is currently taking place and is expected to be complete ready for September. The school also offers education at another site in Ashton; this was not visited as part of this inspection.

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Evaluation of the school

CYCES is a good school which provides a good standard of education for its pupils, most of whom attend regularly and enjoy coming to school. The school has made improvements to the quality of its provision and taken steps to address regulatory failings identified at the last inspection. The school now meets nearly all of the independent schools regulations. In order to comply fully with safeguarding requirements, it needs to ensure that all staff receive child protection training.

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Quality of education

The curriculum has improved and is now good. It is based on the National Curriculum and all subjects are taught with the exception of a modern foreign language. There is a clear entitlement for all pupils to participate in a range of curriculum activities which are flexibly tailored to meet their needs and are relevant to their interests and aspirations. Individual timetables enable pupils to make a smooth transition from part-time attendance to full time and from individual tuition or home tuition to working within groups. For example, pupils within the ‘nurture’ group may spend part of their time joining their year groups for activities such as dance. Those in the ‘Access’ group, for part-time pupils who find it very difficult to cope with normal school settings, will gradually move into year groups in the main school as their confidence, emotional security, and willingness to engage in learning improve. These flexible arrangements work well and contribute significantly to pupils’

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Quality of education

personal development and academic progress. Provision for personal, social and health education is a strength and a key factor in promoting pupils’ emotional development and well-being.

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Quality of education

Curriculum planning is becoming more detailed. Schemes of work for every subject are being located on the school’s intranet to support teachers’ planning for groups and individuals. The modular approach to the curriculum is very effective in motivating pupils and enabling them to complete units of work, particularly for those who are only at the school for a short time. The school offers a good range of accreditation which successfully challenges all abilities. From Year 7, pupils can achieve unit awards and as they progress they move on to achieve Entry Level and GCSE qualifications in a broad range of subjects, depending on their ability.

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Quality of education

There is a good mix of academic and more practical or vocational activities which the pupils enjoy. The school has extended its range of specialist facilities since the last inspection. It makes good use of its science, food technology, information and communication technology (ICT) and art areas to enable pupils to undertake practical activities. Evidence of the popularity of art can be seen in the high quality displays and examples of ceramic creations around the school. Emphasis is placed on developing pupils’ literacy and numeracy skills, recognising that success in these is essential for enabling pupils to access the wider curriculum and for moving on into adult life. This is further enhanced by the careers programme and opportunities to take part in work experience placements. The pupils have many opportunities to take part in physical activities such as fell walking and canoeing as well as competing in

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Quality of education

There is a strong focus on community-based learning, which helps pupils to relate to others in the wider community. The school has excellent partnership arrangements with other organisations to offer pupils a wide range of activities, for example, go- karting or learning to break dance at a local professional studio run by The Message, a voluntary organisation which offers outreach to young people in Greater Manchester.

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Quality of education

Senior managers have accurately judged the quality of teaching and assessment as good. The features which contribute to the good, and sometimes excellent, classroom practice include careful planning which is based on a detailed knowledge of pupils’ individual needs and personalities. Teaching staff are experienced in working with pupils with complex behavioural, emotional and social needs and know what works well in the classroom and how to avoid disruptions and distractions. Their good subject knowledge is combined well with the use of a variety of practical and visual resources to capture interest. Teachers give clear instructions so that pupils know what is expected of them and demonstrate high standards when showing pupils how to perform a task, such as in cooking. Careful attention is paid to promoting pupils’ awareness of health, safety and hygiene in all practical activities. Teaching assistants provide very effective support which extends pupils’

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Quality of education

concentration and builds their confidence. All staff have high expectations of behaviour and learning and work hard to enable pupils to experience success in small steps throughout the lesson. The crisp pace gives time for pupils to complete tasks without getting bored. Where teaching is less strong, it is because the pace is too slow and pupils are not sufficiently involved from the outset.

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Quality of education

Assessment is satisfactory and improving. Teachers are tracking pupils’ attainment and progress against their completion of units of work and external course requirements. Baseline assessment has been established in all subjects along with a new electronic system for recording termly attainment data. In time this will enable the school to track pupil progress more easily and provide an accurate basis for setting targets for learning. The new format for teachers’ planning shows the expected learning outcomes for all pupils, most pupils and some pupils, but this is not consistently in use yet. The pupils make good progress and achieve well in relation to their starting points, particularly when they attend full time. They are keen to learn and want to do well, but their involvement in setting targets and reviewing their progress is limited.

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Spiritual, moral, social and cultural development of the pupils

The school makes good provision for the spiritual, moral, social and cultural development of pupils. Evidence of pupils’ enjoyment is seen in their improving attendance, their willingness to contribute in lessons and other activities, the pride taken in their work and their positive relationships with others. In this calm environment the pupils learn to respect themselves and others. Their behaviour is good; they are usually polite and courteous and have a positive attitude to school. They are well aware of the school’s high expectations, its code of conduct and their responsibilities in school. The system for gaining rewards is understood well and pupils carefully watch their position on the ‘league table’ which is displayed in the hall, knowing that being in the top ten will mean a special day out for them. They feel safe and value the support and help they get from staff. Relationships with staff

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Spiritual, moral, social and cultural development of the pupils

are excellent and any incidents are managed in a quiet, reassuring manner, always protecting the dignity of pupils. When pupils become anxious or find it difficult to remain in class they take some time out of the lesson and then return when they have calmed down. This results in minimal disruption to other pupils’ learning. Over time, they grow in self-esteem, self confidence and tolerance of others. In assemblies pupils proudly receive their certificates and awards. They also learn about people’s individual differences and reflect on their own personal development since they came to the school. Through involvement in drama productions, they are able to understand lives from different perspectives as shown in the award-winning film made by the pupils entitled ‘The Undertakers’.

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Spiritual, moral, social and cultural development of the pupils

Pupils learn about different faiths, beliefs and cultures through, for example, discussions about topics of current interest, taking part in community activities such as the Christmas Carol Concert and exploring different forms of art from different parts of the world. Religious education is taught on a regular basis to one group of pupils and the school is currently developing plans to bring more structure to this aspect of the curriculum for all groups. The pupils enjoy taking part in community activities such as charity fund-raising events and learning about the needs of the homeless, all of which help them to understand more about the world they live in. However, the school recognises that more could be done to raise their awareness of life in a multicultural society. There is good provision for pupils’ economic well-being. For example, pupils take part in a wide range of work experience placements matched to their individual

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Welfare, health and safety of the pupils

Provision for pupils’ welfare, health and safety is satisfactory. The day-to-day care of pupils is good and they feel safe and secure. There are good levels of supervision and pupils respond positively to the high expectations which staff have of them at all times. Rules and boundaries are made clear. The staff are well trained in managing behaviour and consistently adopt a positive, non-confrontational approach in dealing with any incidents or disruption. The designated officer for child protection and most, but not all, of the staff on site have received the required level of child protection training.

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Welfare, health and safety of the pupils

The pupils are encouraged to adopt healthy lifestyles by taking part in a range of physical activities and choosing to eat the plentiful fruit and water which is freely available throughout the school day. Some pupils join the breakfast club on arrival, particularly if they have travelled some distance to get to school.

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Welfare, health and safety of the pupils

The school goes to great lengths to encourage pupils to attend regularly. Close liaison is maintained with care staff, parents and carers.

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Welfare, health and safety of the pupils

The Trust has clear, overarching policies and procedures for safeguarding pupils which include requirements to conduct risk assessments, carry out health and safety checks of premises and equipment, ensure that fire procedures and equipment are in order, and record any incidents, accidents or other reportable events. In practice, these tasks are carried out as expected but staff are not always vigilant when completing the corresponding written records and some details are omitted. Senior managers are aware that a more structured approach is needed to reviewing and monitoring all key policies and procedures. The school has a three-year Access plan which meets the requirements of the Disability Discrimination Act 1995.

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Suitability of the proprietor and staff

The Trust has established rigorous procedures for recruiting and vetting staff which mean that no-one commences work at the school until enhanced checks with the Criminal Records Bureau have been completed. Equal care is taken when employing the services of supply staff from agencies and when considering applications from volunteers.

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School’s premises and accommodation

As the school is located in pleasant surroundings within extensive grounds on the campus of the Together Trust headquarters, there is plenty of space for pupils to enjoy outdoor sports. The premises themselves are adequate for the number of pupils who attend full time and the pattern of attendance for part timers. When the new additional building is complete, this will release some of the current pressure on classrooms.

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Provision of information for parents, carers and others

The school prospectus is being revised. The current version does not meet requirements because it does not provide details of provision for pupils with English as an additional language. Also it does not inform parents that information about the school’s policies on bullying and health and safety are available on request.

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Provision of information for parents, carers and others

The school sends regular reports to parents and carers about pupils’ progress, but these vary in the level of detail they contain.

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Procedures for handling complaints

The school’s arrangements for handling complaints meet requirements. There were no formal complaints registered in the previous 12 months.

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Compliance with regulatory requirements

The school meets all of the Education (Independent School Standards) (England) Regulations 2003 as amended (“the Regulations”), with the exception of those listed below

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Compliance with regulatory requirements

The school does not meet all requirements in respect of provision for pupils’ welfare, health and safety (standard 3) and must:

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Compliance with regulatory requirements

 ensure that all staff receive training in child protection in line with DCSF guidance Safeguarding children and safer recruitment in education (2007) (paragraph 3(2)(b)).

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Compliance with regulatory requirements

The school does not meet all requirements in respect of the provision of information for parents, carers and others (standard 6) and must:

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Compliance with regulatory requirements

 provide particulars of the educational and welfare provision for pupils for whom English is an additional language (paragraph 6(2)(f))  ensure that parents are aware they can request particulars of policies relating to bullying and health and safety (paragraph 6(2)(h)).

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What the school could do to improve further

While not required by regulations, the school might wish to consider the following points for development:

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What the school could do to improve further

 extend the range of opportunities for pupils to develop their awareness of life in a multicultural society  provide opportunities for pupils to learn about and experience modern foreign languages  involve pupils in setting their learning targets and assessing their own progress

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Inspection Judgement Recording Form

outstanding good satisfactory inadequate

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The quality of education

Overall quality of education √ How well the curriculum and other activities meet the range of needs and interests of pupils √

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The quality of education

How effective teaching and assessment are in meeting the full range of pupils’ needs √

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The quality of education

How well pupils make progress in their learning √

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Pupils’ spiritual, moral, social and cultural development

Quality of provision for pupils’ spiritual, moral, social and cultural development √

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Welfare, health and safety of pupils

The overall welfare, health and safety of pupils √

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School details

Name of school CYCES The Together Trust DCSF number 356/6025 Unique reference number 106162 Type of school Special Status Independent Date school opened 1992 Age range of pupils 8-16 Gender of pupils Mixed Number on roll (full-time pupils) Boys: 10 Girls: 8 Total: 18 Number on roll (part-time pupils) Boys: 21 Girls: 1 Total: 22 Number of pupils with a statement of special educational need Boys: 30 Girls: 7 Total: 37 Number of pupils who are looked after Boys: 17 Girls: 6 Total: 23 Annual fees (day pupils) £33,787 Address of school The Together Trust Centre Schools Hill Cheadle Cheshire SK8 1JE Telephone number 0161 283 4832 Fax number 0161 283 4747 Email address sgrimley@togethertrust.org Headteacher Mr Steve Grimley Proprietor The Together Trust Reporting inspector Caroline Broomhead HMI Dates of inspection 13–14 May 2009

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