St Davids Alternative Support Centre February 2008 · 2015-10-12 · accurate at the time of going...

Inspection under Section 163 of the Education Act 2002

A report on the Quality of Education in

St David’s Alternative Support Centre (ASC) Education Unit Pembroke House, Brawdy Business Park, SA62 6NP

School number: 6686014

Date of inspection: 19-21 February 2008

by Estyn, Her Majesty’s Inspectorate for Education and Training in Wales

Date of publication: 15th April 2008

The purpose of Estyn is to inspect quality and standards in education and training in Wales. Estyn is responsible for inspecting:

nursery schools and settings that are maintained by, or receive funding from, local authorities (LAs);

primary schools; secondary schools; special schools; pupil referral units; independent schools; further education; adult community-based learning; youth support services; youth and community work training; LAs; teacher education and training; work-based learning; careers companies; offender learning; and the education, guidance and training elements of The Department for Work and Pensions funded training programmes.

Estyn also:

provides advice on quality and standards in education and training in Wales to the National Assembly for Wales and others; and

makes public good practice based on inspection evidence. Every possible care has been taken to ensure that the information in this document is accurate at the time of going to press. Any enquiries or comments regarding this document/publication should be addressed to: Publication Section Estyn Anchor Court Keen Road Cardiff CF24 5JW or by email to [email protected] This and other Estyn publications are available on our website: www.estyn.gov.uk © Crown Copyright 2008: This report may be re-used free of charge in any format or medium provided that it is re-used accurately and not used in a misleading context. The material must be acknowledged as Crown copyright and the title of the report specified. Copies of this report have been provided to the school for members of staff. A copy of the summary report is sent to every family with a child at the school. The school is not required to provide copies of the full report to parents or members of the public but may do so on request. Also, on request, the school must make arrangements for parents to have access to the full report.

mailto:[email protected]

http://www.estyn.gov.uk/

Introduction St David’s Education Unit was inspected as part of a national programme for the inspection of independent schools under section 163 of the Education Act 2002. The main purpose of inspection under this section is to report on compliance with the Independent Schools Standards Regulations 2003. In schools that provide non-maintained nursery education, this report also satisfies the requirements of Schedule 26 of the School Standards and Framework Act 1998. In addition, inspection reports identify good features and shortcomings, so that a school may improve the quality of education it offers and raise the standards its pupils achieve. The inspection of all independent schools within a six-year cycle is also designed to give parents information about the performance of their child’s school. The inspection of St David’s Education Unit took place between 19 February 2008 and 21 February 2008. A team of inspectors from Estyn, Her Majesty’s Inspectorate for Training and Education in Wales, undertook the inspection. Estyn is a statutory body independent of, but funded by, the National Assembly for Wales. The team made its judgements having considered the standards achieved by pupils, the quality of education provided by the school, the quality of leadership and management and the contribution made by the school to its pupils’ spiritual, moral, social and cultural development. The report is written in accordance with Estyn’s Common Inspection Framework (which is available at www.estyn.gov.uk). The five-point scale used to represent all inspection judgements in this report is as follows: Grade 1 good with outstanding features Grade 2 good features and no important shortcomings Grade 3 good features outweigh shortcomings Grade 4 some good features, but shortcomings in important areas Grade 5 many important shortcomings

Year groups and key stages Independent schools use a variety of systems for numbering year groups. This report, however, uses a common system of numbering year groups from the start of compulsory schooling to 18 years of age. This system emphasises the importance of continuity and eases communication among schools, governing bodies and parents. The term ‘Reception’ (R) refers to the year group of pupils in a primary school who reach the age of 5 during the academic year. Year 1 refers to the year group of pupils who reach the age of 6 during the academic year and so on. Year 13 is the year group of students who reach the age of 18 during the academic year. Primary phase:

Year R Y1 Y2 Y3 Y4 Y5 Y6 Ages 4-5 5-6 6-7 7-8 8-9 9-10 10-11

Secondary phase:

Year Y7 Y8 Y9 Y10 Y11 Y12 Y13 Ages 11-12 12-13 13-14 14-15 15-16 16-17 17-18

The National Curriculum covers four key stages as follows:

Key stage 1 Year 1 and Year 2 Key stage 2 Year 3 to Year 6 Key stage 3 Year 7 to Year 9 Key stage 4 Year 10 and Year 11

Although independent schools are not required to follow the National Curriculum, we use these terms for convenience.

Contents Page Context

1

Summary

3

Compliance with the regulations for registration 6 Recommendations

7

Standards

8

Key Question 1: How well do learners achieve?

8

The quality of education and training

10

Key Question 2: How effective are teaching, training and assessment?

10

Key Question 3: How well do the learning experiences meet the needs and interests of learners and the wider community?

11

Key Question 4: How well are learners cared for, guided and supported?

12

Leadership and management

15

Key Question 5: How effective are leadership and strategic management?

15

Key Question 6: How well do leaders and managers evaluate and improve quality and standards?

15

Key Question 7: How efficient are leaders and managers in using resources?

16

Standards achieved in subjects and areas of learning

18

English Mathematics Science Technology Human and social Art Physical education

18 18 19 19 20 21 21

Appendices

1 Basic information about the school 2 School data and indicators 3 National Curriculum assessments results 4 Evidence base of the inspection 5 Composition and responsibilities of the inspection team

Report by HM Inspectorate for Education and Training in Wales St David’s Education Unit, 19/02/08

Context The nature of the provider

1 St. David’s Alternative Support Centre (ASC) Education Unit is registered with the Welsh Assembly Government as an independent day school that provides education for boys and girls aged 11 to 16.

2 The school is owned and managed by Marlowe Child and Family Services Ltd., which is an organisation that provides residential care, therapy and education services for looked after children and young people.

3 Currently the school educates three pupils between the ages of 13 and 15. All pupils have statements of special educational needs (SEN) relating to social, emotional and behavioural difficulties (SEBD) and moderate learning difficulties (MLD). A further three pupils who are resident in one of St. David’s ASC children’s homes, and were educated previously at St. David’s school, are now attending a local comprehensive school or the local college of further education.

4 All pupils are looked after children and live in children’s homes owned by the company throughout Pembrokeshire. The pupils travel to and from school by car escorted by care staff from the homes. The care homes are registered with the Care and Social Services Inspectorate for Wales.

5 The school provides each pupil with a programme of full time education which includes lessons on the school premises and off-site sessions for outdoor education, educational visits and individual therapy. The time allocation for each element varies according to pupils’ needs.

6 Local authorities and health authorities pay the fees for all pupils. At the time of the inspection all pupils attending the school were placed by English authorities. All pupils are from English speaking homes; lessons are in English and the school does not aim to make pupils bilingual.

The school’s priorities and targets

7 The school aims to:

• facilitate each young person’s development to their fullest extent both personally and educationally;

• provide a non-threatening approach to education, taking into account that for many, numerous attempts to deliver the same have previously failed;

• focus upon life skills, co-operation, relationship building and skills necessary to cope with situations that make young people feel uneasy or threatened;

• provide a curriculum that is broadly in line with the National Curriculum and which provides a framework for the work of the Unit;

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• provide opportunities for each young person to gain external accreditation for

their educational achievement where appropriate;

• offer young people access to an education which is comparable at some level to that offered to their peers in order to enable them to return to a mainstream setting should that be appropriate; and

• have in place suitably qualified teachers, who are committed to the ethos of the Unit and the children that they educate.

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Summary

8 St. David’s ASC meets almost all of the regulatory requirements necessary to comply with the Independent Schools Standards (Wales) Regulations 2003.

Tables of grades awarded

9 The inspection team judged the school’s work as follows:

Key Question

Inspection grade

1 How well do learners achieve? 2

2 How effective are teaching, training and assessment? 2

3 How well do the learning experiences meet the needs and interests of learners and the wider community? 3

4 How well are learners cared for, guided and supported? 1

5 How effective are leadership and strategic management? 2

6 How well do leaders and managers evaluate and improve quality and standards? 2

7 How efficient are leaders and managers in using resources? 3

The grades awarded in the subjects and areas of learning inspected are as follows: Subject Key stage 31 Key stage 4 English N/A 2 Mathematics N/A 2 Science N/A 3 Human and social N/A 2 Technology N/A 2 Art N/A 2 PE N/A 2

1 The inspection did not award grades for subjects and areas of learning at key stage 3 as there was only one pupil at this key stage.

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Standards of achievement

10 Pupils’ standards of achievement in lessons inspected are as follows.

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 9% 74% 17% 0% 0%

11 These standards of achievement exceed the targets set by the Welsh Assembly Government for 2007 for maintained schools, that 65% of classes should achieve grade 2 or better. The standard of pupils’ work at St. David’s ASC compares well with standards normally achieved by looked after children in similar independent schools in Wales.

12 Pupils arrive at the school with low levels of educational achievement. Often this is because of non-attendance or disruptive care placements. Whilst they are at the school they make good progress across most learning areas.

13 The average rate of attendance reported by the school in the last three terms is 89%. This is below the Welsh Assembly Government’s target for all pupils but for the pupils who attend St. David’s ASC this is a significant achievement as many of them were excluded or did not attend school before coming to the school. Pupils arrive at their lessons on time.

14 Most pupils make good progress in developing their skills in literacy and numeracy. They develop these skills across the curriculum and take pride in their achievements.

15 Pupils working towards entry level qualifications in information and communications technology (ICT), mathematics and cookery achieve very good standards.

16 All pupils achieve good standards in mathematics, English, ICT and in their work leading to the ASDAN qualification.

The quality of education and training

17 The quality of teaching in lessons inspected was judged as follows:


18 The quality of teaching in the majority of lessons is good, or better, with no important shortcomings. Most lessons are stimulating and well-planned.

19 Good teaching reflects teachers’ detailed knowledge and understanding of the pupils in their care.

20 In almost all lessons, teachers have high expectations of pupils’ learning and behaviour. They use behavioural assessments very well to inform planning and monitor and evaluate progress. However, in many lessons, pupils are not encouraged enough to work independently.

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21 Teachers make good use of Individual Education Plans (IEPs) in their lessons. The

IEPs contain appropriate targets for work and behaviour. Generally, assessment is good. Teachers work closely with care staff and therapists to identify pupils’ individual needs. They use a good range of strategies to engage pupils, including the use of skilful questioning to ensure that pupils understand their work. They mark work regularly; however, many do not always provide appropriate constructive, evaluative comments to help pupils improve their work.

22 Most teachers have good subject knowledge. This enables teachers to provide well structured lessons; however, in a small number of subjects, such as science, subject knowledge is not as secure.

Leadership and management

23 Leaders and managers provide a clear sense of direction for the school. Senior managers from Marlowe Child and Family Services Ltd. meet with the headteacher on a weekly basis in order to discuss the school’s direction, and to emphasise the importance of education. The headteacher has been successful in setting a strategic educational focus throughout the school and this has raised the standards achieved by the pupils in recent years.

24 Leaders and managers have high expectations of pupils and set high standards for the work of the staff. Members of staff are strongly committed to helping pupils to overcome the considerable difficulties that they face in their lives. All staff have established routines which pupils understand and adhere to well.

25 Positive partnerships have been established with local providers of education and training, including a local comprehensive school, a college of further education and work-based trainers.

26 The school made good use of Estyn’s seven key questions to identify areas where it needs to improve. Managers are aware of what needs to be done to improve the day-to-day work of the school; for example, the school has put in place a number of useful strategies to improve the quality of teaching and learning. These strategies are effective.

27 All staff are involved in the school’s self evaluation process. Teaching staff regularly evaluate their own performance and set realistic and achievable targets for improvement.

28 The school employs enough teaching staff to deliver an appropriate curriculum, and they are deployed effectively.

29 Accommodation for learning is appropriate and well maintained. Classrooms have colourful and stimulating displays of pupils’ work and provide a good learning environment.

30 Accommodation is sufficient for the number of pupils on roll. However there are a lack of adequate facilities to teach science and some aspects of technology.

31 The school provides value for money.

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Compliance with the regulations for registration The quality of education provided by the school

32 The school meets the regulatory requirements for this standard.

The spiritual, moral, social and cultural development of pupils


Welfare, health and safety of pupils


The suitability of proprietors and staff


Premises of and boarding accommodation at schools


The provision of information

37 The school does not meet the regulatory requirements for this standard.

38 Although the school meets almost all of the regulatory requirements for this standard, in order to comply fully with the Independent Schools Standards Regulations 2003 the school should:

• where a pupil, who is registered at the school, is normally or partly funded by the local authority provide an annual account of income received and expenditure incurred by the school in respect of that pupil submitted to the local authority and on request to the National Assembly. [6(7)]

The manner in which complaints are to be handled


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Recommendations

40 In order to improve the school further, the staff and proprietors need to:

R1 comply fully with the regulations for registration; R2 improve standards of achievement, teaching and learning resources in science,

technology and geography; R3 when pupils do not engage in formal education, ensure that appropriate

alternative learning experiences are provided; R4 provide opportunities to further develop pupils’ independent learning skills; and R5 further strengthen the quality of assessment by increasing constructive and

evaluative feedback to pupils.

41 If the inspection report notes that the school does not meet one or more of the standards required for registration, then the National Assembly for Wales will require the proprietor to submit an action plan within a specified period of time. This plan must set out the steps that the school will take to meet the standard(s), and the timescale within which it will complete each step.

42 Estyn advises the proprietor to amend its current development plan to show what action the school intends to take in response to the recommendations. It is also advisable to circulate this plan, or a summary of it, to all parents at the school.

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Standards Key Question 1: How well do learners achieve? Grade 2: Good features and no important shortcomings

43 In its self-evaluation report, the school awarded this key question a grade 2. The findings of the inspection team match the judgement made by the school.

44 Overall, pupils’ standards of achievement in the lessons inspected are as follows:


45 The grades awarded for standards in the subjects inspected appear in the earlier

summary section of the report. The inspection team did not award grades for individual subjects in key stage 3 because there was only one pupil in this key stage at the time of the inspection. The overall judgement of standards of achievement takes account of the work of all pupils.

46 Pupils' ability and the nature of their special educational needs differ from year to year. It is, therefore, not appropriate to compare the level of pupils' attainment with local or national averages. However, the standard of pupils’ work compares well with standards normally achieved by looked after children in similar independent schools in Wales.

47 Pupils arrive at the school with low levels of educational achievement. Whilst they are at the school they make good progress across most of the curriculum areas they experience. Standards of attainment are in line with their ability and context.

48 Most pupils make good progress in developing their skills in literacy and numeracy. They develop these skills across the curriculum and take pride in their achievements. Food technology and outdoor education provide good opportunities to develop numeracy through activities such as cooking and orienteering.

49 Pupils working towards entry level qualifications in ICT, mathematics and cookery achieve very good standards.

50 All pupils achieve good standards in mathematics, English, ICT and in their work leading to the ASDAN qualification.

51 Pupils attending the school meet most of the targets set out in their well constructed individual education plans (IEPs). They are keen to talk about their achievements, explaining what they can do and what they need to do to improve. However, pupils do not always make enough progress to be able to work independently because they rely too much on the individual support teachers and other staff provide.

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52 All pupils make progress in their personal, social, moral and spiritual development. As they progress through the school, their behaviour and attitudes improve and they become more confident in their own abilities.

53 Overall standards of attendance are good. Most pupils attend school regularly, although on occasion a very small minority of pupils do not engage in the formal educational activities the school provides.

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The quality of education and training Key Question 2: How effective are teaching, training and assessment? Grade 2: Good features and no important shortcomings


55 The quality of teaching was judged as follows:


56 In most cases, good teaching reflects teachers’ detailed knowledge and understanding of the pupils in their care. They use this knowledge to focus on the identified learning objectives and to promote and ensure a good pace to the lessons.

57 In almost all lessons, teachers have high expectations of pupils’ learning and behaviour. Most lessons are stimulating and well planned. However, in many lessons, pupils are not encouraged enough to work independently.

58 Teachers manage pupils’ behaviour well; they set high standards and have clear expectations for behaviour. Pupils and teachers treat each other with respect and this helps pupils settle into a working routine at the beginning of lessons quickly.

59 Pupils’ IEPs are of a very good quality and are reviewed quarterly. Concise English, maths and science targets are specific and allow pupils to focus on their learning. Teachers make good use of IEPs in their lessons. The IEPs contain appropriate targets for work and behaviour. The targets are specific and measurable and are regularly updated. Learners are involved in setting the target.

60 Most teachers have good subject knowledge. This enables teachers to provide well structured lessons; however, in a small number of subjects, such as science, subject knowledge is not as secure.

61 Teachers use a good range of strategies to engage pupils, including the use of skilful questioning to ensure that pupils understand their work. A few lessons, however, do not always have a wide enough range of activities to hold pupil interest.

62 Generally, assessment is good. Teachers work closely with care staff and therapists to identify pupils' individual needs. The school has an effective system of monitoring, evaluating and recording pupil progress and uses this information to plan and improve learning. The record keeping and pupil information are a strength.

63 Teacher assessments and end of unit tests are supplemented by key skill questionnaires. These are carefully recorded and discussed in weekly meetings of all teaching staff. Detailed formal reports on progress are issued twice a year.

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64 Teachers use behavioural assessments very well to inform planning and monitor and evaluate progress. This is a noticeable strength and contributes positively to pupils' social development. Overall, staff provide good role models and promote positive attitudes.

65 Teachers mark work regularly. However, many do not always provide appropriate constructive, evaluative comments to help pupils improve their work.

Key Question 3: How well do the learning experiences meet the needs and interests of learners and the wider community?

Grade 3: Good features outweigh shortcomings


67 The school provides a suitably broad curriculum that meets the individual learning needs of most pupils well and helps prepare them for their next stage of education and training.

68 Each pupil has an individual timetable with an appropriate balance of learning opportunities. These opportunities give experience in the seven areas of learning required by the Independent Schools Standards (Wales) Regulations.

69 The school provides pupils with opportunities to gain accreditation and awards in a range of subjects at entry level and through the Award Scheme Development Network (ASDAN).

70 The school has an effective framework for planning and monitoring key skills across the curriculum. Pupils have good opportunities to improve communication skills in all subjects.

71 The school makes good use of the wider community to enrich learning experiences, particularly through the outdoor education programme. The wide ranging and well organised outdoor activities challenge pupils, requiring them to consider the environment and make decisions that will affect themselves and others. Good use is made of the surrounding area to enhance other subjects, particularly history and geography.

72 There are strong links with the local secondary school where one former pupil of the school is fully integrated and making good progress. Two former pupils, both post-16, attend the local further education college.

73 Visiting groups to the school enhance cultural and social skills. For example, one such group involved the pupils in role play and drama on the theme of drug awareness.

74 The school is successful in tackling social disadvantage and stereotyping. Staff work hard at raising pupils' confidence and self esteem with a positive behaviour strategy.

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75 Despite this positive picture, there are shortcomings. These are that:

• some pupils are withdrawn, on a regular basis, from class to attend therapy sessions and miss formal teaching time; and

• when pupils do not engage in formal education the school does not always

provide alternative learning experiences.

Key Question 4: How well are learners cared for, guided and supported? Grade 1: Good with outstanding features

76 In its self-evaluation report, the school awarded this key question a grade 2. The inspection team awarded a higher grade because the school had not fully recognised the outstanding features in its support for pupils with social, emotional and behavioural difficulties.

77 The outstanding features of the school’s provision are:

• very good quality care, support and guidance for all pupils;

• a unified approach by all members of staff, including teaching staff, visiting therapists, psychotherapists and care staff, ensuring that pupils’ personal, social and individual needs are effectively supported; and

• the quality and use of additional assessment and support for pupils with

additional learning needs.

78 All staff know their pupils very well and understand their individual needs. There is a strong working relationship between them. This provides a good basis for positive learning experiences within the school.

79 Parents, carers and other partners are well informed about the provision made and how well the pupil is doing. The school prospectus contains detailed and accurate information about the school.

80 The school has effective induction procedures in place for new and prospective pupils. After a phased integration programme the pupils are carefully monitored, and they settle well into the routine of the school.

81 Personal social and health education (PSHE) is delivered in a weekly discrete lesson when key stage 3 and key stage 4 pupils are taught together. There is an appropriate emphasis on citizenship, particularly the roles and responsibilities of the young person in society; however, because of the small number of pupils in the school, the range of activities is restricted.

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82 Personal and social development is further successfully reinforced by the contribution of outside providers such as the:

• Emotional Literacy Group; • LA Intensive Support Team; • county nurse; • Police Liaison Officer; • SUDS for drug awareness; and • Careers Wales.

83 The school has an established school council that provides effective opportunities for

pupils to develop self-confidence and contribute towards decision making within the school. Due to the very small number of pupils in the school, teaching and care staff are also part of the council. Meetings are enthusiastically chaired by the pupils in turn.

84 Careers education and guidance enable pupils to make informed post-16 choices. The school has established useful links with Careers Wales. Pupils have appropriate local work placements to assist in the transition to the world of work or training.

85 An understanding of careers is reinforced by regular organised visits to job centres, a local further education college and to an annual careers convention. The school encourages pupils to further their education and training when they leave school.

86 The monitoring of punctuality and attendance is good. This is reinforced by a strong relationship and co-operation with the three care homes. Pupils are actively encouraged to attend regularly. Progress and performance are regularly and thoroughly monitored.

87 The school’s policy and procedures for child protection are appropriate, clearly understood and carried out by all members of staff. Regular quarterly updated training is provided by the care services manager.

88 The school has detailed policies, including detailed risk assessments to ensure the health and safety of the pupils.

89 The school promotes healthy eating and a healthy lifestyle. Pupils are encouraged to bring healthy snacks for lunch. This is reinforced by colourful displays in the school. Exercise is encouraged in weekly physical education sessions and a range of activities which form part of the outdoor education programme.

90 The school makes very good provision for pupils with additional learning needs. Pupils’ needs are thoroughly and systematically identified, diagnosed and recorded. Appropriate clinical, cognitive and behavioural assessments are sensitively administered by both teaching staff and the visiting psychologists. Pupil files are regularly monitored and updated. Appropriate teaching strategies are effectively used to meet individual needs.

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91 Support for pupils whose behaviour causes concern is very good. There are detailed

and effective policies for managing challenging behaviour. These are based on low arousal and reduced anxiety theories.

92 Anti-bullying procedures are also effective in reducing bullying and all forms of harassment. These are based on a 'no blame' approach and have been fully discussed in the school council.

93 The school recognises the diversity in the pupils’ backgrounds. Staff ensure that the needs of pupils, all of whom have very difficult home backgrounds, are fully met.

94 Respecting diversity in the community and within life in general is promoted throughout the curriculum, particularly in PSHE and religious education. Support for national charities, such as Red Nose Day, strengthens the pupils’ understanding of diversity.

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Leadership and management Key Question 5: How effective are leadership and strategic management? Grade 2: Good features and no important shortcomings


96 Leaders and managers provide a clear sense of direction for the school. Senior managers from Marlowe Child and Family Services Ltd. meet with the headteacher on a weekly basis in order to discuss the school’s direction, and to emphasise the importance of education. Leaders within the school have clear and well defined roles. The headteacher has been successful in setting a strategic educational focus throughout the school and this has raised the standards achieved by the pupils.

97 Effective procedures for performance management ensure that good practice across the organisation and areas requiring further development are identified. Findings from this process inform whole school planning.

98 Leaders and managers have high expectations of pupils and set high standards for the work of staff. Members of staff are strongly committed to helping pupils to overcome the considerable difficulties that they face in their lives. Good teamwork between education and care staff helps pupils to become calmer, to develop self-confidence and to improve their social skills.

99 Leaders and managers ensure that all staff are well informed about key policies and provide good training opportunities in child protection, health and safety and first aid in order to meet staff needs.

100 The school meets almost all of the legal requirements of the Independent School Standards Regulations 2003. Although all school policies and procedures, including those for appointing staff, are appropriate, the school does not meet the requirement to provide financial information concerning those pupils for whom local authorities pay fees.

Key Question 6: How well do leaders and managers evaluate and improve quality and standards?

Grade 2: Good features and no important shortcomings


102 The school, for the purpose of the inspection, produced a realistic evaluation of its strengths and the areas it needs to develop further. It makes good use of Estyn’s seven key questions to identify areas where it needs to improve. Managers are aware of what needs to be done to improve the day-to-day work of the school; for example, the school has put in place a number of effective strategies to improve the quality of teaching and learning.

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103 All staff are involved in producing self-evaluation documents. Teaching staff

regularly evaluate their own and others' performance and set realistic and achievable targets for improvement.

104 The school has responded well to the key issues identified by Estyn inspectors during annual monitoring visits over the past six years. During this period the headteacher, senior teachers and curriculum co-ordinators have established procedures to monitor and evaluate all aspects of teaching and learning systematically, and they use the information well to plan improvements.

105 Regular meetings between directors of the company and senior managers from care and education ensure that the education of the pupils is given a high priority, by monitoring and evaluating the link between care and education and planning for future development.

106 Although this is a generally positive picture, the school does not do enough to include pupils, parents and external partners in the formal process of self-evaluation and improvement planning.

Key Question 7: How efficient are leaders and managers in using resources Grade 3: Good features outweigh shortcomings

107 In its self-evaluation report the school awarded this question a grade 3. The findings of the inspection team match the judgements made by the school.

108 The school employs enough teaching staff to deliver an appropriate curriculum and they are deployed effectively. The committed teaching staff are well qualified with a range of teaching experiences.

109 Teachers, generally, have good subject knowledge and have consistently high expectations of the pupils, although in a small number of subjects, such as science, subject knowledge is less secure. Staff offer a range of activities that enhance pupils’ learning. The school effectively organises planning, preparation and assessment time for the teaching staff.

110 Residential care workers (RCWs) are in school throughout the day and are present in most lessons. Care staff provide additional support if required in the management of pupils’ behaviour. However, the school misses opportunities to deploy RCWs to support teaching and learning and to improve the educational links between school and home.

111 Accommodation is sufficient for the number of pupils on roll, it is well maintained and classrooms have colourful and stimulating displays of pupils’ work. However, there are a lack of adequate facilities to teach science and some aspects of technology.

112 The school makes effective use of local sporting and cultural facilities to support the learning of the pupils. They have the opportunity to visit a local indoor and outdoor sports facility and take part in badminton, football, circuit training and volleyball.

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113 The professional development of staff is co-ordinated well. There is a performance

management framework which supports the school development and subject priorities. The school has qualified for the award of 'Investors in People'.

114 Resources for teaching and learning are generally adequate. The school has made a recent investment in ICT equipment. This equipment is effectively used to improve the quality of teaching and learning in many subjects. However, there are limited resources in some curriculum areas, particularly in geography, science and the creative arts.

115 The management and monitoring of financial expenditure is done by the care service manager. Major expenditure, such as staffing, is operated centrally by Marlowe Child and Family Services Ltd.

116 Budgetary issues are discussed in weekly management account meetings with the care managers, care service manager and the director of Marlowe Child and Family Services Ltd. Identified priorities related to the school development plan are discussed at these meetings. The school does not have a delegated budget managed by the headteacher.

117 The links between allocation of resources and identified priorities for improvement in the school development plan are not fully developed. However, staff are able to bid for extra resources, and these bids are usually supported.

118 The school provides value for money.

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Standards achieved in subjects and areas of learning English Key stage 4: Grade 2 - Good with no important shortcomings Good features

119 Pupils of all abilities:

• listen well, follow instructions and respond appropriately to questions on selected texts;

• provide sensible and extended answers to comprehension questions;

• show confidence in the use of dictionaries to find correct spellings;

• write at the appropriate level for a range of purposes and show imagination in

writing their own poetry;

• read aloud with confidence and are able to accept corrections; • present their work well with evidence of redrafting;

• make good use of IT to enhance presentation with word processing and use IT

research tools; and • understand what is required to prepare a presentation or talk and speak clearly

and fluently. Shortcomings

120 There are no important shortcomings.

Mathematics Key stage 4: Grade 2 - Good with no important shortcomings Good features

121 All pupils:

• understand number well and use numbers fluently, both in written and mental calculations;

• use correct mathematical terms appropriately;

• use prior learning to solve unfamiliar mathematical problems;

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• identify a range of geometric shapes correctly and identify their properties; and • collect and interpret data effectively and record their results.

122 More able pupils develop good problem solving skills which enable them to increasingly work independently.

123 Less able pupils work diligently using a calculator to assist in their calculations.

124 All pupils build well on their previous knowledge and explain their work logically.

Shortcomings

125 Where pupils do not settle quickly in a lesson they have difficulty in completing tasks independently and achieving standards in line with their ability.

Science Key stage 4: Grade 3 - Good features outweigh shortcomings Good features

126 All pupils:

• make progress in widening their understanding of the natural world;

• use a range of scientific vocabulary in class discussions; • are interested in and curious about a wide range of scientific knowledge,

including human biology, the properties of materials and physical processes; • acquire new knowledge and skills during lessons; and

• keep accurate records of their work.

Shortcomings

127 Pupils do not develop their investigative and experimental skills enough.

Technology Key stage 4: Grade 3 - Good features outweigh shortcomings Good features

128 All pupils:

• use computers carefully and confidently;

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• make good progress as they acquire knowledge and skills required for entry level

in information technology; • use digital cameras to record activities as evidence for ASDAN portfolios,

displays, assessment folders and Records of Achievement; • access the internet to enhance learning in other subject areas in accordance with

given guidelines; • use practical skills across the curriculum to reinforce learning;

• cook and present food well, taking pride in their achievements and are very

aware of hygiene issues; and • follow health and safety guidelines well.

Shortcomings

129 Pupils do not understand, well enough, the composition of the materials used when making products.

130 Pupils do not understand clearly the process of designing and making.

Human and social Key stage 4: Grade 2 - Good features outweigh shortcomings Good features

131 All pupils:

• acquire a wide range of geographical skills and techniques and make progress in basic mapping skills;

• use local maps and guide books effectively to study their local area;

• apply appropriate skills and techniques when planning and recording walking

routes; • make basic calculations about changes in the weather; and

• have a good knowledge of historical topics, with a concept of continuity and

change over a period of time in history. Shortcomings

132 Pupils do not develop their understanding enough of the beliefs and customs of people in different cultures.

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Art Key stage 4: Grade 2 - Good with no important shortcomings Good features

133 All pupils:

• demonstrate good observational skills and a clear understanding of perspective;

• work in a range of media;

• imitate the work and style of famous artists;

• re-sketch and re-adjust their work to obtain the required results; and

• discuss the work of famous artists and show appreciation of these artists’ work.

Shortcomings


Physical education Key stage 4: Grade 2 - Good with no important shortcomings

Good features

135 All pupils:

• achieve well and make good progress in physical activities and display increasing confidence and self esteem;

• are aware of the importance of warm up activities and carry them out well;

• participate enthusiastically in well planned outdoor education activities;

• develop positive values and attitudes towards the environment and each other;

and • are aware of personal safety and the protection of others through their own

actions.

Shortcomings


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Appendix 1 Basic information about the school Name of school St David’s Alternative Support Centre School type Independent Special Age-range of pupils 11-16 Address of school

Pembroke House, Brawdy Business Park Brawdy Haverfordwest

Postcode SA62 6NP Telephone number 01437 721234 Headteacher Dr Goronwy Davies Date of appointment 16 October 2005 Proprietor Marlowe Child and Family Services Ltd. Lead inspector Mr. Mike Munting HMI Dates of inspection 19-21 February 2008

Appendix 2 Secondary school data and indicators

Year group Y7 Y8 Y9 Y10 Y11 Y12 Y13 Total Number of pupils 0 0 1 2 1 0 0 4

Total number of teachers Full-time Part-time Full-time equivalent (fte) Number of teachers 2 3 4.2

Staffing information Pupil: teacher (fte) ratio (excluding special classes) 1:1 Pupil: adult (fte) ratio in special classes 1:2 Average teaching group size 1 Overall contact ratio (percentage) 1:1

Percentage attendance for three complete terms prior to inspection K/S3 K/S4 K/S5 Whole School Term 1 100% 100% N/A 100% Term 2 91% 77% N/A 84% Term 3 98% 73% N/A 85.5%

Number of pupils excluded during 12 months prior to inspection 0

Appendix 3 National Curriculum Assessment Results End of key stage 3:

National Curriculum Assessment KS3 Results 2007 Number of pupils in Y9 2

As the number of pupils eligible for assessment at the end of key stage 3 was fewer than five, summary information is not included

Public Examination Results: For pupils aged 15, results in GCSE, Entry Level Qualification, GNVQ and NVQNumber of pupils aged 15 on the school roll in January 2007 2 As the number of pupils aged 15 was fewer than 5, summary information is not included

Appendix 4 Evidence base of the inspection Three inspectors spent a total of 9 inspector days at the school, and met as a team before the inspection. The inspection team were joined by the nominee. These inspectors visited: • 12 lessons or part lessons in school; and

• outdoor education provision.

Members of the team had discussions with: • the headteacher and teachers;

• managers of the care staff and therapy teams;

• the director of operations for the Marlowe Child and Family Services Ltd; and • pupils.

The team also considered: • documents provided by the school, including the school’s self-evaluation report;

• documents provided by the Marlowe Child and Family Services Ltd.;

• inspection reports provided by the Care and Social Services Inspectorate for

Wales; • a selection of pupils’ work in all subjects;

• responses from residential care managers to the parents’ and carers’

questionnaire; and • pupils’ behaviour during break periods, at lunchtime and at the beginning and

end of the school day.

Appendix 5 Composition and responsibilities of the inspection team

Team member Responsibilities Mike Munting HMI Reporting Inspector

Key Question 1 Key Question 5 Key Question 6 Maths Art Design technology

Sue Gilbert AI Key Question 2 Key Question 3 Science ICT Asdan

Gwyn Griffiths AI Key Question 4 Key Question 7 English Humanities PE

Dr. Gronwy Davies Nominee

Acknowledgement The inspectors express their sincere thanks to the headteacher, proprietors, staff and pupils of St. David’s ASC for their help and courtesy throughout the inspection.

St Davids Alternative Support Centre February 2008 · 2015-10-12 · accurate at the time of going...

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