Ofsted & Link Advisor reports

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Ofsted report

The school has been judged as OUTSTANDING.

Overall effectiveness: Previous inspection:
Current inspection:
Achievement of pupils Outstanding 1
Quality of teaching Outstanding 1
Behaviour and safety of pupils Outstanding 1
Leadership and management Outstanding 1

Summary of key findings for parents and pupils

  • Since the previous inspection, exceptional leadership, management and governance have sustained and improved the quality of teaching in the school.
  • The school involves all the pupils successfully. It supports the well-being of the young people, who are often vulnerable. Staff and pupils therefore succeed in realising the school’s motto, ‘Believe it – we can do it.’
  • Pupils are enthusiastic about their learning. They make exceptional progress in their academic and personal development.
  • Pupils make rapid progress in the basic skills of literacy, numeracy and communication, and in science.
  • The excellent staff training and development opportunities have resulted in a high-quality workforce. As a result, the teaching is highly effective and pupils learn outstandingly well.
  • Therapists play a key role in supporting the school’s work by enabling pupils to learn through raising their confidence and selfesteem.
  • Pupils’ spiritual, moral, social and cultural development is a strength of the school. Through very good use of local community resources, pupils gain a clear understanding of life in modern Britain.
  • Staff are highly skilled in managing pupils’ behaviour. As a result, pupils learn valuable self-control techniques so that they can deal with their emotions and they behave extremely well. They feel safe and make great strides in their personal development.
  • Pupils enjoy coming to school and attend regularly. Because of excellent attention to their care and well-being, most pupils make rapid improvement in their attendance when compared with that at their previous schools.
  • Governors know the school well and are committed to its success. They have a detailed understanding of the school’s strengths and areas to improve. They have first-hand evidence gathered from visits.
  • Governors know the school well and are committed to its success. They have a detailed understanding of the school’s strengths and areas to improve. They have first-hand evidence gathered from visits.
  • Currently, information on pupils’ progress is not included in the new assessment system for some subjects. As a result, senior staff and governors do not always have the fullest information on which to base their decisions.

A full report can be downloaded here.

Link Advisor report

Summer 2016: Special School Link Adviser Notes

Date: 19th July 2016
Adviser: Judith Lunnon
People involved in visit/contact:

Name Position
Jonty Clark OBE Executive Headteacher
Anna Mansaray Deputy Executive Headteacher
Judith Azzopardi Head of School, Chaffinch
Andy Millard Assistant head Chaffinch and assessment lead
Pat Holland Governor
Previous OFSTED : Date:
Priorities identified:
  • Ensure that pupils know the most important things they need to be working on to improve English and mathematics
  • Ensure that marking is consistent in all lessons so that pupils fully understand how to make improvements in their learning
  • Have practical resources available in lessons to help pupils understanding in maths
Progress against priorities:
See previous reports and comments below.

Focus of visit/contact:

Link Adviser termly visit to school to discuss progress on actions agreed at previous meeting, school self-evaluation, progress towards targets, progress with implementation of the SEN Reform agenda and current matters of concern for the school. Provisional school categorisation for 2016-2017 was also discussed

Review of previous actions:

Self-evaluation: Leaders within the different provisions plan to produce summary reviews of the current strengths and areas of development. These evaluations can then be shared and collated to provide an overview for the whole school and capture common strengths and priorities for further

Website: The web site is in the process of being refreshed and upgraded with a view to providing more holistic information about the offer from the schools and the achievements and successes

Assessment: Processes to support regular in year tracking of pupil progress are now embedded. This tracking data is used well to highlight pupils who may not make the expected progress and to identify any emerging trends in relation to wider school provision.

Summary of discussion and outcomes:

Effectiveness of Leadership and Management (including Governance)
During this year the SLT has been restructured to develop capacity to manage the demands of school expansion and to respond to the growing cohorts of pupils with autism. This restructure has provided opportunities for internal promotions and maximise specific skills and leadership expertise of key staff.

The new Post 16 College remains on track to open in September 2017. Preparation of the opening of this site this will pose additional demands on leadership. Work is underway to plan and recruit appropriately qualified staff to deliver a range of course and apprenticeships which will provide meaningful pathways to further training and employment for students.

The Bramley Bank Short Stay School and Behaviour Support Teams have been merged to provide a more coordinated and cost effective model of preventative intervention for primary aged pupils exhibiting challenging behaviour. The leader of this team is experienced in planning and delivering behaviour interventions but will require support to monitor curriculum planning and delivery at the short stay school.

The Governing Body is currently relatively small with nine members but it plans are in place to appoint new members to provide additional capacity and expertise to support the growth of the school and expansion into Post 16 SEMH provision.

A strengthened governing Body will also support the school plans for academisation.

In this respect the school have looked at different models of federations and partnerships but they have decided that forming an academy with similar SEMH provisions would best serve the school in the future. However leadership are keen to maintain strong links with both the LA and other local special schools as they value this collaboration to coordinate and improve the local offer for Croydon children and young people with SEMH.

A recent benchmarking exercise indicates that in terms of value for money Beckmead compares favourably with out of borough schools offering similar provision.

Outcomes for pupils
A full report on the achievement of pupils will be shared in the autumn term once all results for the end of KS4 have been confirmed. The assessment lead shared a preliminary summary report on the results for statutory testing in KS1 and KS2. 50% of pupils met the expected standard in the Year 1 phonics test, representing a significant improvement since 201 and testament to the efforts CB have made to deliver high quality discrete phonic teaching. There has been a year on year increase in the average score, rising from 7.3 in 2014 to 24 in 2016.
Results for KS1 indicate that attainment in mathematic is relatively strong but writing remains a key area for further development. In KS2 results closely, matched teacher assessment predictions.
Results across KS1 and KS2 should be carefully considered in the context of new assessment arrangements and changing thresholds in relation to what is expected to reach the expected age related standards. The ‘substantial and sustained’ progress pupils have made will not necessarily be reflected in these statutory assessments.
Leaders must ensure that they have other evidence to show starting points and progress for all pupils in the three core subjects. In this respect, work books provide concrete evidence of progress and achievements. When national data is published the school will have opportunity to benchmark standards for other pupils with Statements and EHC plans and/or in similar provisions.

As previously discussed, any reporting and analysis of outcomes for Beckmead pupils should include reference linked to progress to wider personal learning goals.
CB have already developed an assessment tool which can provides baseline and progress information across domains relating to social interaction, resilience and self-esteem. The AET ASD Progress tool may help to further enhance this framework.

Quality of teaching, learning and assessment
Leadership are fully committed to developing a workforce with the necessary skills to understand and meet the needs of children and young people with complex behavioural needs as well as knowledge and abilities to plan and deliver a curriculum to ensure good academic progress and attainment. As part of this the school is delivering a comprehensive in house training programme to ensure that all teachers can gain qualified teacher status. As well as varied CPD opportunities all staff on this programme have a dedicated mentor and are expected to complete portfolios to gather evidence on how they are meeting each of the DfE teaching standards.

Review of the impact of this programme indicates that teachers have made good progress and demonstrating skills and attributes that would be expected of good or better teaching.

The school continue to refine and develop the curriculum offer at all phases.
Initiatives in KEY 1 and 2 have enhanced skills and knowledge to support development literacy skills. This has included focus input on expectations around speaking, punctuation and grammar.
In KS3 and KS4 curriculum mapping has been updated.
In KS4 there is a wide range of accreditations offered to provide appropriate challenge and career and training pathways for learners of different abilities. Examples include, BTEC cooking and a NCFE music course.

The school continue to sharpen their practice in the use of both formative and summative assessments to ensure that targets for individuals are suitably challenging. Work around this has included a revised assessment policy, INSET, use of FFT to support target setting and use of a wider range of diagnostic assessment tools to pinpoint specific underlying difficulties.

Personal development, behaviour and welfare
Personal wellbeing remains at the heart of the culture and philosophy at Beckmead schools. Staff work hard to build positive rapports with both pupils and families. A nurturing approach is embedded across the schools and this approach clearly has an impact on pupil’s ability to manage anger and stress and build confidence and self-esteem. The school has also developed strong partnerships with other services including Early Help teams, social care to support pupils and their families. Visitors to school comment on the calm and purposeful learning environment, with the often volatile and challenging behaviour of the pupils not visible.

Provisional Local Categorisation: Outstanding.
Taking into account the particular nature and challenges of provisions catering for children and young people with SEMH, the quality of provision at Beckmead matches criteria in the current Ofsted framework to be considered outstanding. Staff at all levels are highly committed and focused on achieving the best outcomes for pupils. The school is outward facing, working with other schools and agencies both within and beyond Croydon to share best practice and continually reflect and refine on their own practice.

School Improvement Priorities for 2016-17
To be shared with link adviser in autumn.

Agreed new actions/recommendations:

What Who When
HT to share updated SEF and SDP with Link adviser JC/AMa By October 2016
Assessment lead to share full report on achievement with link adviser AMi By October 2016