Barking and Dagenham Tuition Service
Headteacher: Mrs Sarah L Gillett
School holidays for Barking and Dagenham Tuition Service via Barking and Dagenham council
95 boys 71%
40 girls 30%
Last updated: June 20, 2014
— Pupil Referral Unit
- Establishment type
- Pupil Referral Unit
- Establishment #
- Open date
- Jan. 4, 2001
- OSGB coordinates
- Easting: 547792, Northing: 184149
- GPS coordinates
- Latitude: 51.537, Longitude: 0.12955
- Accepting pupils
- 5—16 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 5, 2013
- Region › Const. › Ward
- London › Barking › Goresbrook
- Urban > 10k - less sparse
- Free school meals %
- Learning provider ref #
- 0.1 miles Cambell Junior School RM96TD
- 0.1 miles The James Cambell Primary School RM96TD (866 pupils)
- 0.3 miles Jo Richardson Community School RM94UN (1366 pupils)
- 0.3 miles Goresbrook School RM96XW
- 0.4 miles Godwin Junior School RM96JH
- 0.4 miles Godwin Infants' School RM96JH
- 0.4 miles Castle School RM96XP
- 0.4 miles Sacred Heart School RM96XP
- 0.4 miles Godwin Primary School RM96JH (595 pupils)
- 0.4 miles Hopewell School (Harmony House) RM96XN (44 pupils)
- 0.6 miles Monteagle Junior School RM94RB
- 0.6 miles Monteagle Infants' School RM94RB
- 0.6 miles Mayesbrook School RM94BP
- 0.6 miles Monteagle Primary School RM94RB (736 pupils)
- 0.7 miles Thomas Arnold Primary School RM96NH (481 pupils)
- 0.7 miles St Peter's Catholic Primary School RM96UU (435 pupils)
- 0.7 miles Thomas Arnold Infant RM96NH
- 0.8 miles Parsloes Primary School RM95RH (558 pupils)
- 0.8 miles The Sydney Russell School RM95QT (1689 pupils)
- 0.8 miles Parsloes Manor School RM95QT
- 0.9 miles Dorothy Barley Junior School and Special Needs Base (MLD) RM82NB (424 pupils)
- 0.9 miles Dorothy Barley Infants' School RM82LL (430 pupils)
- 0.9 miles Roding Primary School RM82XS (1077 pupils)
- 0.9 miles The St Teresa Catholic Primary School RM82XJ (219 pupils)
Ofsted report transcript
Barking and Dagenham
Arden Crescent, Dagenham, Essex, RM9 6TJ
|Inspection dates||5–6 November 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school because:
It is not yet an outstanding school because
| The teaching on each site is almost always |
Pupils make good progress and rates of
The pupils report that they enjoy the security
good, and occasionally outstanding. Teachers
have a good knowledge of their pupils’ needs
progress have shown steady improvement
since the previous inspection. This enables
younger pupils in most cases to return quickly
to mainstream schools and pupils in Years 10
and 11 to gain GCSE and other qualifications,
which open the door to college education.
and friendliness of the sites. They feel safe
and most pupils attend regularly.
| The pupils generally behave well and the |
The head of the service and the managers of
different sites are calm and orderly. Pupils’
attitudes to their education improve rapidly
when the pupils enter the provision as a result
of patient teaching and a high proportion of
skilled mentoring and support for each
the provisions or centres manage the provision
well. They robustly monitor standards and
ensure that teaching continues to improve. The
management committee members are well
informed about the strengths and weaknesses
on each site and provide a good level of
challenge and support to leaders.
| There is not enough good or better teaching |
Teachers do not always record in sufficient
to enable a large majority of pupils to make
detail each small step in progress which
pupils make. Because of this, sometimes they
are unable to plan specifically for each pupil
to enable them to achieve their best.
| On a few occasions, pupils are not clearly told |
The recording and evaluation of pupils’
how to make their work better or how to reach
their next learning target.
performance are made more difficult because
of incompatibility in information technology
systems across the sites.
Information about this inspection
- Inspectors observed 17 lessons, all of which were joint observations with senior staff.
- Meetings were held with pupils, teachers, senior and middle managers, members of the
management committee and with a senior representative of the local authority.
- There were insufficient responses to the online questionnaire for parents (Parent View) to be
counted. Inspectors looked at records of meetings with parents and the many letters of support
from parents for the work of the PRU. The 40 completed staff questionnaires were also looked
- The inspection team observed the work on each site and looked at a range of documentation
including self-review documents and development planning, details of the curriculum and
management committee minutes. Records of pupils’ progress, behaviour and well-being were
analysed, as well as monitoring reports on the quality of teaching. Attendance records were
checked, as well as procedures relating to the safeguarding of pupils.
|Melvyn Blackband, Lead inspector||Additional inspector|
|Jackie Blount||Additional inspector|
Information about this school
- The service provides a range of alternative education for a larger than average number of pupils
who do not access mainstream secondary schools for a variety of reasons. It is made up of
separate facilities in different locations around the borough. Each part of the provision is led by a
teacher in charge under the overall direction of the head of specialist alternative provision.
- The Tuition Centre is a pupil referral unit (PRU) funded for up to 70 pupils. The centre provides
full-time education for permanently excluded pupils, up to 30 places for Key Stage 3 pupils on
half-termly respite placements, and pupils who have been excluded on a fixed-term basis for
more than six days.
- The Erkenwald Centre is a smaller provision, catering for up to 30 pupils aged 11 to 16 who
have experienced significant difficulties in maintaining mainstream school attendance and
require a more nurturing setting.
- The Seabrook Centre is a specialist provision for up to 35 10- to 14-year-olds with challenging
behavioural and emotional needs. Most of these pupils have statements of special educational
- The Home Tuition service provides education at home for pupils aged five to 16 who are too ill
to attend school.
- In addition, the service commissions alternative provision for Key Stage 4 pupils, such as the
Lifeline Programme run by a voluntary sector partner and the Compass Programme, delivered by
Barking and Dagenham College.
- A greater than average number of pupils are eligible for pupil premium funding, which is
allocated to those pupils who are entitled to free school meals or are in local authority care.
- Most pupils are White British, with a small minority of other pupils from a variety of ethnic
groups, reflecting the make up of the borough. A very small proportion of pupils speak English
as an additional language. There are currently no pupils at an early stage of learning English.
- The current head of the service was appointed in 2012. Since she took up post, the various parts
of the service have now been fully amalgamated’; this work had started following the 2011
What does the school need to do to improve further?
- Improve the quality of teaching still further, so that all groups make the best possible progress
ensuring teachers consistently record the small steps in learning which pupils make in order to
plan more specifically for each individual in taking the next step
making sure that pupils fully understand how to improve their work further.
- Improve the efficiency of computer systems throughout the provision to enable records of the
pupils’ progress and performance to be more effectively collated.
|The achievement of pupils||is good|
- Pupils almost always enter the provision with significant gaps in their education due to a history
of challenging behaviour or troubled relationships in their schools. Their attainment is generally
lower than average. The pupils overwhelmingly make good progress once in the centres . Their
attitudes to their education improve along with their behaviour, and the gap in their attainment
narrows in comparison to pupils in mainstream schools.
- There are high rates of success at the Tuition Centre in returning Key Stage 3 pupils to their
schools at the end of respite provision and longer fixed-term exclusions. Most of the Key Stage 3
pupils who have been permanently excluded are successfully reintegrated into mainstream
schools. Older pupils, in Key Stage 4, who are permanently excluded, almost all make rapid
progress and leave with GCSE or Entry level qualifications in English and mathematics and with
recognised BTEC qualifications in their chosen vocational courses, such as construction or
cookery. These pupils, in most cases, access the vocational courses at Barking and Dagenham
College or on the Lifeline programme. A high proportion of pupils go on to further study at the
college or other colleges and there have been few pupils over recent years who do not leave for
further education, employment or training.
- The more vulnerable pupils at the Erkenwald Centre make excellent progress. Most pupils gain a
range of GCSE qualifications, in a growing minority of cases at grades A* to C, including English
and mathematics. The pupils at the Seabrook Centre, which has been newly formed, are making
good progress in adjusting to classroom rules and procedures and in forming appropriate
relations with staff and other pupils. They benefit from the very high staffing levels and high
levels of individual tuition and support and their attainment, including those pupils with special
educational needs, is rising. Pupils in the Home Tuition service make good progress as a result
of well organised teaching.
- The rate of progress at the Tuition Centre and Erkenwald has improved since the previous
inspection. Pupils make good progress in literacy and numeracy skills, often as a result of
intensive intervention on an individual basis. Pupil premium funding and Year 7 catch-up funding
have been used successfully to fund significant extra support for those pupils entitled to the
funding. This has resulted in most pupils making progress in reading, writing and number which
is as good as, or better than, expected nationally in mainstream schools. Each site monitors
pupils’ progress effectively and interventions are quickly put in place. The equal opportunity of
pupils is a priority for all staff. There is no discrimination and all groups achieve equally well.
|The quality of teaching||is good|
- Teaching has consistently improved over time at each centre as a result of effective and regular
monitoring by senior staff. They closely observe lessons and scrutinise pupils’ work. As a result,
teaching is almost always good, with occasional outstanding lessons. Pupils in all groups make
good progress, including those with English as an additional language and those with special
educational needs. Achievement is not yet outstanding overall because not all pupils make the
progress of which they are capable.
- Lessons are generally carefully planned, they are taught briskly and this helps to maintain the
pupils’ interest and concentration. Teachers have high expectations of their pupils’ success. They
check pupils’ understanding regularly during lessons and adjust lessons to take account of each
pupil’s ability and interest. On a few occasions, however, teachers do not accurately record the
small steps in learning made by the pupils. As a result, they can miss opportunities to accelerate
the progress of each pupil. The pupils do not always know how well they are doing or how to
improve their work. This slows down the pace of learning.
- The teaching of English and mathematics is effective. Specialist teachers prepare interesting
activities and pupils respond well. The teachers organise their classrooms well. Support workers
and mentors provide good individual support to those pupils who need extra help in reading or
spelling. The pupils enjoy the extra support, they develop the confidence to make mistakes as
they learn, and the teacher and support workers are skilled in stretching the pupils through
effective questions and explanations. The pupils quickly settle to their work, they concentrate for
relatively long periods and they are happy to receive praise and confirmation of their success at
the end of lessons.
|The behaviour and safety of pupils||is good|
- A rapid improvement takes place in the pupils’ attitudes to their learning when pupils enter the
different parts of the provision. They quickly develop positive attitudes and good relations with
staff and other pupils. Classrooms are almost always calm and free from tension. This
contributes well to the pupils’ progress. Teachers and support staff are skilled in identifying
when pupils are upset or finding difficulty, and they use well established and understood
procedures to de-escalate problems through individual mentoring and support.
- Behaviour management is well organised and effective. Staff are fully trained to deal with
problems; the recording of incidents is very clear and links successfully to a range of strategies
for helping pupils to cope with their behaviour and to take responsibility for it. There is a highly
organised mentoring programme for all pupils which plays a significant part in supporting their
behaviour. When incidents occur, they are dealt with quickly and positively to help the pupil to
learn from the episode and how better to deal with situations which cause anxiety or anger.
- As a result of on-going training and clear procedures, pupils’ behaviour has generally continued
to improve. The number of exclusions has dropped to zero as a result of a policy of not
excluding pupils and the consequent strength of procedures to support the pupils and staff.
Vulnerable pupils are equally well provided for by patient and careful mentoring and support.
- Behaviour inside and outside classrooms is good. Pupils behave in positive ways, they are polite
and considerate to others and they tolerate and respect each member of the community. This
helps to foster a successful socially cohesive whole community. The pupils’ consideration for
others, their obvious warmth towards other pupils and staff and their understanding and
acceptance of the established standards of good behaviour demonstrate their good development
of spiritual, moral, social and cultural understanding.
- Pupils report that they feel safe and secure. One pupil commented, ‘We are all students who’ve
had troubles at school and we understand one another.’ There is very little bullying, including
cyber bullying. The pupils, for example, willingly hand in their mobile phones each day. They
have a good understanding of how to deal with bullying and how to inform staff. They develop
their understanding of how to keep safe through the regular mentoring and their personal, social
and health education lessons. Parents feel confident that their children are safe and free from
discrimination or bullying and, in many letters and emails to the school, report the positive
changes in their child. In most cases, the attendance of the pupils significantly and rapidly
improves from that at their previous schools.
|The leadership and management||is good|
- The experience and expertise of the head of the service have enabled her to successfully merge
and manage the centres while retaining the diversity of the service. She has been well supported
by the managers of the centres and the head of the Home Tuition service. Together, they have
consistently improved standards of teaching and thus the rates of pupils’ progress. The senior
team insists on high standards throughout the provision and monitors teaching rigorously.
- As a result of the monitoring and robust performance management of staff, teaching has
continued to improve and is now good, and occasionally outstanding. Teachers are well
supported through further training and coaching. Senior staff evaluate strengths and areas for
development carefully and accurately and this is accompanied by detailed development planning.
Leaders, for instance, are well aware of the occasional weaknesses in teaching and are working
to remedy these.
- Leaders maintain a close eye on the achievement of pupils through good tracking procedures.
There remain problems with coordination of the records of pupils from different sites because, as
yet, computer programmes are not compatible across the whole service. Despite this, senior
staff effectively manage the progress of pupils. Where any falling off in performance is noted, a
clear and effective range of interventions can be employed to support the pupils’ academic
progress, particularly in literacy. They can also deal with pupils’ social, emotional and
behavioural difficulties through multi-agency support, including the Children and Adolescent
Mental Health team and the valuable work of the mentors who work effectively with individual
- There has been a good track record of improvement, especially since the service became
amalgamated, led by the present head of service. The management committee is active and
informed and the local authority provides valuable support and challenge. There is a good
capacity to maintain this improvement.
- The curriculum is effective in meeting the needs of the pupils. In each centre, there is an
emphasis on basic skills to enable pupils, in all groups, to catch up and to access the wider
range of school subjects and college courses. This system is effective in enabling pupils to return
successfully to mainstream schools or to progress to further education courses. Pupils are well
supported by substantial personal development lessons and activities and individual counselling
and mentoring. For instance, there are planned outward bound courses to help pupils develop
independence and social skills further. These activities make a good contribution to the pupils’
behaviour and self-control in different situations and benefit their spiritual, moral, social and
cultural understanding. There is now a wide range of vocational courses available to pupils,
offsite at alternative providers, which are closely monitored by senior staff of the Barking and
Dagenham Tuition Service. These inspire almost all pupils to go on to college courses when they
- There are very positive links with parents and with local mainstream schools who consistently
report favourably on the improvements seen in pupils who have returned to them. Safeguarding
arrangements are effective and meet statutory requirements.
- The governance of the school:
The management committee members are well informed about pupils’ progress, including
performance data and how it compares with similar schools. They are well informed about the
quality of teaching, salary arrangements for staff, and are involved in the decision making
process in rewarding staff for good performance and in managing any underperformance.
They maintain clear supervision of the Year 7 catch-up and pupil premium funding and its
impact on pupils’ progress and well-being. Members self-evaluate their own effectiveness and
take part in relevant training events, for instance in child protection. They are well informed
and up to date regarding the recruitment of staff and safeguarding arrangements for children.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||132816|
|Local authority||Barking and Dagenham|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Pupil referral unit|
|School category||Pupil referral unit|
|Age range of pupils||5–16|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||111|
|Appropriate authority||The Management Committee|
|Date of previous school inspection||2–3 March 2011|
|Telephone number||0208 270 6000|
|Fax number||0208 517 4949|