Carradon PRU Closed - academy converter May 31, 2013
phone: 01579 *** ***
— Pupil Referral Unit
- Establishment type
- Pupil Referral Unit
- Establishment #
- Open date
- Sept. 1, 2007
- Close date
- May 31, 2013
- Reason open
- New Provision
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 224877, Northing: 64694
- GPS coordinates
- Latitude: 50.456, Longitude: -4.4684
- Accepting pupils
- 5—16 years old
- Ofsted last inspection
- Sept. 19, 2012
- Region › Const. › Ward
- South West › South East Cornwall › Liskeard North
- Town and Fringe - less sparse
- SEN Facilities
- PRU Does have Provision for SEN
- Special classes
- Has Special Classes
- Full time provision
- PRU does offer full time provision
- Pupils educated by others
- PRU Does offer tuition by another provider
- Pupils With EBD
- PRU Does have EBD provision
- Fresh start
- Fresh Start
- Learning provider ref #
- Liskeard Infant School PL146BS
- Community & Hospital Education Service PL146BS
- Carradon PRU PL146BS (5 pupils)
- Community & Hospital Education Service PL146BS (3 pupils)
- 0.2 miles T Plus Centre (Taliesin Education) PL146DH (10 pupils)
- 0.3 miles Liskeard Junior School PL146HZ
- 0.3 miles Liskeard School and Community College PL143EA (1007 pupils)
- 0.3 miles Liskeard Hillfort Primary School PL146HZ (344 pupils)
- 0.4 miles Liskeard Hillfort Primary School PL146HZ
- 0.5 miles Caradon EOOS Centre Co Loveny House PL144DA
- 0.6 miles St Martin's CofE VA School PL143DE
- 0.6 miles St Martin's CofE VA School PL143DE (298 pupils)
- 2 miles Dobwalls Community Primary School PL144LU (163 pupils)
- 2.3 miles St Cleer Primary School PL145EA (223 pupils)
- 2.8 miles Trewidland Primary School PL144SJ (26 pupils)
- 2.9 miles Menheniot Primary School PL143QY (125 pupils)
- 3 miles Darite Primary School PL145JH (68 pupils)
- 4 miles Quethiock CofE VA School PL143SQ
- 4 miles Quethiock CofE VA School PL143SQ (38 pupils)
- 4.2 miles Pensilva Primary School PL145PG (139 pupils)
- 4.2 miles Duloe CofE VA Junior and Infant School PL144PW (72 pupils)
- 4.3 miles St Neot Community Primary School PL146NL (86 pupils)
- 4.3 miles Braddock CofE Primary School PL144TB
- 4.3 miles Braddock CofE Primary School PL144TB (55 pupils)
Caradon Pupil Referral
West Street, Liskeard, Cornwall, PL14 6BS
|Inspection dates||19–20 September 2012|
|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||Outstanding||1|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Leadership and management are outstanding. |
Teaching has improved a great deal since the
Because the pupil referral unit (PRU) has
Pupils feel safe at the PRU and respond well
The headteacher and senior leaders are very
determined to improve pupils’ achievement
and personal development. They are highly
successful in achieving this goal because
there are excellent systems in place to
carefully track pupils’ progress and to support
pupils to do better.
previous inspection when it was judged to be
satisfactory. Teaching is now usually good,
with examples of outstanding practice.
developed very effective links with parents
and carers, pupils’ attendance is good. This
represents excellent improvement, as it was
to the very strong systems to improve their
behaviour. As a result, lessons are calm and
purposeful and pupils are well focused on
| Pupils’ achievement has improved markedly |
Literacy and numeracy are promoted well in
Very effective working with the Caradon
over the last three years, particularly with
regard to GCSE results.
all lessons and those pupils who need it
receive intensive one-to-one support. The
detailed records kept by the centre
demonstrate the rapid progress which most
pupils make in improving their reading and
Behaviour for Learning Partnership enables
most younger pupils to move on successfully
to mainstream or special schools. Over the
last two years all Year 11 pupils have gained
college places, apprenticeships or
| In a small minority of lessons, work is not |
matched closely to the needs of individual
| The most able pupils do not achieve as well |
as they could do in science.
|Inspection report:||Caradon Pupil Referral Unit, 19−20 September 2012||2 of 9|
Information about this inspection
- The inspector observed six lessons, of which one was a joint lesson observation with the
headteacher. She also visited several lessons briefly with the headteacher to look at how well
teachers in the PRU match work to the needs of individual pupils.
- Meetings were held with the local authority’s headteacher for alternative provision who
manages Cornwall’s pupil referral units, and with staff and pupils. A telephone discussion was
conducted with the Vice-Chair of the Management Committee.
- The inspector took account of responses to the on-line questionnaire (Parent View), although
too few responses were registered in order to gain evidence.
- The inspector observed the work of the PRU and looked at a wide range of documentation
including that relating to safeguarding practices, improvement planning, pupils’ records and
assessment information on pupils’ progress. She analysed the 12 questionnaires which were
returned by staff and heard two pupils read.
|Christine Emerson, Lead inspector||Additional inspector|
|Inspection report:||Caradon Pupil Referral Unit, 19−20 September 2012||3 of 9|
Information about this school
- Caradon Pupil Referral Unit serves a wide, largely rural, catchment area in south-east Cornwall
and forms part of the Caradon Behaviour for Learning Partnership. Primary provision was
established in November 2010, and in January 2012 this was extended to include a nurture
group for primary-aged pupils with particularly complex needs. The PRU now caters for pupils
in Years 3 to 11, although at the time of the inspection the youngest pupils were in Year 5.
Most pupils attend the PRU for a relatively short time before transferring to mainstream schools
or other placements.
- Almost all pupils are dual registered with a mainstream school. Pupils who are admitted to the
PRU have displayed problematic behaviour in their mainstream school, often leading to
exclusion. A majority of pupils has a statement of special educational needs. Most statements
are for behavioural, emotional and social difficulties (BESD), with a few statements for autistic
spectrum disorder .
- A large majority of pupils are known to be eligible for the pupil premium. All pupils are of White
British heritage and speak English as their first language. All pupils in the primary department
are boys, while girls comprise a third of pupils in Years 7 to 11. A few pupils are looked after by
the local authority. The PRU holds the Healthy School award and the Basic Skills Charter Mark.
What does the school need to do to improve further?
- Improve teaching by:
– ensuring that work set in lessons is always matched exactly to the needs of individual
learners and consistently challenges the most able.
- Ensure that all pupils achieve well in science by:
– working with the local authority’s science adviser and the headteacher for alternative
provision to evaluate the programmes being offered and to improve GCSE grades for
the most able pupils
– linking with partnership schools to provide pupils with better opportunities for
|Inspection report:||Caradon Pupil Referral Unit, 19−20 September 2012||4 of 9|
|The achievement of pupils||is good|
- Attainment on entry is often low in comparison with national expectations because of pupils’
previous disaffection from education and their lack of attendance at school. However, pupils
respond well to the PRU’s high expectations for learning and behaviour and re-engage with
learning. As a result all groups of pupils, including those who are particularly vulnerable, make
rapid progress and quickly catch up with work which they have missed.
- All pupils are assessed very thoroughly on entry to the PRU and the information gained from
assessment is used to set challenging individual targets for learning. Pupils’ progress in
achieving these targets is very carefully monitored. The PRU’s excellent electronic database
demonstrates clearly that pupils in all year groups make rapid progress in English and
mathematics which is above national expectations. However, while most pupils make good
progress in science, some of the most able pupils in Years 10 and 11 do not do as well as
expected and as a consequence do not achieve their target GCSE grades. This
underachievement has been identified as an area of focus by the leadership team.
- There are good strategies to promote the key skills of literacy, numeracy and information and
communication technology (ICT). Pupils’ communication skills are promoted well through good
opportunities to engage in discussions and question-and-answer sessions.
- Primary-aged pupils are heard reading daily and the PRU liaises closely with their parents and
carers to enable the pupils to practise their reading skills at home. Two Year 5 pupils were
confident in reading their home reading books to the inspector. The books were at just the
right level of challenge and the pupils demonstrated that they were making good progress in
using phonic skills (the sounds made by letters) to decipher text. Pupils across the PRU enjoy
reading and are confident to read in class.
- The PRU has introduced a highly focused withdrawal programme for pupils who struggle with
literacy. As a result, some pupils improve their reading skills very rapidly, with a few pupils
increasing their reading age by three years in six months.
- Pupils take care with the presentation of their work and Years 10 and 11 pupils produce GCSE
coursework which is of good quality. Given the short time that they attend the PRU, pupils’
portfolios of work for art and design and for photography are of exceptional quality. In 2012 all
pupils entered for GCSE art and design, including for fine art and photography, achieved grade
C or above, with a large majority gaining a grade B. This represents outstanding progress for
these pupils given their low starting points.
- Pupils in Year 11 gain a good number of GCSEs at grades A* to C or equivalent qualifications.
Through working with alternative providers, a few pupils also gain vocational qualifications in
subjects such as vehicle maintenance and hair and beauty.
- Outcomes for pupils are good. There is a good return rate to mainstream schools. Most Year 11
pupils gain places at colleges of further education, with a few taking up apprenticeships or
employment. In the last two years, every Year 11 pupil has moved on to employment or
|The quality of teaching||is good|
- The quality of teaching over time is good, with some outstanding teaching. The expectations of
the Teachers' Standards are met across the PRU.
- Teachers and support staff are extremely skilled at working with pupils who can display
problematic behaviours. There are very high expectations for behaviour and learning in lessons
and pupils generally respond very well to this. Any behavioural incidents are dealt with very
quickly and effectively so that lessons proceed smoothly and good learning takes place.
- Teachers use the PRU’s excellent assessment records of pupils’ attainment and progress to
plan lessons and prepare work at different levels. However, on a small number of occasions,
activities, such as written tasks, are not matched precisely enough to the needs of different
learners. When this happens, a few pupils, including the most able, are not sufficiently
challenged and progress slows as a result.
|Inspection report:||Caradon Pupil Referral Unit, 19–20 September 2012||5 of 9|
- Activities in science, such as opportunities to carry out experiments, do not always enable the
most able pupils to achieve their target GCSE grades.
- The quality of marking has improved greatly since the previous inspection and teachers give
pupils good written guidance about what they need to do to make their work better and gain
higher marks. Good ongoing assessment is evident in lessons with teachers checking for pupils’
understanding and giving positive verbal feedback for good work and effort.
- Teachers have good subject knowledge and use resources effectively to make lessons
interesting. This engages the pupils well and they make a good contribution to the high quality
discussions and question-and-answer sessions. An example of this was in a lesson for Year 10
pupils about giving first aid. The lively lesson proceeded at a very rapid pace with excellent
opportunities for pupils to practise first-aid skills and discuss first-aid procedures.
|The behaviour and safety of pupils||are good|
- A very strong behaviour management system is in place which incorporates rewards for
good behaviour and sanctions for pupils who do not achieve their daily behaviour targets.
The system is consistently implemented and well understood by pupils. As a result, pupils
see the benefits of behaving well and make good progress in managing their own
- Relationships between staff and pupils are very good. Inappropriate language is not
tolerated and pupils are supported well to understand that they can become successful
learners. Consequently, they show respect for others and develop positive attitudes to
- The good improvements made by pupils in developing social skills and managing their own
behaviour underpin the successful transition which many pupils make to mainstream
schools or colleges of further education.
- Pupils, their parents and carers, staff at feeder schools and staff at the PRU all agree that
behaviour is good. They highlight pupils’ improvements with behaviour as a major strength
of the centre.
- Pupils make good progress in learning how to behave safely. For example, in lessons such
as design and technology they use tools sensibly. All pupils, including those of primary age,
say that they feel very safe at the PRU. Pupils say that there is no bullying and teachers
respond very quickly to any name calling.
- Attendance is now good, being above average, and pupils make good progress in improving
- Exclusion is used for only the most serious incidents. The PRU’s database shows that pupils
who have experienced a very high rate of exclusions in their previous schools are rarely
excluded from the PRU.
|The leadership and management||are outstanding|
- This is a highly ambitious centre which, as a result of very determined leadership, is
improving very rapidly. Since the previous inspection there has been marked improvement
in key areas such as teaching, achievement and attendance.
- In the previous inspection, teaching, which was judged as satisfactory overall, was
described as ‘too variable’. Since then, the leadership team has implemented a very well
planned and thorough programme of lesson monitoring and a very well focused
professional development programme, underpinned by robust performance management.
As a result, teaching is now good with some outstanding practice.
- Excellent systems are in place to collect, monitor and analyse every aspect of the PRU’s
performance. These have been identified by the Basic Skills Quality Mark assessors as an
exemplar of good practice. The PRU tracks the progress of individual pupils and groups of
pupils very precisely. This information is used very well to underpin self-evaluation. The
PRU therefore has a very well founded view of what it is doing well and uses this
information to inform the excellent development planning.
|Inspection report:||Caradon Pupil Referral Unit, 19–20 September 2012||6 of 9|
- Development planning is very well focused on the key actions which will raise achievement.
An excellent system of reviewing annual monthly action plans ensures responsibility for
improvement is shared by subject teachers, the senior leadership team and the
- Pupils’ literacy skills are promoted very well through specific training for staff and well-
planned intervention programmes.
- Very good partnership working between the PRU’s leaders and headteachers in the locality
has reduced permanent exclusions from mainstream schools significantly and supports
pupils to re-integrate successfully.
- The PRU has very effectively developed excellent links with parents and carers and a wide
variety of outside agencies. This supports the pupils’ personal development very well.
However, links with partnership schools to provide better opportunities for practical work in
science are not yet fully developed.
- Pupils benefit from a rich and varied curriculum which is very well tailored to their individual
needs. It provides a very good balance of addressing pupils’ emotional and behavioural
difficulties whilst at the same time enabling pupils to make good academic progress.
- Pupils’ spiritual, moral, social and cultural development is promoted very well and they
make excellent progress in gaining self-respect and respecting others.
- Procedures for safeguarding pupils are good and meet statutory requirements.
- The PRU receives very good support from the local authority, including from the
headteacher of alternative provision and specialist advisers. Nevertheless, leaders recognise
that there is scope for developing work to improve outcomes in science, for example
through working with the local authority science adviser and the headteacher for alternative
provision to evaluate the programmes being offered.
- The PRU’s track record of rapid improvement, along with the excellent quality of
development planning, indicates that the PRU has an outstanding capacity for
- The governance of the school:
The management committee is very well involved in self-evaluation and development
planning. It therefore has a very good understanding of the strengths of the PRU and of
the actions which will improve it further.
Committee meetings are well attended and the minutes demonstrate that the management
committee holds senior leaders to account and challenges decisions robustly when
The management committee ensures that all statutory duties are met.
|Inspection report:||Caradon Pupil Referral Unit, 19−20 September 2012||7 of 9|
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.
|Inspection report:||Caradon Pupil Referral Unit, 19−20 September 2012||8 of 9|
|Unique reference number||135394|
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||8–16|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||23|
|Appropriate authority||The local authority|
|Date of previous school inspection||19−20 May 2010|
|Telephone number||01579 340405|
|Fax number||01579 345908|
|Inspection report:||Caradon Pupil Referral Unit, 19−20 September 2012||9 of 9|
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