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Carradon PRU Closed - academy converter May 31, 2013

see new Carradon PRU

Carradon PRU
West Street

phone: 01579 *** ***

school holidays: via Cornwall council

— 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 #

rooms to rent in Liskeard

Schools nearby

  1. Liskeard Infant School PL146BS
  2. Community & Hospital Education Service PL146BS
  3. Carradon PRU PL146BS (5 pupils)
  4. Community & Hospital Education Service PL146BS (3 pupils)
  5. 0.2 miles T Plus Centre (Taliesin Education) PL146DH (10 pupils)
  6. 0.3 miles Liskeard Junior School PL146HZ
  7. 0.3 miles Liskeard School and Community College PL143EA (1007 pupils)
  8. 0.3 miles Liskeard Hillfort Primary School PL146HZ (344 pupils)
  9. 0.4 miles Liskeard Hillfort Primary School PL146HZ
  10. 0.5 miles Caradon EOOS Centre Co Loveny House PL144DA
  11. 0.6 miles St Martin's CofE VA School PL143DE
  12. 0.6 miles St Martin's CofE VA School PL143DE (298 pupils)
  13. 2 miles Dobwalls Community Primary School PL144LU (163 pupils)
  14. 2.3 miles St Cleer Primary School PL145EA (223 pupils)
  15. 2.8 miles Trewidland Primary School PL144SJ (26 pupils)
  16. 2.9 miles Menheniot Primary School PL143QY (125 pupils)
  17. 3 miles Darite Primary School PL145JH (68 pupils)
  18. 4 miles Quethiock CofE VA School PL143SQ
  19. 4 miles Quethiock CofE VA School PL143SQ (38 pupils)
  20. 4.2 miles Pensilva Primary School PL145PG (139 pupils)
  21. 4.2 miles Duloe CofE VA Junior and Infant School PL144PW (72 pupils)
  22. 4.3 miles St Neot Community Primary School PL146NL (86 pupils)
  23. 4.3 miles Braddock CofE Primary School PL144TB
  24. 4.3 miles Braddock CofE Primary School PL144TB (55 pupils)

List of schools in Liskeard

Caradon Pupil Referral


West Street, Liskeard, Cornwall, PL14 6BS

Inspection dates 19–20 September 2012
Overall effectiveness This inspection: Good 2
Previous 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
previously unsatisfactory.
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.

Inspection team

Christine Emerson, Lead inspector Additional inspector
Inspection report: Caradon Pupil Referral Unit, 19−20 September 2012 3 of 9

Full report

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

practical work.

Inspection report: Caradon Pupil Referral Unit, 19−20 September 2012 4 of 9

Inspection judgements

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
    their attendance.
  • 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
    management committee.
  • 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 Judgement Description
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

School details

Unique reference number 135394
Local authority Cornwall
Inspection number 402700

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
Headteacher Sue Tysall
Date of previous school inspection 19−20 May 2010
Telephone number 01579 340405
Fax number 01579 345908
Email address reveal email: stys…
Inspection report: Caradon Pupil Referral Unit, 19−20 September 2012 9 of 9

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