phone: 01904 642611
headteacher: Mrs Tricia Head
105 boys 67%
50 girls 32%
Last updated: June 20, 2014
— Pupil Referral Unit
- Establishment type
- Pupil Referral Unit
- Establishment #
- OSGB coordinates
- Easting: 460697, Northing: 450108
- GPS coordinates
- Latitude: 53.944, Longitude: -1.0768
- Accepting pupils
- 5—16 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 28, 2012
- Region › Const. › Ward
- Yorkshire and the Humber › York Central › Fishergate
- Urban > 10k - less sparse
- SEN Facilities
- PRU Does have Provision for SEN
- 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
- Teen mother
- Provides places for Teen Mothers
- Free school meals %
- Learning provider ref #
- Fulford Cross School YO104PB
- The Bridge Centre YO104PB
- 0.1 miles York Steiner School YO104PB (202 pupils)
- 0.1 miles York Steiner School YO104PB
- 0.5 miles Knavesmire Primary School YO231HY (396 pupils)
- 0.5 miles St Oswald's Church of England Voluntary Controlled Primary School YO104LX (302 pupils)
- 0.5 miles St George's Roman Catholic Primary School, York YO104BT (214 pupils)
- 0.6 miles Fishergate Primary School YO104AP (270 pupils)
- 0.6 miles Fulford School YO104FY (1339 pupils)
- 0.7 miles Millthorpe School YO231WF (913 pupils)
- 0.8 miles Scarcroft Primary School YO231BS (317 pupils)
- 0.8 miles Saint Lawrence's Church of England Voluntary Aided Primary School YO105BW (224 pupils)
- 0.9 miles All Saints RC School YO241BJ (1235 pupils)
- 1 mile The Mount School YO244DD (297 pupils)
- 1 mile University of York YO105DD
- 1 mile Real School YO103EN
- 1.2 mile St Paul's Nursery School YO244BD (100 pupils)
- 1.2 mile St Paul's Church of England Voluntary Controlled Primary School YO244BJ (168 pupils)
- 1.2 mile York College for Girls YO17HZ
- 1.3 mile The Minster School YO17JA (171 pupils)
- 1.4 mile Dringhouses Primary School YO241HW (302 pupils)
- 1.4 mile Lord Deramore's Primary School YO105EE (209 pupils)
- 1.4 mile English Martyrs' Roman Catholic Voluntary Aided Primary School YO244JW
- 1.4 mile St Wilfrid's, York, Roman Catholic Primary School YO317PB (265 pupils)
Danesgate, Fulford Cross, York, North Yorkshire, YO10 4PB
|Inspection dates||28–29 November 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||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| The headteacher has a clear view of how |
Teaching has improved and is consistently
As pupils re-engage with learning, they are
successful the centre can be and has created
consistently high expectations across the
diverse provisions that form Danesgate
Community. At the time of the last inspection,
many of the actions identified to improve the
centre had just been implemented. These are
now well established and result in
significantly improved outcomes for pupils.
good. As a result, although attainment
remains below average, pupils make good
progress from their different starting points
and achievement is good. Those with a
statement of special educational needs
achieve particularly well.
supported by high quality information, advice
and guidance that helps a very high
proportion to move into education, training or
employment when they leave.
| The behaviour and safety of pupils is good. |
Leaders, including the management
Pupils are generally polite and courteous to
each other. Individual learning plans support
pupils’ needs as they develop strategies to
manage their own behaviour. Time lost for
exclusions has reduced significantly. Pupils feel
safe, they develop good attitudes to work and
the attendance of most pupils improves
committee, have a very good knowledge and
understanding of the Danesgate Community.
They have established a clear focus on school
improvement based on meeting the needs of
individuals, strong partnerships and clear plans
to support their commitment to improving
pupil’s life chances. This has led to sustained
improvement in the quality of teaching and
pupil achievement since the previous
| Not enough teaching is outstanding and does |
not contribute to outstanding learning and
achievement. Learners are not always
challenged to make the maximum progress
in some lessons.
| The low attendance of some pupils impacts on |
their learning and development.
Information about this inspection
- The inspectors observed 26 lessons taught by teachers, teaching assistants and other
professionals of which three were joint observations with the headteacher and achievement
manager. The inspectors also made a number of shorter visits to lessons and personalised
education sessions. They observed pupils attending the two off-site primary centres, as well as
at alternative learning provisions at the Lighthouse Centre and the York Boxing Club.
- Meetings were held with the headteacher, deputy headteacher, other staff, the Chair and vice-
chair of the Management Committee, alternative curriculum providers, a parent and
representatives from the local authority. Discussions took place with individual pupils in lessons
as well as at break and lunchtime.
- The inspectors observed the centre’s work, and looked at pupils’ work and information on their
progress. Safeguarding records and other documents were evaluated. There were insufficient
responses to the online parent questionnaire for the lead inspector to assess, so telephone
conversations were held with a small sample of parents. Responses from the questionnaire for
staff were also considered.
|Keith Massett, Lead inspector||Additional Inspector|
|Pauline Pitman||Additional Inspector|
Information about this school
- Danesgate Community provides small group and personalised education programmes mostly for
pupils who have been permanently excluded and those at risk of exclusion, on short or long-
term placements, due to their behavioural, social and emotional needs. It operates an outreach
service for the primary and secondary schools in York and for other pupils who cannot attend
- The primary provision has been expanded since the previous inspection and includes two off-site
- There are collaborative arrangements with York secondary schools, Askham Bryan Further
Education College and York College of Further Education for the delivery of 14-19 vocational
courses on the Danesgate Community site. Programmes for individual learning are provided in
partnership with the youth service and work-based learning with the Joseph Trust at Rossmore
Grange Farm and with the Jack Raine Community Foundation at York Boxing Club.
- Most pupils are White British and a large majority are boys. A small number are pupils looked
after by the local authority and there are a few from Traveller families.
- The number of pupils who have a statement of special educational needs or are undergoing
assessment is increasing.
- The proportion of pupils known to be eligible for pupil premium is high.
What does the school need to do to improve further?
- Improve teaching so that more is outstanding and further improves outcomes for pupils by:
ensuring teachers consistently use all the available information about how well pupils are
doing, so that learning activities are closely matched to individual pupils’ needs, improving
written feedback within teachers’ marking to match the level of the oral feedback that pupils
consistently providing opportunities for pupils to develop their literacy skills in subjects other
improving attendance, especially of the small group of pupils who although their attendance
has improved are still absent too often.
|The achievement of pupils||is good|
- The good progress that pupils make at Danesgate Community, whatever their starting point
means that achievement is good.
Attainment is below average on entry, often as a result of pupils’ disrupted educational
experiences prior to arriving at the centre. Data indicates that pupils now enter with lower
attainment than at the time of the last inspection and increasingly complex needs. Low levels of
attainment in literacy on pupils’ entry to the school is a significant barrier to improving pupils’
- Attainment remains below average when pupils leave but their good progress means the gaps
are closing between how well these pupils are doing and pupils nationally. By the time pupils
leave in Year 11 almost all have re-engaged with education and a very high proportion move to
education, employment or training.
- Achievements of pupils who stay at the centre until the end of Key Stage 4 are good. Pupils
achieve appropriate accreditation that will enhance their chances in life beyond school. More
pupils are achieving national benchmarks for five A*-G and almost all achieve at least one GCSE
qualification. Achievement in English and mathematics is good. GCSE results have improved each
year for the last three years.
- The school’s data and inspection findings indicate that there is no significant difference in the
achievement of different groups of pupils, including those eligible for the pupil premium, from
Traveller families or those looked after by the local authority.
- Pupils of all ages who have a statement of special educational needs achieve particularly well.
For example, almost half achieved five A*-G in 2012 GCSE examinations. Pupils generally exceed
predictions from mainstream school and the targets set by the centre.
- Key Stage 3 and primary pupils often stay for shorter periods but make equally good progress.
About half reach the nationally expected levels in both English and mathematics by the end of
Year 9. In national tests in 2012, some Key Stage 2 pupils made outstanding individual progress
in English and good progress overall. Progress rates increase for pupils who spend more time at
- Pupils who find it more difficult to be involved in their education are well
supported by the one-to-one learning and the alternative provision from out of school
providers enabling more pupils to re-engage with learning.
|The quality of teaching||is good|
- Teaching is good and enables pupils to make good progress and achieve well. The areas for
improvement identified during the previous inspection to, for example, improve teachers’
planning, have been well addressed.
- Thorough procedures to accurately establish the ability of each pupil on entry to the school are
in place. This is used alongside information from the pupils’ previous school and national tests to
set challenging targets.
- Planning ensures a good range of appropriate learning activities and work is usually well
matched to the needs of pupils. However, this is not fully consistent and in some lessons, pupils
do not make as much progress as they could.
- Each pupil has an individual learning programme, following either a small group or personalised
programme ensuring their social and emotional needs are well met. Relationships between staff
and pupils are good. Staff set high expectations and there is consistency across all the provisions
and in the alternative settings.
- The good teaching and high quality learning environment, particularly in the skills centre, ensure
that pupils are interested and engaged in lessons. The learning environment in the more recently
established primary provisions is not always as well developed or engaging.
- Teaching in Years 1 to 6 is good overall and ensures pupils are well prepared for their return to
mainstream school. Some of the teaching observed during the inspection was outstanding. In
one well planned lesson pupils enjoyed a practical task. High quality questioning ensured they
developed a range of literacy skills alongside other important skills such as working together,
managing their own behaviour and following health and safety rules. This quality of teaching is
not yet consistent across the different settings for pupils of this age.
- Teaching for pupils in Years 7 to 11 is consistently good. Staff use their good subject knowledge
effectively. Specialist teachers for vocational subjects use knowledge of the workplace to ensure
pupils gain a wide range of appropriate skills and experiences. Good practice was seen in a
catering lesson where pupils planned and worked together to make a variety of meals in the
professional standard kitchen. They then gained additional experience as they helped to prepare
and serve the meals to staff and pupils in the centre canteen.
- Staff consistently provide good verbal feedback to pupils on their learning. Useful written
comments to help pupils understand precisely what is required to improve their work is provided
by some teachers, but is generally a less well developed part of teachers’ marking. Good
development of pupils’ literacy skills was seen in some lessons. However, opportunities are
sometimes missed to support pupils’ progress in their literacy skills across a range of subjects.
- Teaching assistants and other support staff work in close partnership with teachers and they
make a significant contribution to pupils’ learning and behaviour management.
|The behaviour and safety of pupils||are good|
- Pupils make significant progress in improving their behaviour and attitudes to learning. They are
usually polite and courteous to each other.
- The positive learning environment and nurturing approach adopted by all staff typically enable
most pupils to settle well into the centre. They quickly learn new routines and respond well to
the high expectations of how to behave in an appropriate manner towards staff and other pupils.
They are proud of the centre and treat the environment with the utmost respect.
- Pupils’ good behaviour in lessons enables the teachers to focus on teaching and pupils to learn
- Staff are skilled at managing behaviour and apply different behaviour management methods
consistently. Exclusions for serious incidents have reduced as pupils are taught more effectively
how to deal with difficult situations and better manage their own behaviour. Records show that
there has been an improvement in behaviour and a significant reduction in exclusions over the
past three years.
- Safeguarding is a high priority and pupils say they feel safe at the centre and when visiting off-
site activities. Thorough systems have been established to ensure the safety of pupils attending
off-site learning, with the same high expectations and consistency of practice as seen at the
- Pupils are well informed about the different types of bullying and were happy to share their
knowledge and experiences with inspectors. Pupils and parents confirm that there is little
evidence of bullying but if it does occur it is dealt with effectively.
- Behaviour around the centre is good. Pupils are mostly very polite and respond well to visitors
and pupils from other schools attending the skills centre. Behaviour observed in the canteen was
exemplary and there are good opportunities to interact and develop social skills with staff and
other pupils in an informal setting.
- Vocational programmes enable pupils to develop a wide range of skills and develop behaviour
that will support them at college or in the workplace when they leave.
- Attendance improves rapidly compared to pupils’ previous attendance in mainstream school.
Many pupils have experienced long periods out of school before being placed at the centre. The
centre has maintained an upward trend in attendance levels over the last three years. However,
the persistent absence of a small minority of pupils means that overall attendance remains low.
|The leadership and management||are good|
- The headteacher has demonstrated outstanding leadership in expanding provision and
establishing the high expectations and common practices that are in place across the diverse
provisions that form the Danesgate Community. This has ensured good outcomes for pupils.
- The re-structured leadership team ensure that the focus on improving outcomes for pupils is at
the heart of developments. The deputy headteacher and assistant headteacher effectively
support the drive for improvement. The extended leadership team have contributed very
effectively to provision in areas such as data management, staff professional development and
support for pupils with special educational needs.
- Since the previous inspection, plans to drive improvement and develop teaching have been
successfully implemented. Staff development is a priority supported by robust observation of
teaching, professional development and performance management.
- The schools procedures for gaining an accurate view of its performance are robust and highly
accurate, especially in the analysis of teaching and pupils’ outcomes. Performance pay is used
effectively and supports the implementation of good plans for continued improvement.
- English and mathematics subject leaders ensure a consistent approach to the teaching and
improved outcomes in these subjects. However, the development of literacy skills in other
subjects is inconsistent.
- Very strong partnerships highlight the centre’s commitment to improving pupils’ life chances.
They engage a wide range of partnerships often leading the developments at a strategic level.
Partnerships with alternative providers ensure more opportunities for the harder to engage
pupils. The local authority provides good support and there is a strong partnership with the
headteacher to develop city wide practice.
- The curriculum is well planned and together with partners, the school meets the needs and
interests of learners. The curriculum for pupils in Years 1 to 6 enables pupils to be successfully
re-integrated into mainstream school. Curriculum provision in Years 7 to 11 ensures pupils
swiftly re-engage in learning. Pupils enjoy the added focus on vocational activities such as
construction, land based studies, catering and hair and beauty courses and this supports
progression when they leave.
- Leaders ensure that opportunities for pupils’ spiritual, moral, social and cultural development are
well established across the curriculum. This is well supported by the ‘opening minds’ curriculum
with younger pupils and the breadth of courses for older pupils.
- The governance of the school:
The management committee have a very good knowledge and understanding of the strengths
and priorities for improvement at Danesgate Community. Its membership is reflective of the
local school community and partner agencies. They have established an effective model of full
management committee and sub-committees meetings that have enabled them to inform and
support the headteacher’s view of how the school will develop and challenge actions
appropriately. There is robust monitoring of the school improvement plan and the statutory
duties of the committee, such as safeguarding. The committee is well placed to incorporate
the additional responsibilities of governance, such as financial management, from 2013.
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||121270|
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||146|
|Appropriate authority||The local authority|
|Date of previous school inspection||18 October 2010|
|Telephone number||01904 642611|
|Fax number||01904 642613|