School etc

Danesgate Community

Danesgate Community
Fulford Cross
North Yorkshire

phone: 01904 642611

headteacher: Mrs Tricia Head

school holidays: via York council

157 pupils aged 5—16y mixed gender

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 #

rooms to rent in York

Schools nearby

  1. Fulford Cross School YO104PB
  2. The Bridge Centre YO104PB
  3. 0.1 miles York Steiner School YO104PB (202 pupils)
  4. 0.1 miles York Steiner School YO104PB
  5. 0.5 miles Knavesmire Primary School YO231HY (396 pupils)
  6. 0.5 miles St Oswald's Church of England Voluntary Controlled Primary School YO104LX (302 pupils)
  7. 0.5 miles St George's Roman Catholic Primary School, York YO104BT (214 pupils)
  8. 0.6 miles Fishergate Primary School YO104AP (270 pupils)
  9. 0.6 miles Fulford School YO104FY (1339 pupils)
  10. 0.7 miles Millthorpe School YO231WF (913 pupils)
  11. 0.8 miles Scarcroft Primary School YO231BS (317 pupils)
  12. 0.8 miles Saint Lawrence's Church of England Voluntary Aided Primary School YO105BW (224 pupils)
  13. 0.9 miles All Saints RC School YO241BJ (1235 pupils)
  14. 1 mile The Mount School YO244DD (297 pupils)
  15. 1 mile University of York YO105DD
  16. 1 mile Real School YO103EN
  17. 1.2 mile St Paul's Nursery School YO244BD (100 pupils)
  18. 1.2 mile St Paul's Church of England Voluntary Controlled Primary School YO244BJ (168 pupils)
  19. 1.2 mile York College for Girls YO17HZ
  20. 1.3 mile The Minster School YO17JA (171 pupils)
  21. 1.4 mile Dringhouses Primary School YO241HW (302 pupils)
  22. 1.4 mile Lord Deramore's Primary School YO105EE (209 pupils)
  23. 1.4 mile English Martyrs' Roman Catholic Voluntary Aided Primary School YO244JW
  24. 1.4 mile St Wilfrid's, York, Roman Catholic Primary School YO317PB (265 pupils)

List of schools in York

School report

Danesgate Community

Danesgate, Fulford Cross, York, North Yorkshire, YO10 4PB

Inspection dates 28–29 November 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
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.

Inspection team

Keith Massett, Lead inspector Additional Inspector
Pauline Pitman Additional Inspector

Full report

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
    mainstream school.
  • 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
    are given
    consistently providing opportunities for pupils to develop their literacy skills in subjects other
    than English
    improving attendance, especially of the small group of pupils who although their attendance
    has improved are still absent too often.

Inspection judgements

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
    the centre.
  • 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
    more effectively.
  • 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 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.

School details

Unique reference number 121270
Local authority York
Inspection number 406011

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
Chair Sheila Bridge
Headteacher Tricia Head
Date of previous school inspection 18 October 2010
Telephone number 01904 642611
Fax number 01904 642613
Email address reveal email: pup…


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