Holyoakes Field Pupil Referral Unit
Result of Amalgamation
- Aug. 31, 2010)
215 Easemore Road
Phone:01527 *** ***
Head of Centre: Mrs Cherry Ann Abrams
|Unique Reference Number||130988|
|Inspection date||28 January 2009|
|Reporting inspector||Charles Hackett|
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||11–14|
|Gender of pupils||Mixed|
|Number on roll|
|Appropriate authority||The local authority|
|Date of previous school inspection||1 December 2005|
|School address||215 Easemore Road|
|Telephone number||01527 69378|
|Fax number||01527 69378|
|Inspection date||28 January 2009|
© Crown copyright 2009
The inspection was carried out by one Additional Inspector. The inspector evaluated the overall effectiveness of the centre and investigated the following issues.
Evidence was gathered from: visits to lessons; discussions with pupils, staff, senior education welfare officer, head of service, a parent, two headteachers of mainstream schools who have close links to the pupil referral unit (PRU) and the chair of the management committee; as well as centre documentation and assessment information. Other aspects of the centre's work were not investigated in detail, but the inspector found no evidence to suggest that the centre's own assessments, as given in its self-evaluation, were not justified, and these have been included where appropriate in this report.
Holyoakes Field caters for pupils who have been permanently excluded from a mainstream school or who are at risk of exclusion. Permanently excluded pupils attend full time and other pupils are dual registered, attending the centre for differing periods of time. The dual registered pupils' length of stay varies but for many is no longer than eight weeks. Pupils live in the north of the county and come from a wide range of socio-economic backgrounds. Occasionally, a few pupils are admitted with a statement of special educational needs and a few are in the care of the local authority. The acting headteacher took over the role in April 2008. The centre moved to its current base in September 2008. It shares the building with a variety of other users, including a Key Stage 4 PRU.
Overall effectiveness of the school
Holyoakes Field is a good PRU. It plays an important role in the local authority's provision for pupils experiencing difficulties in mainstream education. Led by an energetic and determined acting headteacher, it has firmly established a clear understanding of its purpose to provide temporary support and guidance to pupils before reintegrating them successfully back into a mainstream school.
Pupils reach average or below average standards because of their troubled histories in education, most having previously failed to learn and achieve. For almost all pupils this changes and their achievement at the PRU is good. This leads them to enjoy learning. 'I've learnt lots more here than at my other school' is how one pupil described what being at the PRU meant to him. Pupils' good achievement is shown by the many subject merits they achieve and the 'Bug' awards given for reaching all their targets for a full week. Most teachers assess individual pieces of work to show the standards pupils reach. However, the more formal tracking of pupils' academic progress, especially in English, mathematics and science is limited and fails to provide teachers with sufficient information to guide the planning of subsequent lessons.
The great majority of pupils make good progress in their personal development. Improving their ability to engage in learning plays a key role in their ability to succeed in mainstream schools. This is enhanced by the excellent 'S' factor curriculum developed by the PRU. This programme is a specially designed set of lessons with a focus on providing pupils with the 'skills for success' in a mainstream setting. This work is underpinned by the strong structure to each day where expectations of behaviour are consistently applied by staff. This approach ensures pupils have a clear understanding of what is expected of them and the positive benefits and rewards they can achieve through compliance. As a result, pupils become more confident and their self-esteem increases. They are active members of the community and know that staff will listen to them. Projects such as the regular arts week are celebrated within the local community, the latest being set to be displayed in the local cathedral.
Very good systems exist to support pupils' personal development. Pupils are given challenging targets which are contained in a log book, reviewed in every lesson and amended on a weekly basis. A very strong sense of teamwork amongst the staff is supported well by good communication systems. Daily briefings ensure that the detail of each day is known by all staff and each pupil is reviewed to check if any necessary changes to their programmes are needed. Records clearly show the attendance of most pupils improves when they join the PRU, although the poor attendance of just one or two pupils reduces the PRU's overall attendance figures. Pupils feel safe and stress that there is no bullying. They themselves talk about how much they respect the tight structure to the centre. 'They are 'dead strict' is how one pupil described the approach of the PRU staff, whilst also stating how much he liked being there and how the staff were helping him. Physical activities are restricted because the outside facilities, despite the move to new premises, remain very limited, although there are plans to enhance these. The new premises, though, do allow for the use of a gymnasium for a variety of activities. Through these activities, regular swimming sessions and work in food technology, pupils are developing a good understanding of the benefits of a healthy lifestyle.
Teaching is effective. Teachers ensure pupils work hard in lessons and enjoy learning. Teachers plan their programmes well and have clear learning objectives for each lesson. They do not, though, always allow for the differing ability levels of pupils in each group. This often means that pupils with significant differences in their ability are asked to complete the same work, which does not provide them with the right level of challenge. The curriculum as a whole provides pupils with a good range of experiences in the centre and out in the community. This ensures that pupils become active members of the local community. Such experiences mean that pupils in Years 7 and 8 can return to mainstream on a similar footing to their peers. This is not always the case in Year 9. Sometimes, these pupils are disadvantaged by not being able to follow similar courses to their peers in mainstream in subjects such as science and information and communication technology (ICT).
Leadership and management are effective. The headteacher and her close-knit team of staff have brought about improvements to the PRU's effectiveness. Although in an acting capacity for almost a year, the headteacher has been instrumental in helping the PRU to place more emphasis on the importance of reintegrating pupils into mainstream schools. As a result, in the last year more pupils have returned to be full time in mainstream than previously. This in turn has supported the capacity of the local authority to meet the needs of pupils with behavioural difficulties very well. Figures show that this has contributed to a big reduction in both permanent and fixed-term exclusions from the mainstream schools in the area. The management committee provides satisfactory support. Minutes of their meetings suggest they have not been very actively involved in the past. However, recent changes, including the appointment of a new chair of the management committee, are seeing a greater level of involvement, including increased monitoring of the PRU's effectiveness and setting targets for improvement.
|Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: ofsted.gov.uk.|
|Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate.||School Overall|
|How effective,efficient and inclusive is the provision of education,integrated care and any extended services in meeting the needs of learners?||2|
|Effective steps have been taken to promote improvement since the last inspection||Yes|
|How well does the school work in partnership with others to promote learners' well-being?||2|
|The capacity to make any necessary improvements||2|
|How well do learners achieve?||2|
|The standards¹ reached by learners||3|
|How well learners make progress, taking account of any significant variations between groups of learners||2|
|How well learners with learning difficulties and/or disabilities make progress||2|
|How good are the overall personal development and well-being of the learners?||2|
|The extent of learners' spiritual, moral, social and cultural development||2|
|The extent to which learners adopt healthy lifestyles||2|
|The extent to which learners adopt safe practices||2|
|The extent to which learners enjoy their education||2|
|The attendance of learners||3|
|The behaviour of learners||2|
|The extent to which learners make a positive contribution to the community||2|
|How well learners develop workplace and other skills that will contribute to their future economic well-being||2|
|How effective are teaching and learning in meeting the full range of learners' needs?||2|
|How well do the curriculum and other activities meet the range of needs and interests of learners?||2|
|How well are learners cared for, guided and supported?||2|
|How effective are leadership and management in raising achievement and supporting all learners?||2|
|How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education||2|
|How effectively leaders and managers use challenging targets to raise standards||2|
|The effectiveness of the school's self-evaluation||2|
|How well equality of opportunity is promoted and discrimination eliminated||2|
|How well does the school contribute to community cohesion?||2|
|How effectively and efficiently resources, including staff, are deployed to achieve value for money||2|
|The extent to which governors and other supervisory boards discharge their responsibilities||3|
|Do procedures for safeguarding learners meet current government requirements?||Yes|
|Does this school require special measures?||No|
|Does this school require a notice to improve?||No|
30 January 2009
Inspection of Holyoaks Field PRU, Redditch, B98 8HF
Thank you for making me so welcome when I came to visit you recently. I very much enjoyed my day in the centre. Having some toast during the morning was a real treat!
My report says the PRU is good. That is because I feel it really helps you all understand what you need to do to be able to be successful in a mainstream or special school. I particularly like the 'S' factor programme, which I think helps you a lot. I hope you will all continue to follow this programme carefully. The headteacher and all the staff have developed a good structure to each day that is helping you to understand how to behave and engage successfully in learning. It is good to see in your log books how many rewards you achieve. I think the teaching and all the activities and lessons are good. Because of this, you make good progress in your work and personal development.
There are, though, a few things I have suggested that could make the centre even better than it currently is. I have asked the staff to do three things.
I know how much you enjoy being at the centre. I am sure you will all keep working hard and I hope you all are then able to move back to a school and do really well.
Charles Hackett Lead inspector