School etc

Jigsaw School Closed July 31, 2013

Jigsaw School

phone: 01952 *** ***

headed by: Mr Nigel Griffiths


school holidays: via Telford and Wrekin council

— Other Independent Special School

Establishment type
Other Independent Special School
Establishment #
Open date
Jan. 30, 2007
Close date
July 31, 2013
Reason open
New Provision
Reason closed
OSGB coordinates
Easting: 367352, Northing: 313737
GPS coordinates
Latitude: 52.72, Longitude: -2.4848
Accepting pupils
11—16 years old
Region › Const. › Ward
West Midlands › The Wrekin › Hadley and Leegomery
Village - less sparse
SEN priorities
BESD - Behaviour, Emotional and Social Difficulty~SpLD - Specific Learning Difficulty
Special classes
Has Special Classes
Learning provider ref #

rooms to rent in Telford

Schools nearby

  1. 0.5 miles The Manor School TF16JZ
  2. 0.9 miles Apley Wood Primary School TF16FQ (412 pupils)
  3. 1.1 mile Leegomery Junior School TF16UJ
  4. 1.1 mile Leegomery Infant School TF16UJ
  5. 1.1 mile St Lawrence Church of England Voluntary Controlled Primary School TF66DH (75 pupils)
  6. 1.1 mile Millbrook Primary School TF16UJ (299 pupils)
  7. 1.3 mile Hadley Junior School TF15JU
  8. 1.3 mile Hadley Infant School TF15JU
  9. 1.3 mile Teagues Bridge Primary School TF26RE (195 pupils)
  10. 1.3 mile The Bridge at HLC TF15NU (206 pupils)
  11. 1.3 mile Teagues Bridge Junior School TF26RE
  12. 1.3 mile Teagues Bridge Infant School TF26RE
  13. 1.3 mile Hadley Learning Community - Secondary Phase TF15NU (851 pupils)
  14. 1.3 mile Hadley Learning Community - Primary Phase TF15NU (473 pupils)
  15. 1.4 mile Wrockwardine Wood Church of England Junior School TF27HG (236 pupils)
  16. 1.4 mile St Luke's Catholic Primary School TF27HG (132 pupils)
  17. 1.6 mile Sutherland Business and Enterprise College TF27JR
  18. 1.6 mile Charlton School TF13LE (1155 pupils)
  19. 1.6 mile Blessed Robert Johnson Catholic College TF13DY (488 pupils)
  20. 1.6 mile Wrekin College TF13BH (392 pupils)
  21. 1.6 mile The John Hunt School TF27JR
  22. 1.6 mile Sutherland Business and Enterprise College TF27JR (423 pupils)
  23. 1.7 mile Wrockwardine Wood Infant School and Nursery TF27AH (258 pupils)
  24. 1.7 mile Telford College of Arts and Technology TF12NP

List of schools in Telford

Jigsaw School

Independent school standard inspection report

DfE registration number 894/6007
Unique Reference Number (URN) 135166
URN for social care SC399842 and SC374258
Inspection number 361433
Inspection dates 9–10 June 2011
Reporting inspector Peter McKenzie
Social care inspector Julian Parker

No. 090070

Independent school standard inspection report


Purpose and scope of the inspection

This inspection was carried out by Ofsted under Section 162A of the Education Act
2002, as amended by schedule 8 of the Education Act 2005, the purpose of which is
to advise the Secretary of State for Education about the school’s suitability for
continued registration as an independent school.

1, 2

An inspection of the care provision was carried out under the Care Standards Act
2000 having regard to the national minimum standards for children’s homes. This
inspection took place at the same time but the full report is published separately on

Ofsted’s website and should be read in conjunction with this report which covers the

educational registration of the school.

Information about the school

Jigsaw School is an independent secondary special school for pupils with behavioural,
emotional and social disabilities, situated in a rural setting. It was established in 2007
to provide for 30 students. Two of the four houses on site are used as a separate

children’s home for 12 young people, only two of whom attend the Jigsaw school.

The school is registered for 30 students aged from 11 to 16 and is currently full. All
these students are placed by the local authority and 29 of them have a statement of
special educational needs. Typically, a student at Jigsaw school will have had an
unsatisfactory educational experience in a mainstream secondary school and in a
maintained special school. The school aims to re-engage students with education to
develop co-operative study and interpersonal skills, realise their learning potential
and build self-esteem to leave with skills and confidence to access and succeed in
further education, training and/or employment. The education provision was last
inspected by Ofsted in 2007 and the children’s home was last inspected in February


Evaluation of the school

Jigsaw school provides its students with a good quality of education through a good
curriculum and, overall, good teaching and assessment. The school meets its aims by
ensuring that their good progress equips the great majority of its students to move
into further education, training or employment. Jigsaw school’s safeguarding
arrangements fully meet the regulations. Students’ spiritual, moral, social and
cultural development is good and effective policy and practice ensure that students
understand and practise healthy lifestyles, feel safe and behave satisfactorily. The
work of a range of agencies, including the active support of the local authority,
makes a significant contribution to students’ future life prospects. The school has



Independent school standard inspection report


improved well since the last inspection and now meets almost all the regulations.
The boarding provision was judged as good.

Quality of education

The quality of education at Jigsaw School is good. It is based on a good curriculum
which meets the varying needs of its students and provides the opportunity for them
to gain appropriate accreditation. In particular, there is no time limit placed on this
accreditation; students are entered when they reach an appropriate point in their
progress, thus providing effectively for students who join the school at different
times. Every student has an individual learning plan in every subject. The school
follows the National Curriculum with the exception of a modern foreign language.
There are effective courses in citizenship, personal, social and health education, and
careers education together with a programme of emotional literacy delivered in tutor
time. The school places great emphasis on literacy and numeracy which are planned
for every lesson and usually delivered in the starter. This results in good progress in
both these areas. In a school where there are limitations imposed by transport and
the small number of students, there is good participation in extra-curricular activity,
including sports teams and good outdoor education. The curriculum is enriched
through partnerships with a local secondary school, Telford College of Arts and
Technology, the National Association for the Care and Resettlement of Offenders
(NACRO), the local authority Springboard project and a maintained special school.
The quality of teaching and assessment is good overall. Teaching is good. Well
planned teaching leads to the good progress students make. Occasionally, teachers
spend too long in front of the whole class and all students follow the same task and
the same pace of learning. When this happens, progress becomes less individual and
attention-seeking behaviour may arise. Teachers’ planning is thorough and, in the
best examples, includes references to individual learning style and risk assessments,
where appropriate. However, assessment is satisfactory because attention is not
always paid to the wealth of assessment data on individual students available in the
school to plan tasks more specifically for their individual needs. Students enjoy
making pizzas in food technology, drawing in art and discussing their own
experiences in citizenship. The work of teaching assistants is outstanding, providing
support for individual students and responding to behavioural issues to reduce the

impact on other students’ learning. Students value the good working relationships

they have with staff, particularly the time they take to ‘explain things’.
Students make good progress, often from a very low base. Many feel that they have
been marginalised in their education until coming to Jigsaw. They arrive with low
self-esteem and some have had significant periods out of school. The 2011 cohort
has made good progress. Over half the students are leaving with a range of
accreditation, largely at Entry and Foundation levels but including GCSE, which they
could not have imagined possible earlier in their school career. This prompted a

parent to write, ‘I am extremely happy with the staff and performance of Jigsaw.’
Another said, ‘Since attending [Jigsaw], he is almost up to the standards for his age.’

Independent school standard inspection report


Progress in lessons is also good. Students achieve well in a supportive learning

environment. Students’ writing about their observations in a science lesson was clear

and well-expressed, showing the outcomes of careful attention. Students themselves
say that they think they have made the most progress in reading. Data shows that
this is well founded; most students join the school with low standards measured by
their reading age and almost all make year-for-year or better progress at Jigsaw. As
a result of their progress, the school has only had one student in the last three years
not in education or training (NEET) after leaving. Students went on to courses lasting
between twelve weeks and two years and the great majority completed their studies.

Spiritual, moral, social and cultural development of pupils

The spiritual, moral, social and cultural development of students is good. Students
say they enjoy school because they feel that adults respond to them and care about
them. The school generates a positive atmosphere and students receive much
deserved praise for the efforts they make to improve their behaviour and their
learning outcomes. Behaviour is satisfactory overall. Evidence from the classroom
supports this view with successful learning being the outcome of enjoyable activities
which students understand and want to do well. However, this enjoyment and the
learning outcomes can still be fragile when concentration is disturbed. All students
are at different stages in dealing with their own behaviour difficulties because they
are admitted to Jigsaw at varying stages of their schooling. The Connexions adviser
commented, ‘Students who come to Jigsaw earlier and [stay] for longer are better

acclimatised and have more appropriate expectations.’ Many students are led to

understand the impact of their behaviour for the first time in their school career. This
contributes significantly to the school’s strategies to improve it.
Attendance at the school is low largely because of a small number of persistent
absentees. In several cases, these students have never taken up allocated places.

Students’ emotional literacy work helps them to understand themselves and many of

them respond well to opportunities to prepare themselves to become more
independent. Those students who attend school regularly appreciate the support
they receive in preparing for their future economic well-being. They follow a
curriculum provision in personal, social and health education and citizenship and
receive group and individual support from the Connexions adviser from Year 9. This
work includes preparing them for the logistics of a college course, as appropriate,
including independent travel on public transport. All students undertake a period of
work experience in Year 10. In citizenship lessons they learn about managing money
and consumer rights. Students are particularly active in raising money for a number
of charities through a range of activities including non-uniform days and car washing.

They have students’ councils by year group and help shape aspects of the school.

Independent school standard inspection report


Welfare, health and safety of pupils

Provision for the health, welfare and safety of students is good. The school has

completed a ‘Healthy Schools’ audit and its practice meets policies in key areas.

Students have a good understanding of the need to eat healthily because of their
learning in food technology and personal, social and health education. They all
choose from healthy eating options in the school dining room. They admit to liking
less healthy options and are aware of the need to enjoy them in moderation. They
enjoy the range of physical activity available to them both in lessons and as extra-
curricular activities. A game of dodge ball or football in the sports hall attracts a large

number of students at morning break. They make regular use of the school’s

excellent fitness suite.
The school has a range of policies to ensure the health and safety of students, staff
and visitors. Risk assessments are fully in place for visits out of school in accordance
with the policy and for all in-school activities including lessons, as appropriate.
Policies on behaviour, restraint and sanctions are observed and an effective policy

against bullying prompted one student to say, ‘Since I’ve been here, I haven’t seen
any bullying going on.’ Students can describe what safety means for them and say

that they feel safe in school. Staff undertake constant supervision of school corridors
and free spaces throughout the school day and move speedily to resolve any
potential issues. Fire procedures, including risk assessment, maintenance of
equipment and evacuation, are fully in place.
The school is housed in recent, purpose-built accommodation with full access for

those with disabilities. There is a three-year plan in place which complies with the

Disability Discrimination Act 1995, amended by the Special Educational Needs and
Disability Act 2001.

Suitability of staff, supply staff and proprietors

The school has checked and appropriately recorded the suitability of staff and
proprietors to ensure a safe environment for its students. Policy and procedures for
ensuring safe recruitment of staff are fully in place. Appropriate identity checks
ensure the suitability of visitors and contractors.

Premises and accommodation at the school

The premises of Jigsaw School provide an outstanding, safe and secure learning
environment for its students and make a significant contribution to their progress. All
spaces and their furniture and fittings are appropriate for their programmed use. The
indoor sports and leisure facilities are exceptional. The kitchen has a five-star
hygiene certificate.

Independent school standard inspection report


Provision of information

The provision of information to parents and carers is accurate and up to date.

Parents and carers receive regular updates and newsletters. Reports on students’

progress are routinely provided. The school provides reports to support the annual
reviews of students with a statement of special educational needs.

Manner in which complaints are to be handled

The school’s complaints procedures fully meet requirements.

Effectiveness of the boarding provision

The care provision was judged to be good and national minimum standards were

met. A full report on the care provision is available on Ofsted’s website and should

be viewed in conjunction with this report.

Compliance with regulatory requirements

The proprietor has ensured that the school meets The Education (Independent
School Standards) (England) Regulations 2010, schedule 1 (‘the Regulations’), with
the exception of those listed below.


The school does not meet all requirements in respect of the quality of education
provided (standard 3(g)) and must:

  • ensure that information from assessment is utilised to plan teaching so
    that pupils can make progress.

What the school could do to improve further

While not required by regulations, the school might wish to consider the following

points for development:

  • continue to improve behaviour by embedding throughout the school
    teaching and learning practices which recognise students’ learning styles
    and improve pace and independence in learning
  • improve attendance, particularly of the small number of persistent


Independent school standard inspection report


Inspection judgements
good satisfactory inadequate

The quality of education

Overall quality of education
How well the curriculum and other activities meet the range of needs
and interests of pupils
How effective teaching and assessment are in meeting the full range
of pupils’ needs
How well pupils make progress in their learning

Pupils’ spiritual, moral, social and cultural development

Quality of provision for pupils’ spiritual, moral, social and cultural
The behaviour of pupils

Welfare, health and safety of pupils

The overall welfare, health and safety of pupils

The quality of boarding provision

Effectiveness of boarding provision

Independent school standard inspection report


School details

School status Independent
Type of school Special
Date school opened 30 January 2007
Age range of pupils 11–16
Gender of pupils Mixed
Number on roll (full-time pupils) Boys: 27 Girls: 3 Total: 30
Number of pupils with a statement of
special educational needs
Boys: 27 Girls: 2 Total: 29
Number of pupils who are looked after Boys: 0 Girls: 2 Total: 2
Annual fees (day students) £31,396
Headteacher Nigel Griffiths
Proprietor CastleCare Group Ltd

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