School etc

KWS Educational Services

KWS Educational Services
Unit C Kingsway Industrial Estate
Kingsway
Luton
Bedfordshire
LU11LP

01582 414144

Headed by Ms Sarah Nichols-Weaver

School holidays for KWS Educational Services via Luton council

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— Other Independent School

URN
136101
Establishment type
Other Independent School
Establishment #
6002
Open date
April 26, 2010
Reason open
New Provision
OSGB coordinates
Easting: 507434, Northing: 221905
GPS coordinates
Latitude: 51.885, Longitude: -0.44045
Accepting pupils
14—16 years old
Census date
Jan. 16, 2014
Region › Const. › Ward
East of England › Luton South › Dallow
Area
Urban > 10k - less sparse
Learning provider ref #
10026322

Rooms & flats to rent in Luton

Schools nearby

  1. 0.1 miles Rabia Girls' and Boys' School LU48AX (288 pupils)
  2. 0.3 miles Foxdell Infant School LU11TG (261 pupils)
  3. 0.3 miles Beech Hill Community Junior School LU48BW
  4. 0.3 miles Beech Hill Community Infant School LU48BW
  5. 0.3 miles Beech Hill Community Primary School LU48BW (778 pupils)
  6. 0.3 miles Mehria School LU48JD (55 pupils)
  7. 0.4 miles Maidenhall Primary School LU48LD (615 pupils)
  8. 0.4 miles Maidenhall Infant School LU48LD
  9. 0.5 miles Dallow Infant School LU11LZ
  10. 0.5 miles Olive Tree Primary School LU11HE (62 pupils)
  11. 0.6 miles Denbigh Primary School LU31NS (655 pupils)
  12. 0.6 miles Denbigh Infant School LU31NS
  13. 0.6 miles Dallow Primary School LU11LZ
  14. 0.6 miles Whipperley Infant School LU15QY
  15. 0.6 miles Bury Park Educational Institute (Al - Hikmah Secondary School) LU11EH (202 pupils)
  16. 0.6 miles Whipperley Infant Academy LU15QY (264 pupils)
  17. 0.6 miles Dallow Primary School LU11LZ (607 pupils)
  18. 0.7 miles Jamiatul Uloom Al - Islamia LU31RF (36 pupils)
  19. 0.8 miles Downside Junior School LU48EZ
  20. 0.8 miles Downside Primary School LU48EZ (879 pupils)
  21. 0.8 miles Foxdell Junior School LU11UP (342 pupils)
  22. 0.8 miles Denbigh High School LU31HE
  23. 0.8 miles Denbigh High School LU31HE (1125 pupils)
  24. 0.9 miles Rothesay Nursery School LU11RB (116 pupils)

List of schools in Luton


KWS Educational Services

Independent school standard inspection report


DfE registration number 821/6002
Unique Reference Number (URN) 136101
Inspection number 364341
Inspection dates 25–26 January 2011
Reporting inspector David Young

No. 090070

Independent school standard inspection report

3

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

Information about the school

KWS Education Services is registered to provide full-time education for boys in the
age range 14 to 16 years. It opened in April 2010 on its current site in Luton. To
date the school has provided full-time education for only one student who left the
school in July 2010. There are currently 14 part-time students in attendance at the
school, all of whom are registered with a local secondary school or with the
Behaviour and Tuition Service of the local authority. Two students have a statement
of special educational needs for behavioural and social difficulties. Occasionally, the
local authority makes short-term placements at the school for students in Key Stage
3. This is the school’s first full Ofsted inspection.

KWS aims to ensure that ‘young people, who may feel sidelined by the mainstream

education system, are given the personal development opportunities they need to
fulfil their potential and become active citizens of tomorrow’.

Evaluation of the school

KWS provides a satisfactory quality of education and is successful in meeting its
aims. The school’s provision currently has a focus on part-time vocational
opportunities, in response to local demand, and in this respect it is successful in
meeting local needs. The school places a strong emphasis on health and safety and
safeguarding arrangements are good. Students make good progress in their personal
development, often from very disrupted previous educational experiences. The good
curriculum and satisfactory quality of teaching enable students to make at least
satisfactory progress in their learning. The school meets all of the regulatory
requirements.

Quality of education

The overall quality of education is satisfactory. The curriculum available at the school
is good. The school provides a broad curriculum, combining academic subjects with
vocational opportunities for full-time students. However, since it opened in April
2010, only one full-time student has been placed at the school for a period of six
months. The policy of the local authority is to combine provision from a number of
external providers to construct full timetables for students who are excluded or at

1

www.opsi.gov.uk/acts/acts2002/ukpga_20020032_en_14#pt10-ch1-pb4-l1g162

2

www.opsi.gov.uk/ACTS/acts2005/ukpga_20050018_en_15#sch8

Independent school standard inspection report

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risk of exclusion from their base schools. As a result, all current students at KWS
attend part-time for one, two or three days a week to study vocational motor vehicle
courses.
The school has suitable schemes of work and lesson plans in place to cover the
requirements of the Key Stage 4 curriculum for full-time students. The one full-time
student placed at the school achieved Level 1 accreditation in adult literacy and
numeracy, and personal, social and health education (PSHE), together with a number
of unit awards in motor vehicle studies. He progressed to an engineering
apprenticeship on leaving the school. This represented good progress from a low
starting point on entry to the school. The current students study motor vehicle
courses at various levels from Entry Level to City and Guilds Level 2 standard. The
school ensures that appropriate elements of numeracy, literacy and science are

included in the students’ learning. Additional opportunities are provided for aspects

of personal and social education, together with careers advice, including
contributions from visitors to the school. The school works successfully with a range
of external agencies to ensure that the core vocational curriculum is supported by
attention to the individual personal development needs of students.
The quality of teaching is satisfactory overall. There are a number of good features
which include excellent subject knowledge and the ability to use this to motivate and
engage students. Students report that they enjoy attending the school; they believe
that staff respect them and encourage them to do things for themselves and take
responsibility. Each daily programme of learning combines theory, the use of
information and communication technology (ICT) for research and recording, and
practical workshop activities. Students respond well to the adult environment created
in the workshops where they take on a high level of individual responsibility for their
work, and work successfully together in pairs and in groups. Teachers and teaching
assistants work well together, identifying individual needs and providing support and
encouragement in a very positive manner. Students have access to a good range of
resources to support their learning; facilities and equipment in the workshops are of
a high standard.
The quality of assessment is satisfactory. All work is accredited and students value
the achievement of regular unit awards for their practical and written work. The

regular assessment of students’ work is not sufficiently fine-tuned to ensure that
students’ rate of progress is always well matched to their potential, as indicated by

the baseline assessments on entry. Accreditation is available at various levels but
students are not always targeted for higher levels of challenge where this is required.
Arrangements are good for the support of students with special educational needs
and/or disabilities. The school is successful in providing them with learning
appropriate to meet identified targets in their individual learning plans, as agreed
with the commissioning local authorities. Students make at least satisfactory
progress from a range of starting points. All progress by at least one level on the
national qualifications framework and for some students this represents outstanding
achievement. Higher attaining students gain some Level 2 vocational unit awards
and, in combination with the wider provision in their timetables, GCSE grades or

Independent school standard inspection report

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adult literacy and numeracy qualifications. Since the school opened, nearly 80% of
leavers have continued into further education or employment.

Spiritual, moral, social and cultural development of pupils

The school’s arrangements for the spiritual, moral, social and cultural development of

students are good. The commissioning authorities’ requirements do not include the
provision of a formal personal, social and health education programme for part-time
students. However, the school takes seriously its responsibility to support and
contribute to the personal development of students. Students learn to take
responsibility for their own actions. Attendance is good, although punctuality at the
start of the day for some is a problem. Students develop self-esteem and a better
understanding of their individual capabilities through the challenges of striving for
accreditation. Their behaviour in classrooms and workshops is good with appropriate
attention to safe working practice. The majority of students demonstrate the ability
to sustain concentration and commitment throughout the day. The school is aware of
the wider provision being made for students and is successful in supporting them in
their preparation for additional qualifications or moving on to college or employment
placements. Good support is provided with college applications and preparation for
interviews.
The school takes account of the diversity of cultures represented in the local
community and within the school, using opportunities, for example through its
breakfast club, to discuss and consider issues of local and national significance. The
school makes good use of visitors to the school, including the local fire and police
services, and agencies supporting awareness of substance abuse and healthy
lifestyles. Opportunities are provided for off-site visits, for example to local garages,
showrooms and trade fairs. The quality of relationships between students and staff,
together with high expectations of working practice, contribute successfully to

students’ preparation for the world of work and further education. The school takes
account of the ‘student voice’ and students identify instances where they have

influenced changes. Four placing authorities report very positively about the school’s
provision, including comments such as, ’...the majority benefit greatly from being in
a small group setting with firm boundaries and individual attention...’ and ’...(the

school) achieves excellent outcomes for vulnerable children.’

Welfare, health and safety of pupils

The school’s provision for the welfare, health and safety of students is good. All the

required policies for safeguarding students, including the management of behaviour,
the use of sanctions and arrangements for child protection training, are in place and
implemented effectively. The school places a strong emphasis on health and safety,
particularly in workshops, and ensures that all students are aware of, and follow,
safe working practices. Risk assessments are completed and updated at appropriate
intervals, including all aspects of fire safety and COSSH requirements.
Representatives from the local Education Business Partnership visit every six m onths
to check and report on all aspects of health and safety in the school. Elements of the

Independent school standard inspection report

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curriculum and staff’s attention to the personal development of students ensure that
important aspects of healthy and safe lifestyles are addressed continuously. Students
report that the school helps them to be healthy and safe. The school has an
appropriate three-year plan to improve accessibility, as required under the Disability
Discrimination Act.

Suitability of staff, supply staff and proprietors

All required checks on the suitability of staff and proprietors are completed
systematically and recorded in a suitable single central register.

Premises and accommodation at the school

The school’s premises and accommodation provide a good environment for learning,

combining high-quality workshops and teaching classrooms. Staff and students move
between classrooms and workshops throughout the day in a well-organised, but
appropriately informal manner. The accommodation is maintained to a high standard
of repair and cleanliness, and enables a strong emphasis on safe working. There are
sufficient washrooms and an appropriate space for any student who may be ill.

Supervised access to outdoor facilities, ensuring that students have fresh air and

exercise, is provided at breaks and lunchtimes.

Provision of information

The school provides up-to-date information for parents and carers. A school brochure
sets out a summary of provision and makes clear the opportunities available for
students, and a website is in the process of development. All the required policies
are available on request for parents, carers and others. All parents and carers of
prospective students attend a meeting with staff at the school before a student is

admitted. Reports on students’ attainment and progress, including social

development, are sent home termly, although the frequency may be varied
appropriately, dependent on the length of time for which a student attends the
school. Details of any accreditations achieved are also provided for parents and
carers in a suitable leaving report.

Manner in which complaints are to be handled

The school’s policy and procedures for the management of any complaints meet

regulatory requirements.

Compliance with regulatory requirements

The proprietor has ensured that the school meets The Education (Independent
School Standards) (England) Regulations 2010, schedule 1 (‘the Regulations’).

3

3

www.legislation.gov.uk/uksi/2010/1997/contents/made

Independent school standard inspection report

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What the school could do to improve further

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

points for development:

  • take greater account of the variety of students’ starting points and
    ensure that work is always sufficiently challenging to enable all students
    to achieve accreditation at the appropriate level.
    Independent school standard inspection report

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Inspection judgements
outstanding
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
development
The behaviour of pupils

Welfare, health and safety of pupils

The overall welfare, health and safety of pupils

Independent school standard inspection report

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School details

School status Independent
Type of school Alternative provision for students with
behavioural, emotional and social difficulties
Date school opened 26 April 2010
Age range of pupils 14–16
Gender of pupils Boys
Number on roll (full-time pupils) Boys: 0
Number on roll (part-time pupils) Boys: 14
Number of pupils with a statement of
special educational needs
Boys: 2
Number of pupils who are looked after Boys: 0
Annual fees (day pupils) £16,575
Address of school Unit C Kingsway Industrial Estate, Kingsway,
Luton, LU1 1LP
Telephone number 01582 414144
Email address info@xers.co.uk
Headteacher Sarah Nichols-Weaver
Proprietor Carl Weaver

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