KWS Educational Services
phone: 01582 414144
headed by: Ms Sarah Nichols-Weaver
— Other Independent School
- Establishment type
- Other Independent School
- Establishment #
- 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
- Urban > 10k - less sparse
- Learning provider ref #
- 0.1 miles Rabia Girls' and Boys' School LU48AX (288 pupils)
- 0.3 miles Foxdell Infant School LU11TG (261 pupils)
- 0.3 miles Beech Hill Community Junior School LU48BW
- 0.3 miles Beech Hill Community Infant School LU48BW
- 0.3 miles Beech Hill Community Primary School LU48BW (778 pupils)
- 0.3 miles Mehria School LU48JD (55 pupils)
- 0.4 miles Maidenhall Primary School LU48LD (615 pupils)
- 0.4 miles Maidenhall Infant School LU48LD
- 0.5 miles Dallow Infant School LU11LZ
- 0.5 miles Olive Tree Primary School LU11HE (62 pupils)
- 0.6 miles Denbigh Primary School LU31NS (655 pupils)
- 0.6 miles Denbigh Infant School LU31NS
- 0.6 miles Dallow Primary School LU11LZ
- 0.6 miles Whipperley Infant School LU15QY
- 0.6 miles Bury Park Educational Institute (Al - Hikmah Secondary School) LU11EH (202 pupils)
- 0.6 miles Whipperley Infant Academy LU15QY (264 pupils)
- 0.6 miles Dallow Primary School LU11LZ (607 pupils)
- 0.7 miles Jamiatul Uloom Al - Islamia LU31RF (36 pupils)
- 0.8 miles Downside Junior School LU48EZ
- 0.8 miles Downside Primary School LU48EZ (879 pupils)
- 0.8 miles Foxdell Junior School LU11UP (342 pupils)
- 0.8 miles Denbigh High School LU31HE
- 0.8 miles Denbigh High School LU31HE (1125 pupils)
- 0.9 miles Rothesay Nursery School LU11RB (116 pupils)
KWS Educational Services
Unit C, Kingsway Industrial Estate, Kingsway, Luton, LU1 1LP
|Inspection dates||25–27 February 2014|
|Pupils’ behaviour and personal development||Adequate||3|
|Quality of teaching||Good||2|
|Quality of curriculum||Adequate||3|
|Pupils’ welfare, health and safety||Good||2|
|Leadership and management||Adequate||3|
Summary of key findings
This school is adequate because
The school has the following strengths
Compliance with regulatory requirements
| The proprietor and headteacher have not kept |
Although individual students’ attendance
Information gained from the assessment of
a close enough eye on the independent school
standards to make sure that Xers complies
with them all.
improves, often markedly, attendance is low
students’ skills in English and mathematics is
not regularly used in motorcycle maintenance.
| Provision for students’ cultural development is |
Reports to parents do not give information on
The curriculum policy does not fully explain
weaker than for their spiritual, moral and
students’ attainment and progress in each of
the subjects taught.
the curriculum provided.
| Students achieve well in English and |
Students are looked after and safeguarded
mathematics. They achieve particularly well in
motorcycle maintenance because the subject
interests them a great deal.
well by clear, consistent procedures. As a
result, they are safe at Xers and their
behaviour and attitudes to learning are good.
| Teaching is good. Staff have very good |
relationships with students, excellent subject
knowledge and create a lively atmosphere in
which they have high expectations of students
to conform and work sensibly.
- The school requires improvement and must take action to meet schedule 1 of The Education
(Independent School Standards) (England) Regulations 2010, as amended by The Education
(Independent School Standards) (England) (Amendment) Regulations 2012 (‘the independent
school standards’) and associated requirements. The details are listed in the full report.
|Inspection report:||KWS Educational Services (Xers), 25–27 February 2014||2 of 9|
Information about this inspection
- The inspection was carried out with one day’s notice.
- Four lessons, taught by three different teachers, were observed jointly with the headteacher.
- Discussions were held with the headteacher, the proprietor and the alternative provision
coordinator from a local secondary school.
- Students’ views were gathered through a meeting with ten of them, and local authority views
were gained through a written review. There were no responses to Parent View, Ofsted’s on-
line survey for parents and carers, and no other analysis of their views.
- A wide range of school policies, documents and students’ work was reviewed.
|Judith Charlesworth, Lead inspector||Additional Inspector|
|Inspection report:||KWS Educational Services (Xers), 25–27 February 2014||3 of 9|
Information about this school
- The school, known as Xers, is set up as an alternative provision. It focuses on teaching
motorcycle maintenance on a part-time basis to boys aged 14 to 16 years (Key Stage 4), and
occasionally to students in Key Stage 3.
- All places at Xers are commissioned by the local authority, the local authority’s behaviour
support and tuition service, now known as the Alternative Learning and Progression Service
(ALPS), or directly by local schools. The subjects students study are also specifically
commissioned from a choice of motorcycle maintenance, English and mathematics. These
complement the rest of their curriculum, which is provided by their schools or other
- There are currently 21 part-time students on roll, who come from seven local secondary
schools and three special schools. They attend for one, two or three days per week. A very
small number of students are commissioned to attend for four or exceptionally five days a
week. These students are on the roll of ALPS or have been placed on Xers’ roll by the local
authority on a temporary, short-term basis.
- All students have behavioural, emotional and social difficulties. Four students have
statements of special educational needs, and two are looked after by the local authority.
- Xers was last inspected in January 2011.
- KWS Educational Services also runs other provision for students with behavioural, emotional
and social difficulties aged 12 to 16 years in the Bedford area.
What does the school need to do to improve further?
- The school must meet the following independent school standards.
– Provide accommodation for the medical examination and treatment of pupils (paragraph
– Provide accommodation for the short term care of sick and injured pupils, which includes
a washing facility and is near to a toilet facility (paragraph 23B(1)(b)).
– Provide parents with an annual written report of the progress and attainment of each
registered child in the main subject areas taught, except where a parent has agreed
otherwise (paragraph 24(1)(f)).
– Ensure that the complaints procedure sets out clear timescales for the management of
the complaint (paragraph 25(c)).
– Ensure that the complaints procedure provides for the panel to make findings and
recommendations, and stipulates that a copy of the findings and recommendations are:
- provided to the complainant and, where relevant, the person complained about, and
- are available for inspection on the school premises by the proprietor and the
headteacher (paragraph 25(i)).
|Inspection report:||KWS Educational Services (Xers), 25–27 February 2014||4 of 9|
Taking their starting points and personal learning needs into consideration, all students, including
those with statements of special educational needs and those who are looked after, achieve well in
motorcycle maintenance, English and mathematics. All courses in these subjects lead to
accreditation which is offered at varying levels to suit students’ interests, abilities, the time spent at
Xers, and the requirements of their schools or the local authority. Feedback on Xers’ work from the
local authority and commissioning schools is very positive.
Last year, all students achieved a City & Guilds Diploma in motorcycle maintenance at entry level,
and a few at a more advanced level (level 1). This year, more students are studying at level 1, and
one of the two workshops has been upgraded to allow students to study motorcycle maintenance at
a higher level still (level 2), if appropriate, from next September. Students are very clear that they
greatly enjoy motor vehicle maintenance. They achieve well because their behaviour in classroom
and workshop sessions is good, and is supported very well by good teaching and relationships with
staff. Individuals said that the subject is ‘fun’ and helps them to continue their interest into college,
work or their home lives. Students’ course work is usually carefully completed and well presented.
Students study English and mathematics, which are the other two subjects offered at Xers, and
they achieve well. These are often students’ main areas of weakness and have contributed to a lack
of self-esteem, unhappiness and poor attendance at school. Xers uses its initial assessment of
students’ skills, together with information provided by their schools, to provide work that helps
students to fill in gaps and move forward. The very small class groups and good quality teaching
helps students to achieve well and make up for lost time. They are currently preparing for
examinations at either GCSE or Functional Skills accreditation in both subjects.
|Pupils’ behaviour and personal development||Adequate|
Students’ behaviour is good and their personal development is adequate. Their behaviour and
attitudes to learning in class and in the workshops improve rapidly due to good teaching, close
supervision and the strong relationships they have with staff. They are often outstanding as their
confidence and self-worth blossom through experiencing success in their learning. Students’
attitudes to work and to each other are good. Instances of bullying, racism or challenging behaviour
are rare and students from different cultural backgrounds say that there is no discrimination
towards them. Students know right from wrong and develop respect for both criminal and civil law,
supported by effective guidance by staff. They say they feel safe in school. Students get on well
with one another, regardless of background, ability or the school they usually attend. They develop
an understanding of public institutions and services through visitors, such as members of the police,
and visits, for example, to colleges or to see other professionals in their workplaces. Xers works
hard to improve attendance and to report and follow up any non-attendance with parents and
carers, schools and the local authority. While individuals’ attendance almost always improves,
sometimes to 100%, nevertheless attendance is below average overall.
Xers provides well for students’ spiritual, moral and social development through its everyday work,
although provision for cultural development is less advanced. Nevertheless, students are respectful
of each other’s cultures and, for example, listen with interest when students describe customs and
traditions different to their own. The school ensures that in discussions, students consider balanced
views and have regard for the views of others, even when they do not share these. Improvement in
behaviour is well supported by the consistent implementation of Xers’ behaviour management
policy and procedures. Opportunities are often given for students to work in teams, support and
coach one another in practical tasks, which fosters their social development well. Students’ spiritual
development is strongly promoted through their increased happiness in and satisfaction with school,
which lead to much higher self-esteem and academic success. Overall, students are better prepared
for the next steps in their lives than when they first joined Xers.
Teaching is good in motorcycle maintenance, English and mathematics. All the independent school
standards are met. As a result, students achieve well. They learn new skills in motorcycle
maintenance, and fill in gaps in their learning in English and mathematics which helps them to
make up for lost time, move forward and gain national qualifications. Teaching in motorcycle
maintenance and in English and mathematics is very different, but both result in good learning.
Common to both are strong relationships between staff and students, excellent subject knowledge
and an adult atmosphere in which the staff have high expectations of students to conform and
work. These motivate students, who are keen to participate. There is little need for staff to remind
students about appropriate behaviour.
Good teaching in motorcycle maintenance is characterised by a lively, direct approach and a good
mix of theory and practical work. On one such occasion, students learned about fixed and floating
brake callipers in the classroom, and then immediately went into the workshop to find as many of
each type that they could. Staff supported this very well, checking on their understanding and
helping students identify differences where necessary. Good teaching in English and mathematics is
based on well-planned work which takes students forward a step at a time. The teacher uses
|Inspection report:||KWS Educational Services (Xers), 25–27 February 2014||5 of 9|
|Quality of teaching||Good|
questioning as a main component of lessons, so checking on and extending students’ knowledge
and understanding all the time. Good reference is made to what students need to do to gain good
grades in their forthcoming examinations. Personal learning targets are also set and referred to, so
students know what to strive for to improve their skills. Good opportunities are provided for
students to practise speaking, listening, reading and writing in both subjects.
Students’ skills in English and mathematics are assessed when they first join Xers. This information,
together with that provided by their schools, is used to identify gaps in learning. Staff then provide
personalised work and learning targets to help students of all needs and abilities to build up their
skills, knowledge and understanding. However, this information is not transferred to lessons in
motorcycle maintenance to help students develop their skills further, particularly in literacy. The
structure of the motorcycle maintenance course includes unit awards for completed work. A new,
helpful system to inform students of how much more they need to do for each unit is just being
The curriculum is adequate. It provides very well for motorcycle maintenance, English and
mathematics. These subjects form part of the full-time curriculum planned for students by their
schools, ALPS or the local authority. Good planning in these subjects helps to build up students’
skills systematically and they achieve well. There is suitable planning for a full programme of
personal, social and health education which is provided, although not requested by the
commissioning authorities. Students receive good advice on future options, such as college courses,
and are given helpful support in applying for jobs and apprenticeships. Xers has access to
|Quality of curriculum||Adequate|
curriculum plans for a range of other subjects developed by another of KWS Educational Services’
schools, should the need arise. The curriculum policy, however, does not fully explain the
curriculum as provided. For example, it does not outline how the provision differs for students who
attend for one day or three days a week.
Students are particularly interested in and enjoy the practical aspects of motorcycle maintenance,
which supports their good behaviour and attitudes to learning. They clearly take great pride in
working with the shiny-bright, modern motorcycles. The premises are of good quality and are well
equipped for both practical and academic studies. Good opportunities are given for students to
achieve higher qualifications in a subject, for example at GCSE once they have achieved a
qualification at a lower level. Xers enriches the curriculum by visits and visitors to school related to
particular topics. This supports students’ achievement and personal development. No extra-
curricular activities are provided, however.
|Inspection report:||KWS Educational Services (Xers), 25–27 February 2014||6 of 9|
|Pupils’ welfare, health and safety||Good|
The provision for students’ welfare, health and safety is good. All the requirements for this standard
are met. Students are safeguarded well by clear, well-implemented staff recruitment procedures
and appropriately recorded checks to ensure that adults are suitable to work with young people.
Good attention is paid to health and safety, such as fire safety and safety in the workshops, for
example, when in contact with engine oil. Xers has all the required policies, procedures and training
in place to safeguard students, such as those for child protection, first aid and to identify and
eliminate bullying and racism. Risk assessments are made of on- and off-site activities, and of
individual students with challenging behaviour. Students are fully supervised throughout the day,
including during break times. Staff are vigilant to individual students’ situations, and quickly act if
there are any concerns. Attendance and punctuality are closely tracked and regularly reported to
schools and the local authority. Attendance almost always improves considerably in comparison to
students’ previous attendance at school. This is because students are happy at Xers and say they
feel safe and enjoy coming. Where there are any concerns, attendance is robustly followed up with
the commissioning authority, parents, carers and the local authority educational welfare officer.
Leadership and management are adequate. While there are several strengths, some of the
independent school standards are not met. Leaders and managers have not kept a close enough
eye on the standards to make sure that Xers complies fully with them all.
The proprietor and headteacher are both clear that they want to provide high quality education in
motorcycle maintenance, English and mathematics that will open doors to a brighter future for
students. This vision is clearly shown by the continuous investment into the high quality premises
and resources, which provide very well for both vocational and academic education. Additionally,
staff have created an atmosphere that is very different to students’ schools, but which students
very much enjoy and encourages them to attend more regularly. The headteacher and proprietor
|Leadership and management||Adequate|
understand Xers’ strengths and areas for development. The headteacher has recently implemented
several improvements to its work. However, some of these have not yet had time to become
everyday practice, and their effectiveness has not been reviewed. For example, teachers’ work is
checked and areas for development agreed, but improvement is not rigorously followed up.
School staff have very good relationships with parents, carers, commissioners, local colleges and
other organisations such as the police. They keep in close contact with them, for example, in
reporting attendance and achievement to the schools, and discussing students’ progress with their
parents and carers. Where necessary, outside agencies such as social services are involved to
support students’ well-being. Xers is very well regarded by its various partners. One, for example,
said that Xers had ‘excellent results’ with their ‘most hard to reach’ students in terms of their
‘engagement, attendance, self-esteem and giving them a sense of purpose’.
Most of the independent school standards are met in respect of the premises, provision of
information and handling of complaints. However, Xers does not have a suitable room for sick or
injured students. Reports do not include separate information on students’ attainment and progress
in each subject taught. Two of the standards in the complaints procedure are not met.
|Inspection report:||KWS Educational Services (Xers), 25–27 February 2014||7 of 9|
What inspection judgements mean
|Grade 1||Outstanding||A school which provides an exceptional quality of education and |
significantly exceeds minimum requirements.
|Grade 2||Good||A school which provides a high quality of education that exceeds |
|Grade 3||Adequate||A school which meets minimum requirements but needs to |
improve the quality of education it provides.
|Grade 4||Inadequate||A school where minimum requirements are not met and/or the |
quality of education has serious weaknesses.
|Inspection report:||KWS Educational Services (Xers), 25–27 February 2014||8 of 9|
|Unique reference number||136101|
|DfE registration number||821/6002|
This inspection was carried out 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.
|Type of school||Alternative provision for motor vehicle maintenance|
|School status||Independent School|
|Age range of pupils||14–16|
|Gender of pupils||Boys|
|Number of pupils on the school roll||24|
|Number of part time pupils||24|
|Date of previous school inspection||26 January 2011|
|Annual fees||£90 per day|
|Telephone number||01582 414144|
|Inspection report:||KWS Educational Services (Xers), 25–27 February 2014||9 of 9|
You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use
the information parents and carers provide when deciding which schools to inspect and
You can also use Parent View to find out what other parents and carers think about schools
in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main
Ofsted website: www.ofsted.gov.uk