School etc

Mecklenburg Pupil Referral Unit Closed March 31, 2013

Mecklenburg Pupil Referral Unit
North Kingston Centre
Richmond Road
Kingston upon Thames

phone: 020 *** ***

headteacher: Mr Trevor Sykes

school holidays: via Kingston upon Thames council

— Pupil Referral Unit

Establishment type
Pupil Referral Unit
Establishment #
Close date
March 31, 2013
Reason closed
OSGB coordinates
Easting: 518141, Northing: 170709
GPS coordinates
Latitude: 51.423, Longitude: -0.30224
Accepting pupils
11—16 years old
Ofsted last inspection
Feb. 6, 2013
Region › Const. › Ward
London › Richmond Park › Tudor
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
Learning provider ref #

rooms to rent in Kingston Upon Thames

Schools nearby

  1. Fern Hill Primary School KT25PE (646 pupils)
  2. *S7 New Found Sec @ North Kingston Centre KT25PE
  3. 0.2 miles The Tiffin Girls' School KT25PL
  4. 0.2 miles The Tiffin Girls' School KT25PL (926 pupils)
  5. 0.3 miles Latchmere School KT25TT
  6. 0.3 miles Latchmere Infant School KT25TT
  7. 0.3 miles Latchmere School KT25TT (826 pupils)
  8. 0.4 miles St Agatha's Catholic Primary School KT25TY
  9. 0.4 miles Teddington School TW119PJ
  10. 0.4 miles St Agatha's Catholic Primary School KT25TY (496 pupils)
  11. 0.4 miles Teddington School TW119PJ (1171 pupils)
  12. 0.5 miles Hampton Wick Infant and Nursery School TW119RP (318 pupils)
  13. 0.5 miles St John the Baptist Church of England Junior School KT14HQ (230 pupils)
  14. 0.6 miles St Luke's CofE Primary School KT26EN (291 pupils)
  15. 0.6 miles Educare Small School KT26DZ (44 pupils)
  16. 0.7 miles Malden Oaks PRU KT25QY (4 pupils)
  17. 0.7 miles Alexandra Infant School KT26SE (377 pupils)
  18. 0.8 miles St Paul's CofE Junior School KT26AZ (286 pupils)
  19. 0.8 miles Tiffin School KT26RL
  20. 0.8 miles Tiffin School KT26RL (1095 pupils)
  21. 0.9 miles Fairfield Nursery School KT12PT
  22. 0.9 miles Park Hill School KT27SH (124 pupils)
  23. 0.9 miles Kingston Grammar School KT26PY (824 pupils)
  24. 0.9 miles Sacred Heart Roman Catholic Primary School TW119DD (231 pupils)

List of schools in Kingston Upon Thames

School report

Mecklenburg Pupil Referral Unit

North Kingston Centre, Richmond Road, Kingston upon Thames, KT2 5PE

Inspection dates 6–7 February 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Good 2
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:

Students make good progress throughout
At the end of last year, all Year 11 students
After careful initial assessments, students are
Teaching is good. Teachers plan their lessons
their time at the unit, all now following a
minimum of five GCSE courses, including
English and mathematics.
moved on to further education, training or
employment. Key Stage 3 students are
successfully reintegrated into mainstream
schools or other specialist provision.
set precise targets, which are checked twice
termly. This is an improvement since the
previous inspection.
well to make sure the work is hard enough
for all students.
Students’ attitudes and behaviour are good,
Students say the unit is a safe place to be. This
Leadership and management are good. There
The support of both the local authority and the
which is as a result of effective support by staff
and students’ rekindled interest in education.
is confirmed by their parents and carers and
the unit’s own records.
have been a number of staff changes since the
previous inspection. Nevertheless, the focus on
improving the unit has been firmly maintained
so that teaching continues to improve and
students achieve as well as possible.
experienced management committee
contributes well to the work of the unit and its
good overall effectiveness.
Students are not given enough opportunities
to learn without a teacher’s help.
The unit is not checking on how well students
improve their skills in using information and
communication technology (ICT) in all
Inspection report: Mecklenburg Pupil Referral Unit, 6–7 February 2013 2 of 9

Information about this inspection

  • The inspector observed six lessons, seeing six different subject teachers. One of the lessons was
    observed jointly with the headteacher.
  • A meeting was held with a small group of Key Stage 4 students. Meetings were also held with
    the headteacher, centre coordinator, the Chair of the Management Committee, a mainstream
    secondary school representative from the management committee and a representative of the
    local authority.
  • The inspector took account of the online questionnaire (Parent View), the school’s own records
    of parents’ and carers’ opinions and the responses completed by all to the staff questionnaires.
  • The inspector observed the unit’s practice and looked at a range of documentation including: the
    unit’s checks on how well it is doing and improvement planning, data on students’ progress,
    management committee documentation and records relating to attendance, behaviour and

Inspection team

James Bowden, Lead inspector Additional inspector
Inspection report: Mecklenburg Pupil Referral Unit, 6–7 February 2013 3 of 9

Full report

Information about this school

  • The unit provides education and support for predominantly older students who have been
    excluded from or who are at risk of permanent exclusion because they find it difficult to settle
    comfortably into mainstream school life. Many students have behavioural, emotional and social
    difficulties. None has a statement of special educational needs.
  • Older students stay full time at the unit to complete their Year 11 studies, remaining on roll at
    their mainstream school as well as being on the roll at the unit. Students in Years 7 to 9 stay for
    a short period of time before being reintegrated back to their mainstream school or other
    specialist provision. Students join at different times during the school year.
  • Currently, boys outnumber girls three to one. Almost all are of White British heritage. A few
    come from a range of other ethnic backgrounds. None are from families where English is not the
    home language and none are in local authority care.
  • The proportion of students eligible for pupil premium, which provides additional government
    funding to support pupils known to be eligible for free school meals, is above the national
  • A new Chair of the Management Committee was elected in 2011 and a new headteacher
    appointed in September, 2012.
  • Mecklenburg is in a federation with another pupil referral unit and the headteacher leads both.
  • The unit does not use alternative provision.

What does the school need to do to improve further?

  • Increase the proportion of outstanding teaching and achievement by ensuring all students have
    opportunities to learn without the teacher’s help.
  • Check how well students improve their skills in using ICT in all subjects in order to help prepare
    them for further education beyond the school or reintegration back to their mainstream schools.
Inspection report: Mecklenburg Pupil Referral Unit, 6–7 February 2013 4 of 9

Inspection judgements

The achievement of pupils is good
  • For almost all students, attainment on entry to the unit is well below that of their classmates in
    mainstream schools and most have been underachieving. This is as a result of missed schooling,
    often because of exclusion, negative experiences of mainstream schools and, for many students,
    difficulties in settling comfortably into school life.
  • In Key Stage 3, after careful checking of students’ abilities, the unit provides individual support
    programmes, as well as keeping students up to date with most of their other subjects. After a
    12-week stay most are reintegrated successfully back to mainstream or to other specialist
  • In Key Stage 4, students attend full time until they leave at the end of Year 11. Careful
    assessment on arrival results in all having individual support plans tailored to their needs, which
    are reviewed regularly and, when appropriate, new targets are set. The key focus is rightly on
    the important skills of literacy, numeracy and communication. Good progress is made by all
    students in this respect and all now follow a minimum of five GCSE courses, including English,
    mathematics and science. This is an improvement since the previous inspection.
  • There are no significant differences in the progress and achievement of boys or girls, ethnic
    groups or those known to be eligible for free school meals, supported by pupil premium funding.
    Recently published national data for 2011/12 show that students’ achievement in GCSE English
    and mathematics was higher than that found in other pupil referral units, hospital schools and
    alternative provision. At the end of 2011/12, all Year 11 students continued on to further
    education or training.
  • Progress in lessons observed was good. In an art lesson, a student responded well to the
    teacher’s comment, ‘You are an artist, you are making art’. This improved the student’s self-
    confidence in choosing how to then improve the quality of the piece of work. At the end of the
    lesson, the final task was to write a self-evaluation to identify what was good and what might
    still be improved. In a cookery lesson, students followed a recipe accurately and baked sausage
    rolls. Students’ responses to effective questions throughout showed they had a good
    understanding of basic food hygiene, which meats should not be eaten raw and general issues
    regarding healthy eating.
The quality of teaching is good
  • Teaching promotes good learning for all students. Teachers provide opportunities in all lessons
    for students to practise their reading, writing, communication and, where appropriate,
    mathematical skills.
  • A key strength is how well teachers plan tasks that are suitable for all abilities, as well as
    matching the requirements of the examination courses students follow. This was particularly
    evident in a media studies lesson where students were working towards the tasks required for
    them to achieve a merit and/or distinction grade rather than simply a pass grade.
  • Prompt starts to lessons ensure students are quickly on task and ready to learn. Learning
    intentions are made clear so that students know what is expected of them by the end of the
    lesson. In a mathematics lesson where students were exploring how three-dimensional shapes
    can be broken down into parts to calculate the surface area, a good range of resources and clear
    instructions made sure students understood the task set for them.
  • Teachers ask effective questions to ensure students understand what they are doing and to
    extend their learning. In an English lesson, students were redrafting the first paragraph of their
    completed essay with a focus ‘engaging’ the reader. They knew the success criteria for this and,
    as a result, their understanding of how to develop their opening paragraphs improved.
  • In a science lesson, the teacher’s expertise was evident throughout. Questions asked as part of
    the introduction to the lesson made students think hard about the proposition that the rate at
    which a container of hot water cools depends on the surface area of the water exposed to the
    open air. While students were recording their measurements at timed intervals, the teacher
    discussed broader issues of science; asking students to, for example, consider social and moral
Inspection report: Mecklenburg Pupil Referral Unit, 6–7 February 2013 5 of 9
  • Although teaching is good overall, there are instances where students do not have enough
    opportunities to learn without the teachers’ help and develop their independence.
  • Students say that teaching is good because of the quality of individual help they are given in
The behaviour and safety of pupils are good
  • Consistent routines, the staff’s high expectations and support for students’ personal development
    result in good behaviour in lessons and around the unit. In addition, students regain their
    interest in learning and want to do well, most intending to continue with further education or
    training when they leave. Compared to their mainstream school, attendance for most improves
    considerably while at the unit. Punctuality at the start of the day remains an issue for a few.
  • Students say the unit is a safe place to learn. There have been no permanent exclusions since
    the previous inspection and instances where students have not been allowed to go to the unit
    for a short period because of poor behaviour are falling. There are no recorded instances of
  • Many students who arrive with a record of poor behaviour settle quickly into the life of the unit.
    Staff are aware of potential issues which may arise with individual students and manage these
    effectively. Detailed behavioural records are kept for all students, with the involvement of
    parents and carers at the twice-termly review meetings. Parents and carers and staff, as well as
    students, comment on how well a student’s behaviour improves over time. This contributes well
    to students’ all-round spiritual, moral, social and cultural development.
  • Students have a clear understanding of the different types of bullying, saying there was none
    because they knew each other and got on well together. All appreciated how well the staff had
    their best interests at heart.
  • Attitudes to learning are generally positive. In lessons, students work as pairs or in small groups
    and listen to one another’s comments and opinions. This was clearly evident at the end of a
    media studies lesson where two students were formally commenting on each other’s work in
    relation to what was expected of them by the teacher.
  • Support from other professionals, including the police and youth service, as well as other visitors
    to give talks, enables students to learn about the harmful effects of unhealthy lifestyles and the
    dangers associated with carrying knives. Students said they enjoyed the weekly afternoon
    sporting activities they take part in; some of which they choose themselves.
The leadership and management are good
  • Despite the recent changes in senior leadership, all staff have remained committed to wanting
    the best possible outcomes for all students. All areas of the unit have been thoroughly checked
    to decide on key areas for improvement. The new headteacher has high expectations and, with
    the support of the local authority and the management committee, has set clear priorities for
  • The quality of teaching and learning is checked carefully by the headteacher. Teachers are set
    targets to improve the quality of their work and recommendations are made regarding additional
    responsibilities and training.
  • Students’ outcomes have continued to improve, as have the important skills of literacy and
    numeracy in all subjects. However, the unit is not checking on how well students improve their
    skills in using ICT in all subjects.
Inspection report: Mecklenburg Pupil Referral Unit, 6–7 February 2013 6 of 9
  • As a result of the unit’s commitment to equality, all group of students, including those whose
    circumstances have made them vulnerable, make good progress in both their academic and
    personal development. There have been no recorded racist or homophobic incidents.
  • The curriculum makes sure everyone has the chance to succeed. In addition to improving
    literacy and numeracy, all students now have a minimum of five GCSE courses to follow. It is
    also effective in supporting all aspects of students’ spiritual, moral, social and cultural
  • A key strength is how well the unit works with other professionals to support students’ wide-
    ranging needs, as well as with mainstream schools to keep them informed fully of students’
    progress and attendance. Parents and carers too are kept regularly up to date with information
    on students’ progress, almost all attending the regular reviews.
  • The local authority has supported the unit well since the previous inspection. It fulfils its
    statutory duties, including those for safeguarding and appraisal of the headteacher. Current
    pupil premium is used effectively to enable students to be ready for the next stage of their
    education and catch up with missed learning. More reading books have been provided, including
    some chosen by students, and the curriculum now includes out-of-school activities, visits and
    visitors to the unit, as well as a ‘destination’ course for Year 11 students run by the Youth
  • The governance of the school:

The management committee’s overall contribution to the governance of the unit is very

effective, including regular visits to check on how well students are learning. It monitors the
performance management of teachers, checking decisions about how well they are working,
any action that should be taken, training and pay. Members keep updated by attending
appropriate training courses. Under the guidance of an experienced chair, it provides strong

challenge to ensure continuing improvements in all aspects of the unit’s work.

Inspection report: Mecklenburg Pupil Referral Unit, 6–7 February 2013 7 of 9

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.

Inspection report: Mecklenburg Pupil Referral Unit, 6–7 February 2013 8 of 9

School details

Unique reference number 102561
Local authority Kingston upon Thames
Inspection number 400556

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 11–16
Gender of pupils Mixed
Number of pupils on the school roll 18
Appropriate authority The local authority
Headteacher Samantha Axbey
Date of previous school inspection 7–8 December 2009
Telephone number 020 8547 6736
Fax number 020 8547 6710
Email address reveal email: m…


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