School etc

North Cornwall Short Stay School Closed - academy converter May 31, 2013

see new North Cornwall Short Stay School

North Cornwall Short Stay School
Campus XXI
The Gaia Building

phone: 01840 *** ***

headed by: Mr Rob Webb

school holidays: via Cornwall council

— Pupil Referral Unit

Establishment type
Pupil Referral Unit
Establishment #
Open date
Sept. 1, 2004
Close date
May 31, 2013
Reason open
New Provision
Reason closed
Academy Converter
OSGB coordinates
Easting: 208894, Northing: 85429
GPS coordinates
Latitude: 50.637, Longitude: -4.7039
Accepting pupils
5—16 years old
Ofsted last inspection
Jan. 10, 2012
Region › Const. › Ward
South West › North Cornwall › St Teath and St Breward
Hamlet and Isolated Dwelling - sparse
SEN Facilities
PRU Does have Provision for SEN
Pupils educated by others
PRU Does offer tuition by another provider
Pupils With EBD
PRU Does have EBD provision
Teen mother
Provides places for Teen Mothers
Teen mother places
Learning provider ref #

rooms to rent in Delabole

Schools nearby

  1. North Cornwall Short Stay School PL339DA
  2. 1.3 mile Camelford Community Primary School PL329UE (278 pupils)
  3. 1.4 mile Sir James Smith's Community School PL329UJ (458 pupils)
  4. 1.6 mile Delabole Community Primary School PL339AL (129 pupils)
  5. 1.6 mile Delabole Community Primary School PL339AL
  6. 2.1 miles Advent Centre for Rural Education PL329RZ
  7. 2.4 miles Tintagel Primary School PL340DU (99 pupils)
  8. 3.3 miles St Teath Community Primary School PL303JX (76 pupils)
  9. 3.4 miles Boscastle Community Primary School PL350AU (40 pupils)
  10. 5.3 miles St Breward Community Primary School PL304LX (44 pupils)
  11. 5.3 miles Cornwall Progressive School PL304NR
  12. 5.6 miles Otterham Community Primary School PL329YW (66 pupils)
  13. 5.9 miles St Tudy CofE VA Primary School PL303NH
  14. 5.9 miles St Tudy CofE Primary School PL303NH (57 pupils)
  15. 6.3 miles Port Isaac Community Primary School PL293RT (48 pupils)
  16. 6.8 miles St Kew Community Primary School PL303ER (71 pupils)
  17. 7.9 miles Blisland Community Primary School PL304JX (35 pupils)
  18. 8 miles Warbstow Community Primary School PL158UP (53 pupils)
  19. 8 miles Bolventor Primary School PL157TS
  20. 8.2 miles St Mabyn CofE School PL303BQ
  21. 8.2 miles St Mabyn CofE School PL303BQ (71 pupils)
  22. 9 miles Altarnun Community Primary School PL157RZ (63 pupils)
  23. 9 miles Altarnun Community Primary School PL157RZ
  24. 9.3 miles Jacobstow Community Primary School EX230BR (87 pupils)

List of schools in Delabole

Tribal Education

1-4 Portland Square



T 0845 123 6001
F 0845 123 6002

Ofsted helpline

08456 404045

reveal email: edhe…

Mrs R Chapman

District Manager

North Cornwall EOOS Centre

30a Market Place



PL32 9PD

25 May 2006

Dear Mrs Chapman




Following my visit to your Centre on 17 and 18 May 2006, I write on behalf of

Her Majesty's Chief Inspector to confirm the inspection findings.

The visit was the first monitoring inspection since the school became subject

to special measures in November 2005.

This letter will be posted on the Ofsted website. Please inform the Regional

Inspection Service Provider of any factual inaccuracies within 24 hours of the

receipt of this letter.


I observed five lessons, scrutinised documents, held discussions with pupils,

and met the manager, acting deputy manager, teachers, representatives from

the local authority and a member of the management committee.


Since the inspection in November, there has been little change in staffing,

apart from a new Centre manager who took up her post in April 2006.

Previously, this post was filled by an acting manager who was able to fulfil his

duties only part time. The roll has increased from 33 to 46 pupils, although 17

are in Year 11 and are about to leave.

Achievement and standards

Overall, the achievement of pupils is unsatisfactory. In the five full lessons

observed, achievement was satisfactory in three and inadequate in two. In a

brief visit to one further l e sson, the limited evidence gathered suggested

achievement was satisfactory. Pupils settle to their work quickly in lessons

and generally complete set tasks successfully. Some of these pupils have

quite complex emotional and behavioural needs and developing regular

patterns of working is an achievement for them. Pupils feel they are making

progress and recognise the work of the Centre in supporting them. Almost all

pupils in Key Stage 2 attend mainstream school part time, which shows they

are learning to manage their behaviour.

The number of pupils taking examinations is low. This academic year, 10

pupils are taking a total of 19 GCSE examinations in English language, English

literature, mathematics, biology, information and communication technology

(ICT), religious education (RE) and art. However, another seven pupils are

not entered for any accredited examination. The Centre is currently exploring

additional courses more appropriate for the different abilities of pupils.

A good system to record and measure pupils’ progress has been introduced

recently. It also enables staff to identify pupils who are underachieving and

need additional help. The data is relatively recent and not yet able to show

progress over time.

Progress on the area for improvement identified by the inspection in

November 2005:

  • improve the achievements of pupils and the system to record their
    progress – limited.

Personal development and well-being

At the time of the inspection pupils’ personal development and well-being

were judged to be satisfactory. Pupils’ attitudes and behaviour were also

satisfactory. Pupils were polite and pleased to talk about their work to visitors.

Improved behaviour at the Centre is shown by a fall in the number of pupils

being excluded last term, whilst the number of pupils on roll has increased.

Pupils have good relations with staff and many enjoy attending the Centre.

However, a significant number on roll do not attend regularly. A computerised

system for recording attendance has been introduced. Initial data suggest

pupils’ attendance has improved slightly. The figure for authorised absence is

extremely high, in excess of 20%. Staff at the Centre report that some

absence is authorised by parents without good reason. Data are currently

being analysed to identify particular groups who have a high absence rate.

Although conclusions still have to be reached, the information provides a

good basis for monitoring and setting targets for improvement.

Pupils develop their self-esteem when they visit an outdoor pursuits centre to

engage in climbing, canoeing or archery. They also learn to take responsibility

at the local rural studies centre where they earn ‘trustee’ awards. However,

opportunities for pupils to take responsibility in the Centre itself are limited.

More pupils now take part in physical exercise than at the time of the last

inspection. Pupils understand the need to lead a healthy lifestyle and several

eat fruit which is made available by the Centre. Some smoke outside the

building at break time. The health risks of this behaviour need to be tackled

more prominently in the personal, social and health education (PSHE)


Progress on the area for improvement identified by the inspection in

November 2005:

  • improve the attendance of pupils and the ways this is checked –

Quality of provision

In three lessons seen teaching was satisfactory and in two it was inadequate.

Teachers’ knowledge of the subjects they teach is satisfactory. Teachers

praise and encourage pupils and generally are successful in helping them to

concentrate. Planning sets out what pupils are expected to learn in the

lesson, although this is not yet sufficiently detailed and underpinned by

rigorous assessment. Consequently, work is not always matched closely to

pupils’ next steps in learning and pupils become frustrated. Additionally, the

review at the end of the lesson, which allows pupils time to reflect on what

they have learned, is usually too brief. Teachers and teaching assistants do

not always have sufficient time to plan together and establish their respective

contributions to the lesson.

All staff treat pupils with respect and establish a non-confrontational

atmosphere in the Centre. However, the management of behaviour is not

consistent. In two of the lessons seen this led to pupils challenging rules and

disrupti ng the flow of these sessions.

The unsatisfactory accommodation and facilities limit the quality of teaching

and learning. This was particularly evident in practical subjects such as

science, when a teacher struggled to conduct a simple experiment because

suitable equipment was absent.

The curriculum has been extended since the time of the last inspection. Pupils

now take part in a programme of physical education at a local sports centre

and make weekly visits to an outdoor pursuits centre. The curriculum at Key

Stage 2 includes history, geography, RE, and PSHE. This is a positive step,

although planning extends only to the end of the current year. Provision for

music, design technology and aspects of science is lacking for all pupils. Many

pupils, including those with a statement of special educational needs (SEN),

are still not offered the full-time curriculum to which they are entitled. The

Centre is currently providing for pupils across three key stages and for those

who have a wide variety of needs. This presents a considerable challenge.

Staff provide a caring environment and have positive relationships with the

pupils. All staff have had initial training in child protection procedures and

further courses are planned. A reward system has been introduced to support

pupils’ effort, attendance and behaviour and many pupils value this. The

guidance offered to pupils about how they might improve their learning is

underdeveloped. Most are unaware of their level of work and what they need

to do to improve. The Centre works closely with other agencies to prepare

pupils for their next stage.

Progress on the areas for improvement identified by the inspection in

November 2005:

  • improve the quality of teaching by ensuring that there is more emphasis
    on planning lessons that will enable pupils to learn and make good


  • improve the quality of the curriculum, particularly for pupils with
    statements of special educational needs, by offering a much wider range
    of experiences


Leadership and management

The management committee has been strengthened and now meets

regularly. A new Centre manager has been appointed and arrangements are

in place to provide for a permanent deputy manager. Relocation in more

appropriate accommodation is being considered by the local authority and an

alternative site has been identified. The management committee is beginning

to monitor the work of the Centre, although this role is not yet fully


The Centre manager has been in post only since April 2006. She has set out

realistic and practical plans to take the Centre forward. She has established

weekly staff meetings which are helping to develop agreed procedures. In the

period prior to her appointment, change was slow. Systems to monitor and

improve teaching were not established quickly enough following the

inspection in November 2005.

Clear direction has only recently been established. The capacity of the Centre

to improve is developing, but is not yet secure.

Progress on the areas for improvement identified by the inspection in

November 2005:

  • establish a permanent, effective senior management team and
    management committee, ensuring that the performance of all staff is
    monitored regularly


External support

There have been visits from the local authority’s literacy and numeracy

advisers and the inspector for SEN. A manager from another Centre took

responsibility for the Centre during the spring term, albeit on a part-time

basis. There has been support for improving the membership and role of the

management committee. The local authority has provided information and

advice on identifying alternative accommodation. An external consultant has

begun working with the new manager to provide support for leadership and


The direct impact of support on the quality of teaching and learning has been

limited. The lack of a full-time Centre manager has undoubtedly hindered the

pace of change. However, there has been a lack of detailed advice on the

quality of teaching and the use of assessment to improve learning. The most

significant impact has been on improving systems for monitoring attendance.

The Centre’s management committee has now drawn up its own action plan

which is supported by the Centre manager’s outline of weekly tasks to be


The authority’s statement of action includes areas for improvement with

named personnel responsible for action. Dealing with the major issue of

accommodation is rightly identified as a priority. The timescale is not always

appropriate, with much of the planned action scheduled to take place

between January and April 2006, or described as ‘ongoing’. There is no target

date for the expected removal from special measures. Implementation of the
plan has been hampered by the absence of a permanent Centre manager.

Main Judgements

The Centre has made inadequate progress since being subject to special

measures. In the term following the inspection, the pace of change was to o

slow. Since the arrival of the new manager in April there has been an

improved sense of purpose and a clearer focus on developments which have
a direct effect on teaching and learning. The full effect of this ch ange has yet

to be realised.

Quality of LA’s statement of action – satisfactory.

Newly qualified teachers may not be appointed.

Priorities for further improvement

  • the quality of teaching through the better use of assessment to inform
    planning and the establishme nt of agreed approaches to managing
  • the monitoring of teaching and learning and provision of support for
  • the quality of the curriculum to ensure it is well matched to the needs of
  • completion of plans to improve the accommodation.

I am copying this letter to the Secretary of State, the chair of the

management committee and the Director of Education for Cornwall.

Yours sincerely

Andrew Redpath

H M Inspector

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