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On Track Education Centre Westbury

On Track Education Centre Westbury
Unit 7a Trowbridge Road
Westbury
Wiltshire
BA133AY

01373 859803

Headed by Mrs Johann Holden

School holidays for On Track Education Centre Westbury via Wiltshire council

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19 pupils aged 12—16y mixed gender
24 pupils capacity: 79% full

15 boys 79%

14y4

5 girls 26%

Last updated: June 24, 2014


— Other Independent Special School

URN
136019
Establishment type
Other Independent Special School
Establishment #
6043
Open date
Oct. 29, 2009
Reason open
New Provision
OSGB coordinates
Easting: 387466, Northing: 151781
GPS coordinates
Latitude: 51.265, Longitude: -2.181
Accepting pupils
11—18 years old
Census date
Jan. 16, 2014
Region › Const. › Ward
South West › South West Wiltshire › Westbury North
Area
Urban > 10k - less sparse
SEN priorities
BESD - Behaviour, Emotional and Social Difficulty
Sen2
ASD - Autistic Spectrum Disorder
Sixth form
Has a sixth form
Learning provider ref #
10044036

Rooms & flats to rent in Westbury

Schools nearby

  1. 0.1 miles Bitham Brook Primary School BA133UA (277 pupils)
  2. 0.6 miles Westbury Infants' School BA133NY (179 pupils)
  3. 0.7 miles Westbury Church of England Junior School BA133LY (226 pupils)
  4. 0.7 miles Matravers School BA133QH (969 pupils)
  5. 1.3 mile Westbury Leigh CofE Primary School BA133UR (403 pupils)
  6. 1.7 mile Fairfield Opportunity Farm (Dilton Ltd) - Fairfield Opportunity Farm College BA134DL
  7. 1.7 mile Tumblewood Community School BA134LF (12 pupils)
  8. 2.1 miles Dilton Marsh CofE Primary School BA134DY (201 pupils)
  9. 2.1 miles Dilton Marsh CofE Primary School BA134DY
  10. 2.3 miles North Bradley CofE Primary School BA140TA (174 pupils)
  11. 2.5 miles Bratton Primary School BA134RL (126 pupils)
  12. 2.5 miles West Ashton Church of England Voluntary Aided Primary School BA146AZ (103 pupils)
  13. 3.1 miles Southwick Church of England Primary School BA149PH (175 pupils)
  14. 3.2 miles Holbrook Primary School BA140PS (224 pupils)
  15. 3.3 miles Grove Primary School BA140JG (379 pupils)
  16. 3.4 miles Trowbridge Longmeadow Primary School BA147HE
  17. 3.4 miles Oasis Academy Longmeadow BA147HE (125 pupils)
  18. 3.5 miles Trowbridge College BA140ES
  19. 3.6 miles The Clarendon College BA140DJ
  20. 3.6 miles The Clarendon Academy BA140DJ (987 pupils)
  21. 3.7 miles Young People's Support Service BA140AU
  22. 3.7 miles Edington School BA134PG
  23. 3.7 miles Steeple Ashton St Mary's Church of England Voluntary Aided Primary School BA146EU
  24. 3.7 miles Castle Mead School BA146GD

List of schools in Westbury

Ofsted report transcript

School report

On Track Education Centre

Westbury

Unit 7a, Trowbridge Road, Westbury, BA13 3AY

Inspection dates 11–13 March 2014
Overall effectiveness Good 2
Pupils’ achievement Good 2
Pupils’ behaviour and personal development Good 2
Quality of teaching Good 2
Quality of curriculum Good 2
Pupils’ welfare, health and safety Outstanding 1
Leadership and management Good 2

Summary of key findings

This school is good because
It is not yet outstanding because
Compliance with regulatory requirements

Students, schools that use the centre’s
Students settle into the centre quickly and
Staff have the best interests of students at
service, social workers, parents and carers
hold the centre in high regard for the quality
of its work. They say it is very effective in
improving both students’ behaviour and
academic achievement.
start to make good improvements in all areas.
heart and they make every effort to overcome
barriers that may impede students’ progress.
The headteacher and the proprietors have
The subjects and experiences offered by the
ensured that teaching, students’ achievement
and behaviour have remained good and the
students’ welfare, health and safety are
outstanding. The centre benefits from regular
checks carried out by the company to bring
about continued improvements.
centre meet the needs of students well and
promote their self-esteem very effectively.
The accommodation limits the delivery of
Students do not have enough work-related
some subjects.
opportunities.
Not enough teaching is outstanding.
  • The school meets 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

Information about this inspection

  • The inspection took place with one day’s notice.
  • The inspector observed six lessons taught by five teachers, looked at students’ work and held
    discussions with the headteacher, a social worker, a representative from another school that
    uses the services of the centre, students and staff.
  • The centre’s documentation was examined, including information relating to the range of
    planning for subjects, records of students’ progress and the welfare and safeguarding of pupils.
    The inspector checked for compliance with the regulations for independent schools.
  • The views of staff were gained through the scrutiny of eight questionnaires. There were
    insufficient responses to the online survey Parent View, but the centre’s survey of parents and
    students’ views was considered.

Inspection team

Frank Price, Lead inspector Additional Inspector

Full report

Information about this school

  • On Track Education Centre Westbury is a small day special school in Wiltshire which opened in
    April 2009. It is registered to take up to 24 students, aged 11 to 18 years, and currently has 14
    boys and seven girls on roll. It was last inspected in November 2010.
  • The centre provides alternative education for pupils who are at risk of exclusion from
    mainstream schools. Most pupils attending the centre are from schools in West Wiltshire,
    although a few attend from further afield if they are placed in public care.
  • A few students have a statement of special educational needs for behavioural, emotional and
    social difficulties. All students have experienced difficulties in their previous school settings and
    have had disrupted educational experiences.
  • The main aims are for young people to experience positive achievement and success and to
    acquire diverse skills and knowledge in preparation for adult life.
  • The school is owned by On Track Education Services Ltd.

What does the school need to do to improve further?

  • Improve the accommodation so that students have more space for physical activities and that
    aspects of the curriculum can be delivered more effectively.
  • Increase the amount of outstanding teaching and speed up students’ rate of progress by:
    ensuring marking tells students how to improve their work
    setting higher expectations of presentation of written work
    promoting reading more systematically across the school
    making better use of new technology to enhance learning for pupils.
  • Expand the opportunities for students to undertake work experience.

Inspection judgements

Pupils’ achievement Good

Students’ achievements are good. Most students quickly re-engage with education and start to

make up lost ground, given their previous disrupted education. Students make substantial gains in
English and mathematics from when they start at the centre, with the majority of students making

better than expected progress. Students’ achievement is not outstanding, as some students’

fluctuating attendance and punctuality adversely affect their progress. As a result of often
fragmented or poor previous attendance at other schools, most students have low starting points.
Some students are in excess of three to four years behind their peers. Over the last three years,
students’ attainment has risen, with an increasing number achieving higher GCSE grades in
mathematics, English and science. Some students also achieve GCSE awards in art and biology.
Less able students gain nationally recognised qualifications in line with their abilities. Students also
gain awards in vocational courses such as preparation for working life and in first aid. For most
students, this is their first taste of success and this boosts their self-confidence.
The curriculum is organised well to meet the needs of students and it promotes their good
achievement effectively. Case studies reveal that some students have overcome significant
difficulties of poor schooling and turbulent home backgrounds to become motivated to travel
independently, gain qualifications and then move on to employment or college. A few students
have returned to their original school.
Students make good progress in mathematics and learn how to work out angles and areas of
complex shapes. In English, they learn how to construct short stories based on myths and
understand how to use elements of drama to make a story more interesting. Students write for a
range of purposes, such as constructing their CV, reviews of plays, books and making arguments
to support an opinion. However, there is wide variation in the standards of presentation of written
work. Although students make improvements in reading, it is not promoted systematically enough
across the school.
Tracking information shows that students make good progress and, as they find stability, their
progress speeds up and enables them to achieve well, given their low starting points. Students

recognise the improvements they make. One student said, ‘I used to mess around at my old
school, but I don’t now.’ There is no difference in achievement by any group of students at the

centre.

Pupils’ behaviour and personal development Good

Students’ behaviour is good. They make good improvements whilst at the centre and many

become thoughtful and mature young people. These improvements are noted by students
themselves and by referring schools. The centre is calm and purposeful and students get along

well together for the majority of the time. Students’ behaviour is not outstanding as they have not

yet developed the maturity of self-management and can be dependent upon adults to set the
moral framework. Students’ good behaviour makes a strong contribution to their good learning.
They are willing learners and, given their background, this is a major step forward and they

respond well to the high expectations placed upon them. Improvements in students’ personal

development are evident. Records show many have a troubled history, but they start to experience
success and self-confidence, which equips them for life after school. Students say they have
improved and learned more since being at the centre. Students’ attendance in lessons improves
dramatically, although for a few, punctuality at the start of the day is a challenge. Students
develop positive attitudes and interact with staff with respect and affection.
The centre makes good provision for students’ spiritual, moral, social and cultural development.
Aspects of the curriculum, such as the personal, social and health education programme and
humanities encourage tolerance and respect for each other. Students have made a contribution to
the wider community through charitable activities. They enjoy visits to places of interest, such as
the Bristol science museum. The centre provides students with a good understanding of public
institutions and services through visitors to the school, such as the local police, and visits to the
armed forces parades in Wiltshire. They are developing good personal qualities to enable them to
make a positive contribution to society. The centre ensures that balanced views are presented in
discussions about race, religion or politics. All the regulations are met.
The quality of teaching is good, enabling students to make good progress. Teaching takes place in

Quality of teaching Good

a relaxed and informal atmosphere, which puts students at their ease, and staff are skilled at

getting the best out of them, because they know them well and understand the issues that they
face. The supportive and positive relationships encourage students to tackle areas such as literacy
and mathematics that they are initially reluctant to do. As a result of supportive relationships, a
good curriculum which builds on their interests, and effective teaching, students develop very
positive attitudes to learning.
Teachers have good subject knowledge and this is delivered in interesting ways, which engages

students’ attention well. However, in group work, the lack of interactive whiteboards means that

science experiments such as looking at pollen under a microscope, or viewing internet clips, to
enliven learning, cannot be experienced by the whole class. Students’ behaviour is managed
sensitively and this ensures that disruptions to learning are kept to a minimum. The strength of
teaching is the highly personalised work, which is well matched to their different levels of ability.
Support staff and teachers work well together to provide the right level of encouragement and
challenge for students. Questioning is used well to test out and extend students’ thinking. Students
feel confident to offer their views in discussions, for example when discussing conflicts in
relationships. Teaching is not outstanding as the marking of students’ work does not set out clearly
and systematically enough what they need to learn next and set high enough expectations of the
presentation of written work.
Assessment of students’ work is thorough. Students undertake baseline assessments on entry to
the centre and their progress is closely tracked each term. Assessment records indicate that rapid
gains are made by students, putting them in a stronger position to achieve nationally recognised
qualifications. Reports on students’ progress and achievements are of good quality and students
take pride in showing visitors their Record of Achievement evidence.
The curriculum offered to students is good. Curriculum planning is thorough and is supported
through detailed schemes of work. Clear planning promotes good progression of skills and
knowledge. The curriculum is not outstanding, as the accommodation limits the delivery of some
vocational and practical studies which students particularly enjoy. For example, students do some
cookery but limited facilities restrict the development of more ambitious meals and development of
skills. Staff work hard to mitigate the limitations of the premises on students’ learning, through off-
site learning, where possible. Work experience opportunities for students, to give them a taste of
working life, are limited. The personal, social and health education programme teaches students
about dangers such as substance misuse, e-safety and sexual and personal relationships. However,
some students find it difficult to make the connection between what is taught and applying it to
their own lifestyle.

Quality of curriculum Good

The curriculum promotes students’ achievement well. They are offered 25 hours of tuition, of

which 15 hours are focussed on academic subjects and the remainder covers practical and off-site
vocational courses. Students are very motivated by the subjects on offer and on the whole are
keen to participate. Some students understand the academic requirements of college courses and
this acts as a spur to raise their aspirations for them to study higher level courses. The strength of
the curriculum is its flexibility to meet the individual needs of students with low attainment levels
to more able students who can pursue GCSE courses. The majority of courses offered to students
enable them to achieve nationally recognised qualifications, which encourages their self-
confidence.
Planning for subjects is detailed and specific and this ensures that individual needs are met well.
The curriculum is enriched through a wide range of subjects on offer. Students enjoy the regular
fitness programme which incorporates team games, martial arts and gym work and develops team
working. Lifeskills courses cover aspects such as gardening, cooking and home safety. Students
enjoy trips and visits, such as to the Bristol science museum, which enlivens learning. Students are
provided with suitable careers education guidance and nearly all progress onto college placements,
training or employment. All regulations are met.

Pupils’ welfare, health and safety Outstanding

The provision for students’ welfare, health and safety is outstanding, as they are exceptionally well

cared for. The centre is proactive and follows up any areas causing concern for students, either
through direct discussions or telephone support. All the regulations are met and detailed policies
support this area extremely well. The centre provides a safe and secure environment where
students start to flourish and make good improvements in their personal and academic
development. Policies are thorough, regularly reviewed and consistently applied.
Safeguarding arrangements are meticulous. Systems for staff recruitment are robust and all
relevant checks are made on staff, to ensure their suitability for working with students. The single
central record shows vetting checks, identity and qualifications. Staff are trained in safeguarding
and receive refresher training. The headteacher has been trained to the required level. The first aid
policy provides clear guidance and there are sufficient members of staff who are first aid trained.
Regular checks are made on fire equipment and there are regular evacuation drills.
Students feel safe and valued and recognise the improvements they are making through the good
support they receive. Bullying is not perceived to be a problem by students, although cyber-
bullying can be an issue, which staff are quick to address. Staff provide close supervision and
support to students. Any serious incidents of misbehaviour are fully recorded and attendance is
monitored well. The centre encourages healthier lifestyles through physical education and sports.
The centre works exceptionally well with a range of agencies for the benefit of students.
The leadership and management of the centre are good. The level of care and concern for

Leadership and management Good

students shown by staff is outstanding. Daily meetings focus on students’ problems and how these

can be managed so that the impact in lessons is minimised. Links with other agencies are excellent
and staff are tenacious in trying to solve problems for students. The views of parents, carers,
students and other schools are very positive and they all feel the centre is very effective in its
work. One school described the successful work of the centre with students as ‘amazing’. The
centre meets all the regulations for continued registration.
Staff receive good levels of training in relation to child protection, behaviour management and
safeguarding. Teaching is checked regularly so that improvements can be further secured.
Leadership and management are not yet outstanding as the outcomes and its work with students
are mainly good.
The centre’s self-evaluation is thorough and gives an accurate picture of the strengths and areas
for improvement and this is supported by a useful improvement plan which correctly identifies
appropriate priorities for development. The centre has made good improvements since the last
inspection, so that assessment is more rigorous in mathematics and English. Given the constraints
of the accommodation, the centre has done as much as is reasonable to improve the outdoor
facilities. The accommodation is adequate in terms of meeting the needs of students. Resources
are adequate, but interactive whiteboards to further enhance teaching and learning are not
provided. All of the required information is provided or made available to parents, carers or local
authorities through written information or the website. The complaints procedures meet regulatory
requirements.

What inspection judgements mean

School

Grade Judgement Description
Grade 1 Outstanding A school which provides an exceptional quality of education
significantly exceeds minimum requirements.
Grade 2 Good A school which provides a high quality of education that exceeds
minimum requirements.
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 the
quality of education has serious weaknesses.

School details

Unique reference number 136019
Inspection number 422822
DfE registration number 865/6043

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 Behavioural, social and emotional learning difficulties
School status Independent special school
Age range of pupils 11–18
Gender of pupils Mixed
Number of pupils on the school roll 19
Number of part time pupils 5
Proprietor On Track Education Services
Headteacher Johann Holden
Date of previous school inspection 30 November–1 December 2010
Annual fees (day pupils) £15,840–£34,080
Telephone number 01373 859803
Fax number 01373 859803
Email address jholden@ontrackeducation.com

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