School etc

The Brambles

The Brambles
159 Longmeanygate
Midge Hall
Leyland
Lancashire
PR267TB

phone: 01772 454826

headed by: Mr Alan Rainford

school holidays: via Lancashire council


49 pupils aged 12—15y boys gender
56 pupils capacity: 88% full

50 boys 102%

12y1113y1014y1715y11

Last updated: June 24, 2014


— Other Independent Special School

URN
136003
Establishment type
Other Independent Special School
Establishment #
6111
Open date
Sept. 30, 2009
Reason open
New Provision
OSGB coordinates
Easting: 351129, Northing: 422544
GPS coordinates
Latitude: 53.697, Longitude: -2.7417
Accepting pupils
11—16 years old
Census date
Jan. 16, 2014
Region › Const. › Ward
North West › South Ribble › Moss Side
Area
Urban > 10k - less sparse
SEN priorities
BESD - Behaviour, Emotional and Social Difficulty
Learning provider ref #
10028359

Rooms & flats to rent in Leyland

Schools nearby

  1. 0.5 miles Moss Side Primary School PR267ST (245 pupils)
  2. 0.7 miles Leyland St James Church of England Primary School PR267SH (204 pupils)
  3. 1.1 mile St Anne's Catholic Primary School PR251TL (234 pupils)
  4. 1.2 mile Golden Hill Pupil Referral Unit PR251QS (26 pupils)
  5. 1.2 mile Earnshaw Bridge Infant School PR251QS
  6. 1.2 mile Seven Stars Primary School PR251TD (178 pupils)
  7. 1.2 mile Worden Sports College PR251QX
  8. 1.2 mile Seven Stars Infant School PR251TD
  9. 1.2 mile Academy@Worden PR251QX (283 pupils)
  10. 1.5 mile Leyland St Mary's Catholic High School PR251BS (699 pupils)
  11. 1.6 mile Broadfield County Junior School PR252GB
  12. 1.6 mile Northbrook Primary School PR252GB (118 pupils)
  13. 1.7 mile Woodlea Junior School PR251JL (224 pupils)
  14. 1.7 mile Leyland St Andrew's Church of England Infant School PR251JL (177 pupils)
  15. 1.7 mile Leyland St Mary's Roman Catholic Primary School PR252QA (323 pupils)
  16. 1.7 mile Wellfield High School PR252TP (401 pupils)
  17. 1.8 mile New Longton All Saints CofE Primary School PR44XA (209 pupils)
  18. 1.8 mile Stonehouse School PR252TU
  19. 2.1 miles Little Hoole Primary School PR45QL (179 pupils)
  20. 2.3 miles Farington Primary School PR254GH (172 pupils)
  21. 2.3 miles Leyland Methodist Junior School PR253ET (265 pupils)
  22. 2.3 miles Leyland Methodist Infant School PR253ET (207 pupils)
  23. 2.4 miles Farington Moss St. Paul's C.E. Primary School PR266PR (174 pupils)
  24. 2.4 miles St Oswald's Catholic Primary School, Longton PR45EB (251 pupils)

List of schools in Leyland


The Brambles

Independent school standard inspection report


DfE registration number 888/6111
Unique Reference Number (URN) 136003
Inspection number 361451
Inspection dates 08-09 December 2010
Reporting inspector Honoree Gordon HMI

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

The Brambles school opened in September 2009. The school is one of two schools
owned by the Beechkeys group and provides day education for boys of secondary
school age who have social, emotional, or behavioural difficulties. The school is
situated in new, purpose-built premises in a semi-rural location near the town of
Leyland. This is its first full inspection.
There are 22 boys aged from 11 to 15 years on roll; all but two are aged 11 to 14
years of age. All but one student has a statement of educational needs. Two local
authorities currently place students at the school. Students have typically been

excluded from their previous school. A number have transferred from the company’s

linked primary school. Five students are children who are looked after by local
authorities.
The school aims to re-engage students into the life and routines of school and

promote their attendance. It seeks ‘to develop positive, socially adjusted young men

who can successfully re-integrate into society and lead productive, purposeful lives.’

Evaluation of the school

The quality of education provided is outstanding. The school meets its aims very
well. It provides a good curriculum that interests the students and enables them to
make outstanding progress both in managing their behaviour and in filling in the

gaps in their basic skills and knowledge. Students’ behaviour during the inspection

was outstanding; they show very good attitudes to learning. Much of this is a direct
result of outstanding teaching and assessment systems that focus closely on

individual students, their needs and achievement. The provision for students’

welfare, health and safety is good. Safeguarding practice and procedures are robust.
The school meets all the regulations for independent schools.

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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Quality of education

The curriculum is good, with several strengths. It successfully engages the students
in learning. The curriculum closely follows the National Curriculum. Programmes for
students to improve their basic skills in English and mathematics are particularly well
structured. Students make exceptionally good progress in literacy and numeracy.
This strong priority on acquiring basic skills stands students in good stead for taking
the next steps in their education or training.
As the school expands, school leaders are aware that they will need to extend the
current range of courses and accreditation beyond that currently available for
students in Key Stage 4, notably in developing further their life skills, including work-
related learning. The school currently offers entry level qualifications in English and
mathematics, and a Level 1 course in horticulture, and has begun to explore further
possibilities for the future.
The core curriculum at both key stages also includes science, humanities,
information and communication technology (ICT), art and design, physical education
(PE), personal, social and health education, with citizenship (PSHE) and outdoor
education. Provision for outdoor education is good, and makes a strong contribution

in helping to keep students healthy. At a local sports centre and outdoor sporting

venues, students take part in activities such as rock-climbing, orienteering and
walking. This builds up their self-confidence and their skills in working with others.
Students learn to play rugby and compete in a local school football league.
There is good, imaginative provision for music. All students receive individual tuition
in guitar, drums or singing; all but one student currently choose to do so. There is a
small school band. Students create and record music, for example, making a short
CD to take home for Christmas. Such activities introduce students to new skills and
help to foster positive attitudes to school. Good leisure activities at lunchtime,

including the ‘WII’ computer-based activity, access to the school library, and games
rooms add to students’ enjoyment of school. The school is very well resourced,

particularly in the provision of interactive whiteboards in every classroom. These
have enabled teachers to draw on a wide range of imaginative resources that engage
students and promote their learning.
Teaching and assessment are outstanding overall. There are specialist teachers for
all the core subjects. All teachers have a strong background in working with students
who have special educational needs of this nature. This expertise is evident in the
lessons; the vast majority observed were outstanding, imaginatively and carefully
prepared to meet the needs of the students particularly well. Teachers use ICT very
effectively and imaginatively as an integral part of all lessons to promote learning
and bring lessons to life, adding relevance. For example, they used video clips when
introducing discussion work in science on cholera in nineteenth century London; and
when learning about battles in the Trojan War, in history. Students get actively
engaged in learning. Consequently, progress in lessons seen was good, and often
outstanding. Work is adjusted within the small classes of up to seven students, so

Independent school standard inspection report

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that individual students have work appropriate to their level and do not become
bored.
Key workers provide invaluable support, encouraging individual students in their
work and in fostering exemplary behaviour. The special educational needs
coordinator is very effectively deployed, to support individual students in improving
literacy, on a withdrawal basis from lessons, but also in the youngest class, to assess

students’ progress in listening and speaking skills on a day-to-day basis. In this way,

the school is successfully and promptly identifying where students need to improve.
Students are assessed on entry to the school and teachers in all subjects log

progress carefully on a regular basis. Overall, students’ progress since joining the

school both academically, and in their behaviour, is outstanding. The assessment

systems are good, but do not currently show students’ progress through National

Curriculum levels over time and the school is aware of the need to do so as students
spend longer in the school.

Spiritual, moral, social and cultural development of students

The spiritual, moral, social and cultural development of the students is good overall.
Through the PSHE programme students have frequent opportunities to reflect on
topics that are relevant to them and to express their views. Visitors into school, such

as a crime prevention officer, enhance this programme. Students’ behaviour is

outstanding. A good number of students in their questionnaires disagreed that
behaviour was good. However, observations throughout the inspection and scrutiny

of the school’s records show a much better picture than students’ own image

historically of how they behave. Students are actively engaged in learning and
cooperate well with one another and with staff. Teachers have high expectations that
students will concentrate and try hard.
Students say that they are happy at school and do feel that they are learning to
manage their own behaviour well. They follow a few, simple school rules based on
respect for one another and for property. A system of rewards operates effectively to
encourage positive behaviour. Individual educational plans helpfully spell out suitable
strategies for teachers to adopt when managing behaviour, with clearly-focused
targets as to how students can improve both their behaviour and standards of work.

Attendance is high and many students’ attendance has risen significantly. Students

have a good sense of belonging to the school as a community. They take good care

of the premises and have recently established a school council. Students’ spiritual

education is satisfactory, fostered mainly through daily assemblies. The provision for
students to learn about other religions and cultures is satisfactory. The school agrees
that it is timely to look at additional opportunities for enhancing this aspect of

students’ personal development and so promote further their understanding and

tolerance of others.

Independent school standard inspection report

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Welfare, health and safety of students

The provision for students’ welfare, health and safety is good. A comprehensive

range of policies and thorough record-keeping underpin this. Key workers play a vital
role in providing continuity of care as they drive the minibuses that take students to
and from school each day, assist in lessons and provide a listening ear. This system
of transportation to school is of real benefit to students, in offering easy contact with
families and fostering regular attendance very effectively.
Relationships between staff and students are excellent. Students say that the staff
teach and support them well. Staff manage behaviour well and students are closely
supervised. Restraint is used only as a last resort. As a result, there is a calm and
pleasant atmosphere for learning. Students say that they feel safe; their
questionnaire responses support this view.
The PSHE programme promotes welfare, health and safety very effectively, with
good emphasis on helping students learn how to keep safe. Students learn, for

example, about the dangers of illegal substances and the risks from smoking. The

provision of a hot, cooked meal at lunchtime, and the good opportunities the school

provides for exercise, help to promote students’ health.

Safeguarding practice is good. Child protection training for staff is up to date. The

school works proactively with outside agencies and professionals to support students’

emotional well-being. The school complies with the requirements of the Disability
Discrimination Act 1995, as amended by the Special Educational Needs and Disability
Act 2001.

Suitability of staff, supply staff and proprietors

The school conducts all the checks that are required on staff, including a check with
the Criminal Records Bureau. Recruitment procedures are thorough. The school
maintains a record of the checks undertaken on a single central register, as required.

Premises of and accommodation at the school

The premises are excellent, being newly purpose-built as a school. They are now
much bigger, with more extensive facilities, than at the time the school was first
registered. The premises are very pleasant, light, bright and peaceful. There are over
11 classrooms with five general classrooms plus an art room, a music room, a
science laboratory, an ICT room, a PSHE room and rooms for recreation or for quiet
time. All classrooms are equipped with interactive whiteboards. One classroom has a
library area. The accommodation includes modern washrooms and a shower room
with private cubicles, for showering after PE. There is a room for students who may
be unwell and a fully-equipped school kitchen. An assembly hall has a separate,
dedicated dining area. Outside, there is a good-sized garden and a large, fenced

Independent school standard inspection report

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playground equipped for football. The school is spacious for the number of students
currently on roll and can accommodate more students, as the school intends.

Provision of information

The school provides all the information it should. This is given in a clearly written
handbook for parents with a copy of its safeguarding policy available on request. .

The reports on students’ progress are good. They provide specific, helpful detail on

each subject, and on each aspect of literacy and numeracy, with the levels students
are attaining. They also give a clear assessment of how well students are doing in
respect of other outcomes related to their well-being, such as their health and the
extent of their positive contribution.

Manner in which complaints are to be handled

The school’s policy and procedures meet all the requirements of this regulation.

Compliance with regulatory requirements

The proprietor has ensured that the school meets The Education (Independent

School Standards) (England) Regulations 2010, schedule 1 (‘the Regulations’).

What the school could do to improve further

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

points for development:

  • develop further the range of courses, including work-related learning, and
    provide accreditation for Key Stage 4 students, to further prepare them for
    the next stage in their education, training or employment
  • as the school becomes more established, build on the current assessment
    systems to show the progress that students make through National
    Curriculum levels over time whilst at the school
  • enhance the opportunities for students to learn about other cultures and
    religions to develop further their awareness, understanding and tolerance
    towards diverse beliefs and lifestyles.
    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 students
How effective teaching and assessment are in meeting the full range
of students ’ needs
How well students make progress in their learning

Students’ spiritual, moral, social and cultural development

Quality of provision for students ’ spiritual, moral, social and cultural
development
The behaviour of students

Welfare, health and safety of students

The overall welfare, health and safety of students

Independent school standard inspection report

9

School details

School status Independent
Type of school Special
Date school opened September 2009
Age range of students 11-16
Gender of students Boys
Number on roll (full-time students ) Boys: 22 Girls: 0 Total: 22
Number of students with a statement of
special educational needs
Boys: 21 Girls: 0 Total: 21
Number of students who are looked
after
Boys: 5 Girls: 0 Total: 5
Annual fees (day students ) £31,281
Address of school 159 Longmeanygate
Midge Hall
Leyland
Preston
PR26 7TB
Telephone number 01772 454826
Email address reveal email: rece…@thebramblesschool.co.uk
Headteacher Alan Rainford
Proprietor Beechkeys Limited

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