The Kingsmead School
phone: 01332 715970
headteacher: Mrs Sue Bradley
180 pupils capacity: 68% full
95 boys 78%
25 girls 20%
Last updated: June 20, 2014
— Pupil Referral Unit
- Establishment type
- Pupil Referral Unit
- Establishment #
- Open date
- Sept. 1, 2000
- OSGB coordinates
- Easting: 434614, Northing: 336715
- GPS coordinates
- Latitude: 52.927, Longitude: -1.4866
- Accepting pupils
- 11—16 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 15, 2014
- Region › Const. › Ward
- East Midlands › Derby North › Darley
- 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
- Pupils With EBD
- PRU Does have EBD provision
- Teen mother
- Provides places for Teen Mothers
- Free school meals %
- Learning provider ref #
- Kingsmead School DE13LB (53 pupils)
- 0.1 miles Central Community Nursery School DE13LR (68 pupils)
- 0.2 miles Whitecross Nursery School DE13PJ (74 pupils)
- 0.2 miles Friar Gate House School DE11JD
- 0.2 miles Emmanuel School DE221FP (62 pupils)
- 0.3 miles North Lees DE221AA
- 0.3 miles St Philomena's Convent School DE13EF
- 0.3 miles Secret Garden DE223AD
- 0.4 miles Ashgate Nursery School DE11GJ (52 pupils)
- 0.4 miles Ashgate Junior School DE223FS
- 0.4 miles Ashgate Infant School DE223FS
- 0.4 miles Ashgate Primary School DE223FS (312 pupils)
- 0.5 miles Cedar Grove DE221HL
- 0.5 miles Kingsmead Behaviour Support Service DE13LU
- 0.5 miles Markeaton Primary School DE221HL (330 pupils)
- 0.5 miles Newton's Walk DE221HL (29 pupils)
- 0.6 miles Becket Primary School DE223QB (244 pupils)
- 0.6 miles Landau Forte College DE12LF
- 0.6 miles Royal School for the Deaf Derby DE223BH (136 pupils)
- 0.6 miles Rathbone Training - Derby Centre DE11SB
- 0.6 miles Landau Forte College DE12LF (1130 pupils)
- 0.7 miles Holly House DE223BW
- 0.8 miles Derby Montessori School DE223LN
- 0.9 miles Castle Nursery School DE12PU (31 pupils)
29 January 2015
The Kingsmead School
Dear Mrs Bradley
No formal designation monitoring inspection of The Kingsmead School
Following my visit to your school on 27 January 2015, I write on behalf of Her
Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm the
inspection findings. Thank you for the help you gave me and the time you took to
discuss behaviour in your school.
The inspection was a monitoring inspection carried out in accordance with the no
formal designation procedures and conducted under section 8 of the Education Act
2005. The inspection was carried out because the Chief Inspector was concerned
about behaviour at the school.
Inspectors considered evidence including:
- observations of pupils’ behaviour and their attitudes to learning in lessons
- observations of pupils’ behaviour throughout the day, including discussion
- documentary evidence
- discussions with school leaders and staff.
Having evaluated all the evidence I am of the opinion that at this time:
Leaders and managers have taken effective action to improve behaviour and secure
consistently positive attitudes to learning.
The Kingsmead School is a pupil referral unit that forms part of a larger integrated
provision for students with behavioural, emotional and social difficulties and includes
a special school. Students from the units are taught alongside those from the special
The two provisions share the same senior leadership team, governing body,
teaching staff and administrative team. The school has seven different sites within
the City of Derby. At the time of this inspection the pupil referral unit had 128
secondary age pupils on roll. Over three quarters of students are boys. A third of
students are from minority ethnic groups. Around 15% of students speak English as
an additional language. Over three quarters of students are eligible for pupil
premium, government funding to support disadvantaged students and those looked
after by the local authority. Around 9% of students are looked after by the state.
Behaviour and safety of pupils
Behaviour around the school and in lessons during the inspection was largely good.
In the one incident seen where a pupil was finding it difficult to remain in class, this
was well supported.
The students I spoke to during the inspection felt that behaviour in their school was
usually good and that students were very well supported if they are finding
situations challenging. Students feel that the reward and sanctions system works
well and that there is a consistent approach to this. They speak passionately about
the high expectations that staff in the school have for students and the difference
that this has made to them. They say that the school expects them to attend,
behave and achieve. Pupils strongly believe that racist, homophobic language is rare
and always challenged and that the few incidents of bullying are immediately
addressed. Three incidents, involving racist or homophobic language, were
witnessed during this inspection. These were challenged but it was unclear if any
In the lessons visited during the inspection, students generally showed positive
attitudes to their learning. In some lessons, students coped well with revising for a
mock exam and were comfortable answering some challenging questions in maths.
In all of the lessons observed there were positive relationships between staff and
students. Students largely show respect to staff and to each other and understand
the expectation that they will focus on their learning in lessons. The use of key
workers, who each have responsibility for a small number of students, underpins
learning and pastoral support. One student who had a history of multiple exclusions
in previous settings spoke compellingly about how his key worker had changed his
life for the better.
Arriving and departing from school was well ordered and good humoured and
students are warmly welcomed by staff. Students say that it is always like this. The
school rule is for students to hand in their mobile phones on arrival and students
know this. A pupil with an energy drink had it taken off him, it was explained why
and he accepted that he had broken the rules. Students say that they know that
weapons or drugs cannot be bought into school.
Behaviour at break and lunchtimes was good. Students have a small range of
choices at these times, which they say is the right amount given the short amount of
time they have. Supervision by staff was active and visible. Students said that this is
always the case.
The management of behaviour across the school was good. You, your senior leaders
and the staff team know your students very well. You have an accurate
understanding of behaviour in the school and strong knowledge of your students’
Since the last inspection leaders have further developed the support and strategies
in place to help students with different needs to manage and improve their
behaviour. A range of creative therapies are provided and a nurture group for
students transferring into key stage 3 is in place. School leaders have funded a
transition project to support students in year 6 at the primary phase pupil referral
unit move to year 7. This project started in April 2014 and the impact on attendance
and behaviour is being closely monitored. Early indications are positive. Students
talked very positively about the support they receive from the school to improve.
Those who had moved from other schools felt settled and well supported. One
student commented ‘they never give up on you’ and another said ‘staff just know
what to do’.
Senior leaders have taken strong action to address low attendance. An attendance
manager now tracks, scrutinises and challenges attendance at all bases on a daily
basis and has regular meetings with base managers to monitor attendance. An
attendance officer has been appointed to support this role and work with families.
An increasing number of families are now being taken forward through the court
system for persistent absenteeism. Attendance information is now shared weekly
with senior leaders. Governors actively monitor and challenge attendance. The
school’s leaders agree that they could make it clearer to all staff that the expectation
is for all students to attend all of the time.
Leaders have been disadvantaged by the city wide transfer from one electronic data
management system to another as there have been problems transferring
information between the two.
The school’s leaders are funding transport to alternative providers for students who
are persistent absentees. The impact of this is being monitored. Attendance targets
for students are set individually by key workers and moderated by the attendance
manager. School leaders are rightly pleased that the percentage of students not in
education, employment or training when they leave the unit has fallen from 17% to
9% in two years. Some students say that they know that the school expects them to
attend all of the time but others have targets with lower expectations.
The number of fixed term exclusions remains high although reportedly falling
slightly. The data transfer problem also means that exact figures for exclusions at
the pupil referral unit were not available at this inspection. The school’s leaders use
fixed term exclusion only for the most serious offences and this is most often during
a student’s first term at the school following a turbulent period prior to joining.
Almost none were excluded more than once, indicating that the strategy is not over-
used and generally has a positive impact on students’ behaviour. Physical
intervention is used sparingly and when it is, it is recorded and reviewed. The school
does not use any internal exclusion rooms.
The school’s leaders acknowledge that they do not always currently scrutinise
patterns of behaviour within the school day sufficiently to enable them to identify
where changes to provision or additional support might have a positive impact on
behaviour and attendance.
The local authority confirms that the school’s leaders have raised concerns that it
cannot meet the needs of a number of students placed with them. These students
account for a number of exclusions and have low attendance. The local authority is
currently unable to identify any alternative provision which could meet their needs.
Governors have a good overview of behaviour, attendance and safety in the school.
They use the school’s own data to ask challenging questions and to evaluate
whether actions are as effective as they should be. They visit the school regularly
and share your high expectations.
Priorities for further improvement
Ensure that attendance and exclusion information provides an accurate
picture for the students attending the pupil referral unit and that the
highest expectations for attendance are made explicit by the school’s
Scrutinise patterns of behaviour within the school day sufficiently to
further support improvements to behaviour and attendance
I am copying this letter to the Director of Children’s Services, to the Secretary of
State for Education and the Chair of the Governing Body. This letter will be published
on the Ofsted website.
Her Majesty’s Inspector
|Serco Inspections |
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|T 0300 123 1231 |
Text Phone: 0161 6188524
|Direct T: 0121 679 9158 |