School etc

The Rowan Centre

The Rowan Centre
Estate Road
Rawmarsh
Rotherham
South Yorkshire
S627JD

01709 523407

Centre Manager: Ms Joanne Smith

Website: www.barnardos.org.uk

School holidays for The Rowan Centre via Rotherham council

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6 pupils aged 11—15y girls gender

5 boys 83%

15y3

Last updated: June 24, 2014


— Pupil Referral Unit

URN
135743
Establishment type
Pupil Referral Unit
Establishment #
1107
Open date
Nov. 3, 2008
OSGB coordinates
Easting: 443217, Northing: 397242
GPS coordinates
Latitude: 53.47, Longitude: -1.3504
Accepting pupils
11—16 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 13, 2012
Region › Const. › Ward
Yorkshire and the Humber › Wentworth and Dearne › Rawmarsh
Area
Urban > 10k - less sparse
Full time provision
PRU does offer full time provision
Pupils educated by others
PRU Does offer tuition by another provider
Childcare facilities
Does have Child Care Facilities
Teen mother
Provides places for Teen Mothers
Teen mother places
25
Free school meals %
50.00
Learning provider ref #
10025641

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Schools nearby

  1. Rawmarsh Monkwood Infant School S627JD
  2. 0.1 miles Monkwood Primary School S627JD (378 pupils)
  3. 0.1 miles Monkwood Primary Academy S627JD
  4. 0.3 miles Rawmarsh Thorogate Junior and Infant School S627HS (201 pupils)
  5. 0.3 miles Rawmarsh Community School - A Sports College S627GA (841 pupils)
  6. 0.3 miles Rawmarsh Community School - A Sports College S627GA
  7. 0.6 miles Rawmarsh Rosehill Junior School S625QH (207 pupils)
  8. 0.7 miles Rawmarsh Ryecroft Infant School S625QW (175 pupils)
  9. 0.7 miles Rawmarsh St Mary's CofE Primary School S625AF
  10. 0.7 miles St Marys Centre S625AF
  11. 0.7 miles Rotherham Aspire S625AF (40 pupils)
  12. 0.9 miles Rawmarsh Childrens Centre S626AD (113 pupils)
  13. 0.9 miles St Joseph's Catholic Primary School S626JY (190 pupils)
  14. 1.2 mile Rawmarsh Ashwood Primary School S626HT (219 pupils)
  15. 1.2 mile Rawmarsh Ashwood Primary School S626HT
  16. 1.3 mile Rawmarsh Sandhill Primary School S625LH
  17. 1.3 mile Greasbrough Centre S614EL
  18. 1.3 mile Rawmarsh Sandhill Primary School S625LH (218 pupils)
  19. 1.4 mile Swinton Fitzwilliam Junior School S648HF
  20. 1.4 mile Swinton Fitzwilliam Infant School S648HP
  21. 1.4 mile Swinton Fitzwilliam Primary School S648HF (331 pupils)
  22. 1.5 mile Greasbrough Primary School S614RB (222 pupils)
  23. 1.5 mile Swinton Community School S648JW (889 pupils)
  24. 1.5 mile Saint Pius X Catholic High School A Specialist School in Humanities S637PQ (643 pupils)

List of schools in Rotherham

Ofsted report transcript

School report

The Rowan Centre

Estate Road, Rawmarsh, Rotherham, S62 7JD

Inspection dates 13–14 November 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
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

The forward-thinking headteacher has
Achievement is good. The skills of most
Teachers are confident in the subjects they
brought about significant improvements to all
aspects of the unit’s work. Furthermore,
alongside senior leaders, she has successfully
managed the move to new premises with
minimum disruption to learning.
students arriving at the unit are well below
those typical of their age because many have
a poor record of attendance and a poor
attitude to education. Once settled in, this
quickly changes and all leave with a range of
nationally recognised qualifications, including
in English and mathematics. Students achieve
especially well in child development, home
economics and practical parenting.
teach and in working with pregnant
schoolgirls and school age mothers. They
provide very good opportunities for students
to improve their English skills in all subjects.
Students say becoming a mother has changed
The well-thought-out curriculum is carefully
Students receive outstanding care and support
Senior leaders have a strong presence around
their behaviour and attitude to education. They
want to succeed to give their child and
themselves a better future. They have a good
understanding of keeping safe. As mothers,
they are fiercely protective of their children
and very good at spotting potential hazards.
matched to each student’s individual needs.
The teaching of careers education, and for
personal, social and health education, is
outstanding. It prepares the girls exceptionally
well for motherhood, for the next stage of their
education, and for life after school.
from the unit staff. The help and advice
provided by Barnardos staff is of a high quality.
the unit and lead by example. They have made
very good progress in tackling weaknesses and
in improving teaching.
Teaching is not yet outstanding. Teachers
miss opportunities for students to reason
their answers, to use information and
communication technology (ICT), and to
develop mathematical skills in other subjects.
The system used to keep a check on students’
progress is relatively new. While it is used well
to identify gaps in students’ learning, it is not
always easy to interpret the progress students
make.

Information about this inspection

  • The inspector observed teaching and learning in six lessons, of which one was a joint
    observation with the headteacher. In addition, the inspector made a number of other short visits
    to lessons and other activities.
  • The inspector looked at the work students are completing for their qualifications.
  • Discussions were held with students, members of the management committee, staff, including
    senior and middle managers, and a representative of the local authority.
  • The inspector met some parents and took into account the responses to the school’s own
    survey. There were no responses to the on-line questionnaire (Parent View).
  • The inspector looked at a range of evidence including the school’s own data on students’ current
    progress, planning and monitoring documentation, records relating to behaviour and attendance,
    and documents relating to safeguarding.

Inspection team

Katherine Halifax, Lead inspector Additional Inspector

Full report

Information about this school

  • The unit offers support and full-time education for pregnant schoolgirls and school-age mothers
    throughout the Rotherham Borough. The girls attend from the 20th week of their pregnancy.
    They remain on the roll of their home school.
  • The unit is run in partnership with the children’s charity Barnardos.
  • The unit moved to new premises 18 months ago. The building is also used by a group of Post-16
    young mothers. This is managed and run by a local college and was not part of this inspection.
  • The proportion of students known to be eligible for the pupil premium varies considerably from
    year to year but is, overall, well above average.
  • The unit is funded for up to 15 students; three Year 11 girls were on roll at the time of the visit.
  • All students have special educational needs and are at school action plus because of their social
    and emotional needs.
  • For this school year, the headteacher is working four days each week for the local authority.
    During this time the day-to-day running of the unit is managed by the two deputy headteachers.
  • The nursery, which houses the girls’ children, was inspected in September 2011 and was judged
    to be good. The report can be found on the Ofsted website.
  • The unit has retained Healthy School status.

What does the school need to do to improve further?

  • Raise the quality of teaching to outstanding by:
    providing more opportunities for students to work in pairs or small groups to talk about their
    work and deepen their understanding
    providing more opportunities for students to practise and improve their mathematical skills in
    other subjects
    making better use of information and communication technology (ICT) to aid learning in all
    subjects.
  • Keep a more focused check on students’ progress by:
    refining the system used to track students’ progress and check for gaps in their knowledge
    ensuring the system used records students’ smaller steps of progress
    making arrangements for leaders to formally discuss the results of the checks on students’
    work with subject teachers each half term, so that the set work helps students to make the
    best possible progress.

Inspection judgements

The achievement of pupils Good
  • As the result of the much improved range of qualifications available, and a change of students’
    attitudes, standards are rising. The majority of students gain more qualifications than predicted
    by their home school. All leave with nationally recognised awards, (including GCSE) in English
    and mathematics, as well as a range of other subjects. Though the average stay in the unit is a
    year, some students attain GCSE levels in as little as three months.
  • Students make good progress in lessons because of good teaching and a much improved
    curriculum. They extend their literacy skills well in other subjects. For example, in science by
    writing a letter to their local member of parliament raising concerns about the damage humans
    are unwittingly causing to the environment. In the letter, students used appropriate punctuation
    and imaginative language.
  • While students make good progress overall in mathematics lessons, opportunities are missed to
    further their understanding by, for example, solving problems and applying their mathematical
    knowledge in other subjects.
  • Though the unit does not receive funding for students known to be eligible for the pupil
    premium, leaders keep a check on the achievements of all students. There is no significant
    difference in the achievement of these students and any other group. Indeed, in the 2012
    examinations, the three highest attaining students were from this group.
  • At the time of the last inspection none of the students went on to further education or
    employment. Now all students continue their studies, some working towards A levels or
    additional GCSEs, while others embark on courses in, for example, childcare, animal care,
    beauty therapy or business studies.
The quality of teaching Good
  • The positive relationships and respect between students and staff are instrumental in raising
    students’ confidence and in improving achievement. Teachers make sure that work is pitched at
    a level to give students success as well as making them think carefully. As a result, students
    who had judged themselves as ‘rubbish’ have developed a ‘can do’ attitude and are rising to the
    challenge.
  • Teachers plan their lessons in detail and make sure students are clear about the knowledge and
    skills they will acquire in each lesson and the different steps they need to follow to achieve their
    best. Because students are working at different levels, much of the work is individual. While this
    encourages pupils to work independently, opportunities are missed for pupils to discuss work
    and draw on each other’s ideas and knowledge.
  • Though students mostly work individually, lessons are conducted with a sense of urgency so the
    pace of learning is good. Skilled support staff are used effectively to check students’
    understanding, for students to bounce ideas off, and to ensure no time is wasted by students
    waiting for the teacher to explain the next activity.
  • Some teachers are confident using computers and technology to motivate students and to
    support their learning. For example, one teacher used an interactive whiteboard very
    successfully to improve students’ spelling and awareness of garden hazards to young children.
    On other occasions, however, opportunities to use the technology to explain teaching points
    were missed.
The behaviour and safety of pupils Good
  • Parents and students report a remarkable change in attitudes and behaviour since attending the
    unit. Students who admit to previously refusing to do work in their home schools have produced
    a good volume of neatly presented work. Despite being uncomfortable in the latter stage of
    pregnancy, they knuckle down in lessons and are determined to gain qualifications.
  • The reason behaviour is not yet outstanding is because, on occasion, students can be grumpy
    and find concentrating difficult when they have had a sleepless night with their child.
    Furthermore, while attendance has improved significantly, despite all the efforts of the unit staff,
    some students still take the odd day off. Leaders recognise that students have unforeseen
    absences due to problems in pregnancy, and illness in their children. This is carefully watched
    and followed up with ‘catch up’ sessions or, in the case of longer absence, work at home.
  • During break times, students conscientiously attend to their child’s needs, often taking them out
    for a walk at lunchtime. They say they enjoy this special time and are amazed at their child’s
    development, for example, the first time their baby smiled or grasped their finger. Students
    report they find the ‘bumps and babes’ sessions in the nursery really helpful for giving them
    ideas of how to communicate and play with their child.
  • During a tutorial period with a representative from a company that designs and creates outdoor
    play areas, students were delighted to see how the designer had interpreted their ideas for the
    outdoor nursery play area. Ever conscious of their child’s safety, they thoroughly questioned the
    inclusion of a water feature, the height of fences and security features.
  • Students freely confess, in the past they have taken risks and participated in unsafe practices.
    However, since attending the unit they say they are ‘much wiser and nobody’s going to take
    advantage of me again’. Through work with Barnardos staff and in lessons, they are far more
    aware of the dangers facing themselves and their child. Students, some of whom have been
    bullied previously, say that bullying is non-existent at the unit, but are clear what to do should it
    occur.
The leadership and management Good
  • Parents, students and staff say the headteacher has changed the character of the unit for the
    better. Responsibilities have been reorganised to match staff strengths. Morale is high and the
    ambitions of students, families and staff have shot up. Staff have received good training which
    is seen in the improved quality of teaching and raised achievement.
  • Training has been carefully matched to the needs of individual staff and to the unit’s priorities.
    Checks on the performance of staff are now more rigorous with individual targets linked to the
    subject taught, as well as targets in the unit’s ‘developing excellence’ plan. The headteacher
    uses this information when deciding whether teachers should be paid more.
  • Robust systems have been introduced to check on classroom practice. Senior leaders, and
    members of the management committee who hold senior posts in high schools, have been used
    effectively to observe lessons. As a result, all inadequate teaching has been eradicated. While
    the checks made on planning and students’ work are done informally, leaders recognise this
    needs to be more structured.
  • The headteacher is very well thought of by the local authority. They are currently drawing on
    her expertise in a review of the education of students who are out of school for whatever
    reason. Though working for the local authority, the headteacher makes excellent use of her day
    in school, keeping a close eye on what is happening at the unit and is kept up to speed by the
    capable deputy headteachers. Recognising the strengths of the unit and its leaders, the local
    authority has designated the unit as needing ‘light touch’ support.
  • The assessment of students’ progress takes place each half term and the results discussed in
    weekly staff meetings. This is useful in identifying and addressing gaps in learning. However,
    the way in which progress is recorded is too broad so on occasion it appears no gains have been
    made. When delving deeper into students’ work, if the recording had been in smaller steps, the
    inspector identified good progress.
  • A vast amount of work has been undertaken to provide a curriculum that is relevant,
    challenging, and matched to individual student’s needs. In addition, it takes account of each
    student’s prior educational experiences and is adaptable to students arriving at any time of the
    school year. The range of awards has been extended, with higher attainers now working
    towards A* to C grade GCSE. The introduction of GCSE general studies is not only widening
    students’ general knowledge but also encouraging them to think more deeply. High quality
    careers education and guidance encourages students to aim to study further and allows them to
    make the smooth transition to the next stage of their education. Visits and visitors are changing
    students’ ideas. For example, following a visit to a university, students realised this is an option.
  • Equality of opportunity is at the heart of the unit’s work. Partnership work with numerous health
    agencies and children’s centres are exemplary. Links with the home schools enable students to
    complete GCSE courses that the unit is unable to offer, such as music. High quality
    arrangements are in place to safeguard and protect students and their children.
  • The governance of the school:
    Governance by the management committee is good. Many of the members are from health or
    education backgrounds and have a good understanding of the needs of the students and their
    children. Members of the committee use their knowledge well to hold the unit to account in
    meeting the educational, social and emotional needs of the students. They have an accurate
    view of the unit’s performance. Having been in a deficit budget at the time of the previous
    inspection, the unit is now financially stable. Members of the committee are aware of the
    number of students who are eligible for the pupil premium. While they do not at present
    receive funding from the home schools, they ensure that these students are not
    disadvantaged and achieve well. Funding from various sources has been used successfully for
    example, for additional staffing, to support the transition to further education, and for a
    planned ‘catch-up’ after-school group with nursery support.

What inspection judgements mean

School

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
improvement
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.

School details

Unique reference number 135743
Local authority Rotherham
Inspection number 402735

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 Girls
Number of pupils on the school roll 3
Appropriate authority The governing body
Chair Else Burton
Headteacher Lorraine Lichfield
Date of previous school inspection 19 January 2010
Telephone number 01709 523407
Fax number 01709 710893
Email address lorraine.lichfield@barnardos.org.uk

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