Headteacher: Mrs Rosalind Eastwood
|Unique Reference Number||132187|
|Inspection dates||11–12 May 2010|
|Reporting inspector||Bill (William) Stoneham|
|Type of school||Pupil referral unit|
|School category||Pupil referral unit|
|Age range of pupils||5–19|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||34|
|Appropriate authority||The local authority|
|Headteacher||Rosalind Jane Eastwood|
|Date of previous school inspection||13 June 2007|
|School address||Beauherne School|
|Canterbury CT2 8PT|
|Telephone number||01227 781548|
|Fax number||01227 781548|
|Inspection dates||11–12 May 2010|
© Crown copyright 2009
This inspection was carried out by one additional inspector. Five lessons covering five different teachers were observed and meetings were held with staff, various stakeholders and a member of the management committee. Informal discussions were held with a number of students. The service's work was observed and many policy documents, self-evaluation documentation and various minutes, and external reports including the service's own publications were consulted. Fourteen parental questionnaires were received and analysed.
Many aspects of the service's work were observed. The following were looked at in detail:
East Kent Health Needs Education Service (EKHNES) is a designated medical pupil referral unit/short stay school. The provision forms part of Kent local authority's responsibility to provide education for students who are unable to attend mainstream schools because of acute and profound health needs. The time students are educated varies from a number of weeks to over a year. While 34 students are educated on the City View site, over 100 receive home tuition or follow their studies through online programmes. A very small number receive hospital tuition. This inspection concentrated solely on the cohort of students receiving their education at the City View school site located in Canterbury.
All students are from White British backgrounds. A small minority have statements of special educational needs and/or disabilities, but all have complex medical needs. A majority have psychiatric problems, which often involves autistic spectrum disorder (ASD). Other medical problems include teenage cancers, chronic fatigue syndrome, serious heart conditions and other chronic long-term conditions or multiple medical conditions. The service provides for the whole of the East Kent region, with many students having a long journey, often by taxi, to and from school. At the time of the inspection, all students on roll were in either Key Stage 3 or 4.
|Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate|
|Please turn to the glossary for a description of the grades and inspection terms|
Overall effectiveness: how good is the school?
The school's capacity for sustained improvement
East Kent Health Needs Education Service (EKHNES) provides an outstanding level of education. It is an exemplary service that offers the highest possible levels of education, care, guidance and support to its students and as a result students achieve very well. The service is led by an inspirational headteacher. The outstanding work demonstrates the sheer dedication of the whole staff, who are committed to changing and improving the fortunes of young people who have faced severe difficulties and traumas in their lives.
Most students attending EKHNES have prior levels of attainment that are well below average for their age. Many have suffered severe disruption to their education because of their complex physical and mental health conditions. The service offers these students an extremely safe, secure and supportive environment in which they can improve their educational attainment, realise their potential and develop a stronger self-esteem. Over the last three years, GCSE results have shown significant improvement. Attainment by the end of Year 11 is above average. Students, including those with special educational needs and/or difficulties, make outstanding progress in their learning.
The quality of care, guidance and support is outstanding. Excellent partnerships involving education, care and health professionals ensure high quality outcomes for students. Extensive work is done to promote healthy and safe lifestyles and safeguarding arrangements are outstanding. Other outstanding features include the engagement of parents and carers, the quality of the curriculum, especially the care taken to meet individual needs, and the work to promote equality of opportunity and tackle discrimination.
The outstanding progress made by the students is further enhanced by teaching that is consistently good and often outstanding. Teaching places an emphasis on developing key skills. Many students have excellent information and communication technology (ICT) skills and their abilities in literacy and numeracy are developing well, but in lessons staff are not always implementing them in a consistently outstanding way. Assessment and target setting procedures are detailed and thorough and staff are well informed about the needs and abilities of each student. The strength of the partnerships with 'home' schools also contributes to outstanding learning.
Excellent progress has been made since the last inspection. Behaviour is outstanding and levels of attainment have risen considerably. The service is highly successful in reintegrating its students, or preparing them for the next step in their lives at the end of Year 11. The outstanding management committee is most supportive. They know the service well and they thoroughly monitor its work. As all members of the management committee are medical, care or education professionals themselves, they are also able to provide expertise in a coordinated way to enhance the students' successes. A track record of sustained improvement amply illustrates the ambition and drive of the excellent headteacher and her talented team. Rigorous self-evaluation enables strengths and areas for development to be identified and appropriate plans made for continued development. There is an outstanding capacity to sustain improvement.
Outcomes for individuals and groups of pupils
Students achieve highly because the quality of their learning in lessons is consistently good and often outstanding. For example, Year 8 English students showed an excellent understanding of sentence construction which they then applied by writing their own highly imaginative sentences. Students say they enjoy their work and this was clear from the lessons seen during the inspection. In classrooms, there is an excellent learning atmosphere that results from the high quality of the relationships that teachers have established with and among their students. Progress in lessons was always at least good and sometimes outstanding. Other evidence, such as work samples, clearly indicated impressive progress over time with students working at levels well in excess of what could be expected given their starting points. This was true for all groups of students, including those with special educational needs and/or disabilities. Occasionally, staff do not display or explain key words and solutions to questions involving arithmetic and calculations outstandingly well.
The students are highly considerate and supportive of each other and this helps their learning and their social and emotional development. The grade for attendance indicates that it is well below the national average. This does not reflect the really hard and effective work put in by the service, or the fact that many students have improved their attendance significantly. A minority still find regular attendance a huge challenge. This is a reflection of their anxieties and traumas.
These are the grades for pupils' outcomes
|Pupils' achievement and the extent to which they enjoy their learning|
Taking into account:
The quality of pupils' learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities and their progress
|The extent to which pupils feel safe||2|
|The extent to which pupils adopt healthy lifestyles||2|
|The extent to which pupils contribute to the school and wider community||2|
|The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being|
Taking into account:
|The extent of pupils' spiritual, moral, social and cultural development||2|
1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low
Students are motivated and engaged by interesting lessons that offer scope for independent work. Their learning is outstanding because they are consistently well taught by staff with detailed subject knowledge. The working relationships between staff and students are excellent. Activities are very well planned to meet students' individual needs. The curriculum is outstanding. Students thoroughly enjoy following programmes that have been carefully designed to meet their own requirements. For example, the introduction of the Certificate of Personal Effectiveness (CoPE) course has significantly enhanced the students' future economic well-being by developing teamworking skills, boosting self-awareness and proving an outlet to apply their impressive information and communication technology (ICT) skills.
For a small service, the range of subjects offered is impressive. Curriculum innovation has boosted students' attainments. For example, the offer of a vocational option in ICT has boosted GCSE results. Further breadth is provided via activities such as physical education, art therapy, work experience and visiting speakers. These activities are significant in boosting confidence, as well as making a good contribution to spiritual, moral, social and cultural development.
The service provides an outstanding, caring and supportive environment. There are excellent trusting relationships with parents and carers. The individual needs of all students have high priority. Families and carers are fully involved in their child's education and care. The service deals with a plethora of agencies which greatly enhances the students' learning and their social well-being. As one parent commented: 'Before attending here, my daughter was quiet and had no confidence. She is now visibly happier and more confident and is learning well.' Another parent simply gave a heartfelt statement of 'Thank God this school exists!'
These are the grades for the quality of provision
|The quality of teaching|
Taking into account:
The use of assessment to support learning
|The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships||1|
|The effectiveness of care, guidance and support||1|
The excellent leadership of the headteacher, combined with the dedicated support of staff, has resulted in a clear focus on successfully driving improvement. Leaders and managers at all levels, including the excellent management committee, are fully committed and involved in securing improvements. The service maintains beneficial working relationships with many agencies. These partnerships help to secure excellent and individualised programmes for education, health and social care and successfully promote personal well-being.
Safeguarding procedures are outstanding. The detailed risk assessments are thorough and all appropriate policies are in place and are monitored. There is a very strong determination to ensure that the students enjoy an appropriate education in a safe setting; leaders and managers have been most effective in achieving this.
Academic outcomes are outstanding because the management of teaching and learning is strongly focused on raising attainment. An emphasis on respect, rights, boosting confidence and encouraging responsibility underpins much of the unit's work. This makes an excellent contribution to the promotion of equality and tackling discrimination. Good efforts have been made to promote community cohesion. The students make a good contribution to their own community and their support for various charities at home and abroad, including a farm in Kenya, ensure that the students' knowledge and understanding of the wider world is developed.
These are the grades for leadership and management
|The effectiveness of leadership and management in embedding ambition and driving improvement|
Taking into account:
The leadership and management of teaching and learning
|The effectiveness of the governing body in challenging and supporting the|
school so that weaknesses are tackled decisively and statutory responsibilities met
|The effectiveness of the school's engagement with parents and carers||1|
|The effectiveness of partnerships in promoting learning and well-being||1|
|The effectiveness with which the school promotes equality of opportunity and tackles discrimination||1|
|The effectiveness of safeguarding procedures||1|
|The effectiveness with which the school promotes community cohesion||2|
|The effectiveness with which the school deploys resources to achieve value for money||1|
Approximately 40% of parents and carers replied to the inspection questionnaire, with a high number adding comments. The overwhelming message to emerge is that parents and carers believe that the service is making a significant contribution to enhancing life chances by helping the young people to overcome their problems and anxieties. A very small proportion of parents and carers felt that behaviour is not always well managed. The inspector found behaviour to be excellent and very well managed.
The overwhelmingly positive views expressed by parents and carers reflect the inspector's judgements of the quality of the service and the education provided.
Ofsted invited all the registered parents and carers of pupils registered at East Kent Health Needs Education Service to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspector received 14 completed questionnaires by the end of the on-site inspection. In total, there are 34 pupils registered at the school.
|My child enjoys school||6||43||8||57||0||0||0||0|
|The school keeps my child safe||8||57||6||43||0||0||0||0|
|My school informs me about my child's progress||9||64||3||21||0||0||1||7|
|My child is making enough progress at this school||8||57||4||29||1||7||0||0|
|The teaching is good at this school||9||64||2||14||0||0||0||0|
|The school helps me to support my child's learning||8||57||5||36||0||0||0||0|
|The school helps my child to have a healthy lifestyle||6||43||5||36||1||7||0||0|
|The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment)||0||0||0||0||0||0||0||0|
|The school meets my child's particular needs||10||71||3||21||1||7||0||0|
|The school deals effectively with unacceptable behaviour||10||71||2||14||2||14||0||0|
|The school takes account of my suggestions and concerns||8||57||3||21||1||7||0||0|
|The school is led and managed effectively||9||64||4||29||0||0||0||0|
|Overall, I am happy with my child's experience at this school||9||64||5||36||0||0||0||0|
The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.
|Grade 1||Outstanding||These features are highly effective. An oustanding school provides exceptionally well for all its pupils' needs.|
|Grade 2||Good||These are very positive features of a school. A school that is good is serving its pupils well.|
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.|
|Grade 4||Inadequate||These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.|
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
the progress and success of a pupil in their learning, development or training.
the standard of the pupils' work shown by test and examination results and in lessons.
|Capacity to improve:|
the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.
|Leadership and management:|
the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.
how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.
inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.
the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.
13 May 2010
Inspection of East Kent Health Needs Education Service, Canterbury, CT2 8PT
Thank you for making me so welcome during my recent visit. I have fond memories of meeting and talking with you and seeing your work. I am impressed with what you are all achieving. You told me about the high quality education you receive and I am pleased to say that my visit confirmed your opinions; you receive an outstanding education. Indeed, in my opinion, your school certainly has the 'X Factor'. You are making excellent strides in your education and personal development. The staff help you to do this but you also help by your positive attitudes and your excellent behaviour. There are so many things that are superb and this is underpinned by you having an excellent and highly committed staff who help you to learn very well and reach high standards. You also benefit from an excellent curriculum and the outstanding care, guidance and support.
Though the education you receive is outstanding and I was impressed with the way you are developing your skills in literacy, numeracy and computing, I have asked your staff to ensure that there is more consistency in lessons in the way that literacy and numeracy are promoted. For example, staff do not always display or explain key words and solutions to questions involving arithmetic and calculations outstandingly well.
Thank you again for making me so welcome. I enjoyed meeting you and would like to wish you every success in your future endeavours.
|Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 08456 404045, or email firstname.lastname@example.org.|