phone: 020 33732100
headteacher: Ms Jackie Hewison
55 boys 70%
20 girls 25%
Last updated: July 21, 2014
— Pupil Referral Unit
- Establishment type
- Pupil Referral Unit
- Establishment #
- Open date
- June 1, 1994
- OSGB coordinates
- Easting: 541046, Northing: 182696
- GPS coordinates
- Latitude: 51.526, Longitude: 0.031771
- Accepting pupils
- 11—16 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 19, 2014
- Region › Const. › Ward
- London › West Ham › Plaistow South
- Urban > 10k - less sparse
- SEN Facilities
- PRU Does have Provision for SEN
- Pupils educated by others
- PRU Does offer tuition by another provider
- Teen mother
- Provides places for Teen Mothers
- Free school meals %
- Learning provider ref #
- Tunmarsh School and Centre E139NB
- The Service for Deaf and Partially Hearing Children E139NB
- 0.3 miles New City Primary School E139PY (612 pupils)
- 0.3 miles Woodside Community School E138RX
- 0.3 miles Cumberland School E138SJ (1449 pupils)
- 0.3 miles Newham Sixth Form College E138SG
- 0.3 miles Kaizen Primary School E138LH (474 pupils)
- 0.4 miles Tollgate Primary School E138SA (493 pupils)
- 0.4 miles Southern Road Primary School E139JH (720 pupils)
- 0.4 miles Tollgate Infant School E138SA
- 0.4 miles Southern Road Infant School E139JD
- 0.4 miles JMU Islamic Institute Uk E138AA
- 0.4 miles Plaistow Primary School E139DQ (455 pupils)
- 0.4 miles Plaistow Jamia Islamia E138AA (11 pupils)
- 0.5 miles Central Park Junior School E63DW
- 0.5 miles Central Park Infant School E63DW
- 0.5 miles Ravenscroft Primary School E164BD (539 pupils)
- 0.5 miles Lister Community School E139AE (1279 pupils)
- 0.5 miles Brampton Manor School E63SQ
- 0.5 miles Eleanor Smith School E139HN (20 pupils)
- 0.5 miles Ravenscroft Infant School E164BD
- 0.5 miles Promised Land Academy E138SR (20 pupils)
- 0.5 miles Brampton Manor Academy E63SQ (1637 pupils)
- 0.6 miles Brampton Primary School E63LB (911 pupils)
New Tunmarsh Centre, Tunmarsh Lane, London, E13 9NB
|Inspection dates||19–20 June 2014|
|Overall effectiveness||This inspection:||Good||2|
|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 school meets its core aim of valuing all |
Students in Key Stage 3 make good progress
Students in Key Stage 4 who remain at the
Students say the school is a safe place to
views and enabling students to make positive
choices regarding their learning and their
interactions with others. Their achievement is
good as a result.
in relation to their starting points. All were
successfully reintegrated into mainstream
schools last year.
school successfully complete a number of
GCSE courses and other nationally accredited
courses. The proportion of students achieving
higher-level passes at GCSE is increasing
steadily, including in English and
learn and that the ‘search’ procedure at the
start of the day is helpful in this respect.
| Students’ behaviour in and around the school |
The headteacher, her senior leadership team
The management committee is becoming
and at The Coborn Centre for Adolescent
Mental Health is good. Their attitudes to
learning are good. This is underpinned by very
effective adult and student working
and others with posts of responsibility provide
good leadership and management of the
school. Consequently, improvements in the
quality of learning and achievement are being
increasingly more effective, active and
supportive of the school. It is highly committed
to holding the school to account to make sure
it meets its core aims.
| There is some inconsistency across the |
differing provisions in the quality of students’
learning. This means that some students are
not making the best possible progress of
which they are capable.
| The quality of teachers’ marking is variable. |
Not all students are told clearly what the next
steps in their learning should be. In addition,
not all teachers check students have
responded to the comments they make.
Information about this inspection
- Inspectors undertook seven formal classroom observations of learning featuring seven different
teachers. One formal joint observation was undertaken with the headteacher. Other evidence
relating to teaching and learning was scrutinised, including looking at a sample of students’
books and other sources of written work and artwork produced by students. In addition,
inspectors visited three of the music workshops led by professional musicians throughout the
first day of the inspection. The lead inspector visited three of the safeguarding-themed
workshops led by specialist professionals during the morning of the second day of the
- Meetings were held with secondary-aged students at Tunmarsh, as well as at The Coborn Centre
for Adolescent Mental Health. Meetings were also held with the headteacher and her senior
leadership team, others with posts of responsibility, the chair of the management committee,
and a representative from the local authority.
- Inspectors took account of 10 responses to the online questionnaire, Parent View, and 34
responses to the school’s most recent parent and carer questionnaire. In addition, inspectors
took into account the 55 responses to the school’s most recent staff questionnaire and the 83
responses to the most recent student questionnaire.
- Inspectors observed the school’s practice and looked at a range of documentation, including its
checks on how well it is doing, improvement planning, information on students’ progress,
documents used by senior leaders to check the school’s work, management committee
documentation, and records relating to attendance, behaviour and safeguarding.
- The impact of the use of additional funding made available through the pupil premium was also
evaluated by inspectors.
|James Bowden, Lead inspector||Additional Inspector|
|Joanna Jones||Additional Inspector|
Information about this school
- Officially registered as a pupil referral unit (PRU), Tunmarsh School provides a range of
educational programmes for students with a wide variety of needs and who are unable to attend
mainstream school. Some have been permanently excluded from mainstream school or are at
risk of permanent exclusion. Key Stage 3 students usually spend two terms at the school before
they return to newly allocated mainstream schools. Students who arrive during the latter stages
of Key Stage 4 can choose to stay on and take their GCSE examinations at Tunmarsh.
- A number of students have been referred by a medical professional. For a variety of reasons
they may have found it difficult to cope in mainstream school. A very few have a statement of
special educational needs, with the school named as the educational provision.
- A team of staff also works with a group of up to 12 Key Stage 4 students with complex needs.
This specialist provision provides students with an individualised bespoke education that meets
their educational, recreational and social needs thus preparing them for life beyond the school.
- The Outreach Team delivers home tuition to students who are unable to attend mainstream
school for medical or mental health reasons.
- In addition, there are Tunmarsh teachers based at The Coborn Centre for Adolescent Mental
Health at Newham University Hospital. This is an in-patient and day-patient service for
adolescents between 11 and18 years with severe and enduring mental health needs. Young
people come from a range of referral agencies including the Child and Adolescent Mental Health
Service (CAMHS), the National Health Service and the police service.
- Currently, the large majority of students at Tunmarsh are boys. A small minority are of White
British background. There are also small minorities of Bangladeshi origin and Any Other Black
backgrounds. Nineteen other different ethnic groups make up the remainder of the student
population. A few are from homes where English is not the home language.
- The proportion of pupils at the school eligible for the pupil premium, which provides additional
government funding to support those known to be eligible for free school meals and children in
local authority care, is well above the national average. Currently, there are very few students in
local authority care.
- Students new to the school are usually admitted in September but there are also admissions
throughout the year.
- As a result of local authority restructuring of alternative provision, a new headteacher was
appointed in June 2012.
- The school commissions the Newham Additional Provision programme of alternative curriculum
provision and work experience placements. These courses are overseen and checked by the
school. Some students are enabled to access extended placements throughout the year.
- Year 11 students are allowed to enter early entry GCSE examinations in November.
- The school does not receive Year 7 literacy catch-up funding.
What does the school need to do to improve further?
- Provide greater consistency in the quality of marking across the provisions to ensure all students
make the best progress possible by:
making clear to students what their next steps in learning should be
following up and checking that students take action about the comments made about their
|The achievement of pupils||is good|
- For almost all Key Stage 4 students, attainment on entry to the school is well below that of their
classmates in mainstream schools. Many have been underachieving. This is as a result of
disaffection with mainstream education and, for many, their social, emotional and medical
issues, as well as other complex needs. Most choose to stay at the school to complete a range of
GCSE courses and other nationally recognised accreditations. Having rekindled their interest in
learning, they are keen to do well.
- All students are tested on entry to the school, particularly in relation to their capabilities in
English and mathematics. All students now follow at least five GCSE courses, including art,
information and communication technology and science. In addition, they follow a range of other
nationally accredited courses. The proportion of students achieving GCSE passes is increasing,
particularly in English and mathematics. There are very few students not in education,
employment or training when they leave school at the end of Year 11.
- Students can now take early entry examinations in the autumn term in English and mathematics.
This has motivated them further as they realise they are capable of achieving a pass grade and
want to improve their grades in the summer term. This has resulted in more students achieving
higher grade passes in English and mathematics.
- Students attending The Coborn Centre for Adolescent Mental Health are enabled to keep up with
the work they are doing at their home schools. Those supported by the Outreach Service also
follow successfully examination courses in Key Stage 4.
- Key Stage 3 students have usually been excluded from mainstream schools or are at risk of
exclusion. Typically, they spend two terms at the school. Currently, the school has a 100%
success rate of reintegrating Key Stage 3 students to mainstream schools.
- As a result of good quality learning and effective support for individuals, achievement is good
across the school, irrespective of individual circumstances or social, emotional and medical
needs. The most able students make good progress because teachers set targets that are
attainable yet at the same time hard enough. There are no particular differences in the rates of
progress made by boys and girls, students from different ethnic backgrounds, those few from
homes where English is not the home language and those very few children looked after by local
- The progress of students eligible for support from pupil premium funding is in line with that of
their classmates in literacy and numeracy skills across the school. As with their classmates, their
attainment levels in English and mathematics at the end of Year 11 differ considerably because
of the wide variation in their starting points.
- In almost all lessons, students’ progress is typically good. In a Key Stage 3 food technology
lesson, students successfully produced dishes of apple crumble prior to working independently to
write about the process and self-assess how well they felt they had done. Excellent teacher-
student working relationships made sure students were involved throughout in learning.
|The quality of teaching||is good|
- Good learning is the norm as a result of good teaching and interesting activities, particularly in
English and mathematics. In a Key Stage 3 mathematics lesson, the teacher used appropriate
mathematical language and provided good models of how students could solve or attempt a
range of problems.
- In a Key Stage 4 English lesson, where students were to complete a piece of writing for a
specific purpose and audience, the text was very suitable for students’ ages. As a result there
was a positive discussion about how to make responsible decisions about the use of drugs. In
addition, students listened carefully to each other’s views.
- In a music workshop, students had a different experience as they were able to demonstrate and
perform their own compositions to a professional recording artist. The feedback he provided was
detailed and personalised and highly valued by students.
- Work is generally hard enough thus helping students stay on task. In addition, teachers and
other adults working in the room have high expectations of students’ attitudes and behaviour. As
a result, students remain interested and make good progress. In a personal, social, health
education lesson, students improved their knowledge and understanding of both positive and
negative aspects of using social networking sites.
- The quality of teachers’ marking is inconsistent across the school. Some written comments are
provided but they are often too brief. It is not being made clear to students what it is exactly
they need to do improve the quality of their work. In addition, when comments are made,
teachers are inconsistent in checking if the students respond to their comments.
- The very large majority of parents and carers who responded to Parent View consider their child
is taught well. Students who spoke with the inspectors said they thought lessons were
interesting and teachers helpful. A few older students felt marking was unhelpful and that
sometimes the work was too easy.
|The behaviour and safety of pupils||are good|
- The behaviour of students is good. This is because the school is a well-managed community with
high levels of adult support and consistent routines throughout the day. Students know exactly
what is expected of them in terms of their behaviour, including at alternative curriculum
provision and work experience placements.
- Good relationships between all adults and students result in a purposeful and safe atmosphere
throughout the whole school day. Students respect the fabric of the building and its
surroundings. Displays are appreciated as are opportunities to attend extra-curricular events.
The latter included a series of music workshops provided on the first day of the inspection and
the half-day safeguarding-themed workshops on the morning of the second day.
- Throughout both these events, students’ attitudes and behaviour were excellent. They were
keen to participate and asked thoughtful questions of the specialist professionals when
opportunities arose. A particular strength was how well students listened to one another’s
comments and questions and joined in discussions lead by the specialist professionals.
- Attitudes to learning in lessons are positive because most teachers are adept at ensuring the
work is interesting and pitched at an appropriate level.
- Typically, behaviour over time improves for many. There are now many fewer instances,
especially when students start at the school, where students have not been allowed to go to
school for short periods of time because of poor behaviour. Fewer school days have been lost
and fewer students are involved. The very few who are repeat offenders receive high levels of
support, which results in good improvement in their attitudes and behaviour. There have been
no permanent exclusions in recent years.
- The school’s work to keep students safe and secure is good. This is the case across all areas of
the provision both on site and off site and is overseen by the management committee. There is
now a member with responsibility for this aspect of the school’s work. Internet safety has a high
priority with access denied to social networking sites and other inappropriate sites. Students told
inspectors the school is a safe place to be. They say there are a few instances of bullying but
that the school deals promptly with this.
- The school’s effectiveness in improving levels of attendance, including working hard to improve
the attendance of a few persistent absentees, has meant overall attendance rates for many
students have improved considerably when compared to those in their mainstream schools.
Improving punctuality at the start of the day is now a key focus of the school and is improving.
- Most parents and carers feel their child is well looked after and safe at the school. Older
students told inspectors that most get on well together and that staff are very supportive and
|The leadership and management||are good|
- The headteacher’s strong drive and ambition for school improvement, particularly in learning and
teaching, is shared by staff and the management committee. The impact of recent staffing
changes has yet to be fully assessed, including making decisions about how well teachers are
working, planning for training opportunities and recommending any additional responsibilities. In
addition, new initiatives and policies that have been introduced have yet to be fully assessed.
The school’s capacity for further improvement is good.
- As a result of the school’s effective self-evaluation and improvement planning, the quality of
learning has improved since the previous inspection. Students’ motivation and achievement have
also improved. Senior leaders recognise there are some remaining inconsistencies in the quality
of teachers’ marking of students’ work.
- The school provides equal opportunities for all to succeed. Extra support and guidance support
students’ good all-round personal development, including their strong spiritual, moral, social and
cultural development. This is underpinned by the breadth and balance of learning provided by
the curriculum across the school. Regardless of their circumstances, all students make good
progress and are prepared well for the next stage of their education.
- The school has highly effective partnerships with other schools, as well as with a wide range of
outside specialist agencies and other professionals.
- The local authority provides good support to this good school.
- The governance of the school:
The experienced members of the new management committee, led by an experienced local
secondary headteacher, provide an effective contribution to the governance of the school
under the new regulations for PRUs introduced in April, 2013. The full management committee
and sub-committees meet regularly and have ensured a balanced budget. The management
committee has been highly supportive of the new music provision instigated by one of its
members, an ex-student at the school. It has a good understanding of performance data and
the quality of learning in the school. It is effective in challenging school leaders to ensure
improvements through performance management of teachers. It has been effective in seeing
through and implementing the recent staffing changes needed as a result of local authority
changes in budgets.
The management committee ensures that safeguarding procedures and protocols are robust
and effective. In addition it monitors the allocation and impact of the use of pupil premium
funding. This is currently being used to provide extra support to ensure students, regardless of
their circumstances, make the best possible progress in English and mathematics, as well as
their all-round personal development and well-being.
What inspection judgements mean
|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 |
|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.
|Unique reference number||102708|
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||Mixed|
|Number of pupils on the school roll||150|
|Appropriate authority||The local authority|
|Date of previous school inspection||24–25 June 2011|
|Telephone number||020 3373 0392|
|Fax number||020 3373 1447|