Whitmore Park Annexe
phone: 024 76337734
headteacher: Mrs Al Walker
— Pupil Referral Unit
- Establishment type
- Pupil Referral Unit
- Establishment #
- OSGB coordinates
- Easting: 432436, Northing: 282413
- GPS coordinates
- Latitude: 52.439, Longitude: -1.5243
- Accepting pupils
- 11—16 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 13, 2013
- Region › Const. › Ward
- West Midlands › Coventry North West › Bablake
- Urban > 10k - less sparse
- Learning provider ref #
- 0.1 miles Whitmore Park Primary School CV62HG (649 pupils)
- 0.1 miles Whitmore Park Junior School CV62HG
- 0.1 miles Whitmore Park Infant School CV62HG
- 0.4 miles Keresley Grange Primary School CV62EH (304 pupils)
- 0.5 miles Parkgate Primary School CV64GF (687 pupils)
- 0.5 miles Holy Family Catholic Primary School CV62GU (472 pupils)
- 0.5 miles Holy Family RC Junior School CV62GU
- 0.5 miles Holy Family Infant School CV62GU
- 0.6 miles St Augustine's Catholic Primary School CV63BL (332 pupils)
- 0.6 miles Cardinal Newman Catholic School A Specialist Arts and Community College CV62FR (1236 pupils)
- 0.6 miles Parkgate Junior School CV64GF
- 0.6 miles Parkgate Infant School CV64GF
- 0.6 miles Focus School - Coventry Campus CV64LX (105 pupils)
- 0.7 miles The Grange Education Unit CV62EG
- 0.7 miles Hill Farm Primary School CV63BL
- 0.7 miles Hill Farm Junior School CV63BL
- 0.7 miles Hill Farm Infant School CV63BL
- 0.7 miles Hill Farm Primary School CV63BL (580 pupils)
- 0.8 miles President Kennedy School and Community College CV64GL
- 0.8 miles President Kennedy School and Community College CV64GL (1203 pupils)
- 0.9 miles Joseph Cash Primary School CV63FS (422 pupils)
- 0.9 miles Christ The King Catholic Junior School CV62DJ
- 1 mile Hollyfast Primary School CV62AH (400 pupils)
- 1 mile John Shelton Community Primary School CV64JP (228 pupils)
P R O T E C T – I N S P E C T I O N
Whitmore Park Annexe
Rylston Avenue, Coventry, West Midlands, CV6 2HD
|Inspection dates||13–14 November 2013|
|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 students at Whitmore Park Annexe make |
Students make particularly good progress in
Achievement in English and mathematics
Teaching is improving and over time is
The headteacher is fully aware of the
good progress regardless of their
their personal and social skills, which has
resulted in them having high aspirations for
accelerates well during their time in the
consistently good with some that is
improvements needed in the provision and
these are shared fully with the senior
leadership team. All staff have high
expectations and aspirations for the students.
| Behaviour is good. This is the case both in |
The management committee has improved
All the leadership and management team
Tracking and monitoring systems provide a
lessons and around the building. Students
stated this was due to the excellent
relationships they have with all adults. They
say they feel safe and they have a good
understanding of how to stay safe and healthy.
considerably since the last inspection.
monitor teaching effectively, leading to
consistently good teaching and rising
clear view of student progress.
| The percentage of outstanding teaching is |
The building, both inside and outside is in
not yet high enough, due to some lessons not
having enough consistency of pace which
slows progress rates.
need of repair and so does not give the
students a positive place in which to learn.
| Monitoring and tracking systems are a little |
cumbersome and not easily accessible to all
Information about this inspection
- During the inspection nine lessons were observed, five of which were joint with the headteacher.
- Discussions took place with the headteacher and several members of the senior leadership team,
with a representative from the local authority and the management committee. A meeting was
also held with the students in the provision.
- The inspector also looked at a range of documentation on students’ progress, the provision’s
self-evaluation, behaviour, attendance and safeguarding procedures.
- There were not enough responses to the online questionnaire, Parent View, so the inspector
took account of a recent parent and student questionnaire undertaken by the provision. The 10
replies to the staff questionnaire were also considered.
|Ronald Hall, Lead inspector||Additional Inspector|
Information about this school
- Whitmore Park Annexe Pupil Referral Unit is part of the Hospital Education Service in Coventry.
- The accommodation is an old nursery unit which was once used by the primary school on whose
site the provision is based. However, it is fenced off from the school and has its own entrance.
- The headteacher is also the headteacher of another provision with which Whitmore Park shares
a leadership team, teaching staff and management committee.
- The provision caters for pregnant students or young mothers aged from 11 to 16 years. It can
take up to 12 students. At the time of the inspection there were four students on roll and two
others on maternity leave. All students are dual registered with their respective high schools.
- Many of the students had poor attendance and other issues, which created barriers to learning
before attending the provision.
- The proportion of disabled students and those who have special educational needs is high.
- The majority of students are White British.
- The percentage of students eligible for the pupil premium is below average. At the time of the
inspection this additional funding applied to students known to be eligible for free school meals
and looked-after children.
- Students attend the provision during their period of pregnancy and then return following the
birth of their child, enrolling them into the provision’s own nursery unit.
- There were plans to re-locate the provision but these have not come to fruition, so the local
authority has allocated funding for building work to improve the provision which will take place
in July 2014.
- The leadership team and management committee also manage the onsite nursery unit, but this
did not form part of this inspection.
What does the school need to do to improve further?
- Raise the percentage of outstanding teaching further by making sure that all staff maintain a
good pace in lessons and so maintain good levels of progress.
- Raise achievement further by making sure that:
monitoring and assessment systems are easily accessible to all staff
the building is brought back into a positive state of repair and so provides a more pleasant
place for the students to learn.
|The achievement of pupils||is good|
- Although the students arrive at the provision with skills and knowledge below that expected for
their ages, they settle quickly and make good progress to leave the provision with qualifications
at least in line with expectations. Occasionally some leave having made outstanding progress,
achieving very high results in GCSE examinations.
- The provision offers a wide range of subject choices and makes every effort to make sure that
students can, where possible, continue on the courses they started in their mainstream schools.
- As these courses are often directly related to the students’ interests this results in students
gaining in confidence, for example, students were observed during a childcare lesson focusing
on suitable food types. Students questioned, discussed points and challenged each other as to
their choices throughout the lesson. This confidence results in the majority of students leaving
the provision having gained qualifications between grades A* - C at GCSE.
- All students make good progress in both English and mathematics and due to a concerted
approach by staff, reading and writing skills are developed well in line with their ages and
- There are no variations between groups and the more-able students are challenged effectively.
Although the provision does not yet receive any of the pupil premium funding, these students
make progress in line with their peers both in the provision and mainstream settings.
- The leaders and managers monitor student progress effectively and all teachers keep careful
notes on the students. However, overall information on students’ progress is a little cumbersome
to access by the staff.
|The quality of teaching||is good|
- Teaching during the inspection was, and over time is, consistently good. Some teaching is
- Planning is well matched to the needs and abilities of all the students, supporting the less able
and challenging the more able. Lessons are made enjoyable and are directly related to the
interests of the students. As one student stated, ‘The staff here make learning interesting and
it’s always different.’
- Teachers constantly monitor the progress students make and use this to modify lessons as they
progress. In a lesson related to the similarities and differences between Christianity and Islam
the teacher’s questioning and challenge were modified as the students grew in confidence and
asked more searching questions. The teacher also encouraged students to reflect on one
another’s work to develop their understanding further.
- Students have a positive attitude to learning because they feel the teachers care about their
success. As one student stated, ‘Here the teachers care about us. They want us to do well and
challenge us to do so. If I were in mainstream right now I would not be heading for a grade A* -
C in my exams as I am now.’ This attitude results in lessons being positive learning experiences.
- Teachers make sure that lessons are a good blend of both practical and theory and so generally
manage to maintain the students’ interest. However, occasionally teachers let the pace of
lessons slip, leading to slower progress and sometimes students not being quite so engaged in
- Teachers have high expectations of the students and this in turn means the students have high
aspirations for their futures. Using the excellent relationships they have with the students,
teachers challenge, support and expect each student to do their best.
- In an outstanding mathematics lesson students were studying reflections, which they were
finding difficult. However, the teacher constantly modified the lesson and her approach, to gain
the very best out of the students. This resulted in all the students gaining a good understanding
and being able to explain the points taught effectively.
- Reading and writing skills are at the core of the work the teachers do and the range of students’
work seen during the inspection showed that students have good writing skills and take a clear
pride in their work. Teachers encourage students to read widely during lessons and encourage
them to read aloud where necessary. Students stated this has helped them overcome any
problems they had and given them greater confidence.
- In the school’s parent questionnaire parents rightly felt that teaching in the provision is good.
|The behaviour and safety of pupils||are good|
- Due to the excellent role models the staff provide and the care, guidance and support they give,
behaviour in the provision is good. As one student stated, ‘We want to be good because the staff
treat us with respect and care about us, so we want to do well for them.’ This sentiment was
shared by all the students present.
- Students feel safe; a point shared by both staff and parents, and they know how to stay safe
and healthy. This was exemplified during a childcare lesson. Students were selecting suitable
food to eat during and after pregnancy. The depth of discussion which took place clearly showed
they knew the dangers some foods and/or habits might hold for both themselves and their
- The students stated there was no bullying in the provision because as one put it, ‘We all get
along with each other. We support each other and are all happy here.’ Parents and staff also
rightly feel there are no issues with behaviour or bullying.
- Students have a good understanding of how to stay safe on the internet and have a mature and
sensible approach to its usage.
- Students’ spiritual, moral, social and cultural development is promoted well and their personal
development is outstanding. Students clearly stated they felt their lives had been changed by the
provision and that they now wanted more for their futures. In fact, discussion with the students
indicated that all of them had not only high aspirations which were achievable but knew what
they had to do to achieve them.
- Both in lessons and around the provision students are polite and courteous both to each other
and the staff. In a number of lessons students and staff maintained a jovial banter but this was
never taken too far or was disrespectful to anyone.
- Students have a positive attitude to learning and generally give their best. However, where the
pace of lessons slows, sometimes their attention is not as focused as it could be.
- The provision itself has a warm and friendly feel about it but the exterior and interior decoration
and fabric of the building does not support a positive learning environment. However, the local
authority has commissioned work to be carried out during the summer holidays in 2014 to rectify
- Although the overall attendance figure for the provision is low, due to small numbers having an
effect on the data, many of the students have a 100% attendance record. Even those students
for whom attendance is an issue have considerably improved their attendance from what it was
in their mainstream school.
|The leadership and management||are good|
- The headteacher and senior leadership team have a clear and shared vision for the provision,
which is to provide the highest possible standards of education for the students. All of the key
areas to improve from the previous inspection have been tackled effectively. For example, the
curriculum is now well matched to the needs of each student, the disability access plan is in
place and meets requirements and the management committee has been strengthened and
supported so that it can carry out its duties effectively.
- The headteacher and senior leadership team check the provision well and use a range of
external advice and review to confirm their own views of the provision. The much improved
management committee is now both rigorously challenging as well as supportive.
- Self-evaluation is accurate and based on clear information on all aspects of the provision. The
quality of teaching is improving and is at least consistently good with some that is outstanding,
and this has resulted in rising achievement.
- Performance management is robust and used effectively to improve teaching. It is closely linked
to teachers’ further training, the quality of their lessons and the performance of the students.
The management committee oversees all these arrangements effectively and makes sure that
the national ‘Teachers’ Standards’ are being met.
- The subjects taught in the provision are closely monitored to make sure they match the needs
and abilities of each student and cohort who enter the provision. Specialist teachers are used to
make sure subjects are taught to the highest possible standard.
- Due to the wide range of opportunities provided by the provision the students’ spiritual, moral,
social and cultural development is well developed. For example, one student stated, ‘I
understand more about life now, for example, learning religious studies has taught me a lot
- The leadership team also uses its excellent links with parents, its feeder schools and other
agencies, especially health, to make sure that all aspects of the students’ lives are catered for.
- The local authority supports the school well but due to the positive outcomes over time provides
a ‘light-touch’ approach to the school.
- The provision is fully inclusive and promotes equal opportunities for all and does not tolerate any
form of discrimination.
- Safeguarding meets requirements.
- The governance of the school:
The management committee has improved since the last inspection. It contributes well to the
overall leadership and management of Whitmore Park Annexe. It has helped to secure the
funding for the future building work following the decision not to re-locate the provision.
Committee members provide good challenge and support to the provision as a whole, based
on a range of information from as wide a range of sources as possible. They monitor funding
effectively and are making representations for the provision to receive the pupil premium
funding for its students where applicable. Safeguarding is a key element of their work and
they are now well trained to monitor this and make sure it meets requirements. They carry out
the performance management of the headteacher effectively and oversee those carried out by
the headteacher and senior leadership team. They know that pay is linked to students’
progress and what the provision would do to tackle any underperformance.
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||103636|
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||6|
|Appropriate authority||The governing body|
|Date of previous school inspection||8 February 2011|
|Telephone number||024 7633 7734|
|Fax number||024 7633 7734|
You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted
will use the information parents and carers provide when deciding which schools to
inspect and when and as part of the inspection.
You can also use Parent View to find out what other parents and carers think about
schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link
on the main Ofsted website: www.ofsted.gov.uk