Whitmore Park Annexe

Whitmore Park Annexe
Rylston Avenue
Coventry
West Midlands
CV62HD

Phone:024 76337734
Headteacher: Mrs Al Walker

Schools nearby

  1. 0.1 miles Whitmore Park Primary School CV62HG (660 pupils)
  2. 0.1 miles Whitmore Park Junior School CV62HG
  3. 0.1 miles Whitmore Park Infant School CV62HG
  4. 0.4 miles Keresley Grange Primary School CV62EH (305 pupils)
  5. 0.5 miles Parkgate Primary School CV64GF (687 pupils)
  6. 0.5 miles Holy Family Catholic Primary School CV62GU (469 pupils)
  7. 0.5 miles Holy Family RC Junior School CV62GU
  8. 0.5 miles Holy Family Infant School CV62GU
  9. 0.6 miles St Augustine's Catholic Primary School CV63BL (281 pupils)
  10. 0.6 miles Cardinal Newman Catholic School A Specialist Arts and Community College CV62FR (1273 pupils)
  11. 0.6 miles Parkgate Junior School CV64GF
  12. 0.6 miles Parkgate Infant School CV64GF
  13. 0.6 miles Focus School - Coventry Campus CV64LX (106 pupils)
  14. 0.7 miles The Grange Education Unit CV62EG (4 pupils)
  15. 0.7 miles Hill Farm Primary School CV63BL (563 pupils)
  16. 0.7 miles Hill Farm Junior School CV63BL
  17. 0.7 miles Hill Farm Infant School CV63BL
  18. 0.8 miles President Kennedy School and Community College CV64GL (1251 pupils)
  19. 0.9 miles Joseph Cash Primary School CV63FS (404 pupils)
  20. 0.9 miles Christ The King Catholic Junior School CV62DJ (246 pupils)
  21. 1 mile Hollyfast Primary School CV62AH (367 pupils)
  22. 1 mile John Shelton Community Primary School CV64JP (225 pupils)
  23. 1 mile Coundon Court School and Community College CV62AJ (1645 pupils)
  24. 1 mile John Shelton Junior School CV64JP

Schools in Coventry
see also Rooms to Rent in Coventry

3 pupils, Girls

3 girls
age
number
4a4b4c5678910

Ofsted report

Inspection Report

Unique Reference Number103636
Local AuthorityCoventry
Inspection number308368
Inspection date3 October 2007
Reporting inspectorPatricia Pothecary

This inspection of the school was carried out under section 5 of the Education Act 2005.


Type of schoolPupil referral unit
School categoryPupil referral unit
Age range of pupils13-16
Gender of pupilsGirls
Number on roll (school)6
Appropriate authorityThe local authority
Date of previous school inspection10 December 2003
School addressRylston Avenue
Coventry
CV6 2HD
Telephone number02476 337734
Fax number02476334863
AL Walker
HeadteacherAL Walker

Introduction

The inspection was carried out by one Additional Inspector. The inspector evaluated the overall effectiveness of the school and investigated the following issues: the extent of good progress and achievement for pupils of all age and ability groups, the quality of the curriculum in meeting the needs of all pupils and the impact of leaders and managers on improving the unit. Evidence was gathered from discussions with pupils, parents, staff and managers, visiting a lesson and looking at documents and pupils’ work. Other aspects of the school’s work were not investigated in detail, but no evidence was found to suggest that the school’s own assessments, as given in its self-evaluation, were not justified, and these have been included where appropriate in this report.

Description of the school

Whitmore Park is a small unit for pregnant schoolgirls and young mothers who are dual registered with their original mainstream schools. Pupils attend for an average of one year, usually in Year 11, although attendance varies from one term to two years. Most pupils are in Years 10 and 11. Pupils from Year 9 attend very occasionally but there were none at the time of inspection. There is a crèche on site for the babies of the pupils. Whitmore Park shares the same leadership team, teachers and management committee with the Coventry Hospital Education Services, which includes the local authority home tuition service, which is an outreach service for teenage mothers and hospital education.

Key for inspection grades
Grade 1Outstanding
Grade 2Good
Grade 3Satisfactory
Grade 4Inadequate

Overall effectiveness of the school

Grade: 2

Whitmore Park is a good and effective unit which helps pupils to make good progress in their academic studies and in their personal development. Many pupils who enter the unit have been out of school for some considerable time and so attainment on entry is below average. By the time they leave, pupils' standards are broadly in line with national averages and the majority go on to successful placements in further education or training. This good achievement is largely due to the good quality specialist subject teaching by staff. They are experienced in motivating and supporting their pupils and in helping them achieve and progress as well as they can. Well-structured, highly practical lessons foster very positive relationships between pupils and with staff, which in turn helps to boost pupils' confidence in their abilities. This good personal and academic achievement is also supported by a long-standing and highly experienced leadership team. They manage the unit well and foster beneficial links with a host of other organisations to ensure that pupils are well cared for. The proximity of the crèche, where the babies are well looked after, is a crucial factor in pupils' ability to continue in education.

Pupils of all age and ability groups usually meet or exceed their targets, which are based upon teachers' thorough and accurate assessments. The good care, guidance and support ensure that everyone's progress is checked regularly and extra support is given to anyone falling behind. Most pupils typically leave with an average of about seven GCSEs in addition to entry level qualifications, although some achieve more with many A* to C grades. Art and child development are the most successful subjects. Parents are very positive about the benefits to their children of attending the unit. A very small minority of pupils do not do as well as they should. This is mainly because their progress is affected by poor attendance. However, the majority of pupils enjoy their time at the unit and many improve their attendance from when they were in mainstream schools. Pupils comment on just how much they have gained from the small groups and high level of personal attention with their studies. As a result, pupils' behaviour is good, with improved attitudes to learning and evident pride in their achievements. It was a pleasure to watch a group of pupils prepare food for a fundraising morning and so gain considerable confidence in their own skills. It is through growing and cooking food that many of them increase their understanding of how to lead healthy lives. For many, time spent at the unit is transformational and helps them re-engage with education, considerably improving the prospects for their future economic well-being.

The curriculum includes an outstanding array of GCSE options and entry-level courses, as well as good opportunities for learning about personal, social and health education. There is, however, little opportunity for regular exercise, which means that support for healthy living is no better than satisfactory. In addition, work-related learning and vocational education are at an early stage of development and there is little work experience for those who need it. The trips and rich variety of activities organised ensure that pupils' spiritual, moral, social and cultural awareness is well developed. The curriculum places a good emphasis on how to act safely and keep safe. The unit is seeking to provide an extended day to provide more opportunities for exercise and other extension activities to help broaden pupils' experiences further. Pupils contribute well to the unit and wider community. They are very supportive to one another, regularly raise charitable funds and represent the unit at events such as the local Lone Parent forum. They express their views regularly, but they do not have a formal voice in shaping the way the unit is run and do not always feel that their views are considered sufficiently. Unit staff act on pupils' suggestions, but recognise that a more regular forum is desirable.

The leadership team have a realistic view of the strengths and weaknesses of the unit. As a result, they set the right priorities for improvement and this has enabled them to sustain the good progress being achieved by pupils over many years. There was, for example, a good improvement in the percentage of pupils reaching or exceeding their targets between 2006 and 2007, when challenging targets were set for the first time. The capacity to improve is therefore good. Senior leadership recognise that further improvement needs to be underpinned by more robust systems for improving attendance and the curriculum.

The steering group has a limited remit; it is committed and provides satisfactory support, but it has not done enough to hold the unit to account for outcomes. This is recognised and the role of this group in supporting improvement more thoroughly is being revised.

What the school should do to improve further

  • develop more robust systems for securing further improvement in attendance so that even more pupils meet and exceed their targets each year
  • increase opportunities for work-related learning and physical education.

Annex A

Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequateSchool Overall
Overall effectiveness
How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners?2
Effective steps have been taken to promote improvement since the last inspection Yes
How well does the school work in partnership with others to promote learners' well-being?2
The capacity to make any necessary improvements3
Achievement and standards
How well do learners achieve?2
The standards1 reached by learners3
How well learners make progress, taking account of any significant variations between groups of learners2
How well learners with learning difficulties and disabilities make progress2
1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.
Personal development and well-being
How good is the overall personal development and well-being of the learners?2
The extent of learners' spiritual, moral, social and cultural development2
The extent to which learners adopt healthy lifestyles3
The extent to which learners adopt safe practices2
How well learners enjoy their education2
The attendance of learners3
The behaviour of learners2
The extent to which learners make a positive contribution to the community2
How well learners develop workplace and other skills that will contribute to their future economic well-being2
The quality of provision
How effective are teaching and learning in meeting the full range of the learners' needs?2
How well do the curriculum and other activities meet the range of needs and interests of learners?3
How well are learners cared for, guided and supported?2
Leadership and management
How effective are leadership and management in raising achievement and supporting all learners?2
How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education2
How effectively leaders and managers use challenging targets to raise standards2
The effectiveness of the school's self-evaluation2
How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can2
How effectively and efficiently resources, including staff, are deployed to achieve value for money 2
The extent to which governors and other supervisory boards discharge their responsibilities 3
Do procedures for safeguarding learners meet current government requirements?Yes
Does this school require special measures?No
Does this school require a notice to improve?No

Annex B

Text from letter to pupils explaining the findings of the inspection

4 October 2007

Dear Pupils

Inspection of The Whitmore Park Annexe, Coventry, CV6 2HD

Thank you for being so welcoming when I visited your unit. I enjoyed meeting you very much and looking at your work.

I found the Whitmore Park Annexe to be successful, well run and caring. It is a good place, just as you told me. It helps all of you to make good progress in your lessons, and in your social and personal skills. Your head of service and senior staff do a good job in seeing that you all do well. Your teachers and teaching assistants are skilled at helping you to do your best and they teach you well. You help in this by being hard-working and well behaved. The way you work together and care for one another is good and you seem to enjoy coming to the Centre and being able to have your babies near you. I think that this, alongside your good skills in so many subjects and courses, will stand you in good stead for your next move and future lives. Your curriculum is satisfactory. It offers an excellent range of GCSE courses, but the opportunities for vocational education, physical exercise and work experience are too limited. It gives you a sound understanding of how to keep healthy and a good knowledge of keeping safe. We have asked senior managers to look at ways they can improve the curriculum. Maybe you can discuss your ideas about this with them.

The mature way that you take on responsibilities and help whenever you can is pleasing. It is good, for example, to see that you take part in charitable events. The coffee morning I attended was really enjoyable, especially the delicious food that you made. The staff are good at looking after you and at helping you to become mature well-rounded people. They also guide you well to do your best so that your prospects for the future are good. I have asked them to find ways of further improving attendance so that even more of you achieve well. I am sure that you can play your part in this.

We wish you all the very best in the future.

Yours sincerely Lead inspector

Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaints about school inspections', which is available from Ofsted's website: ofsted.gov.uk.