Our most recent Ofsted inspection report was published in January 2017 and we were graded as Good overall with an Outstanding judgement for Pupils’ Personal Development and Welfare.
Our Best Bits:
- Leaders, including the proprietor, make sure that teachers and pupils are challenged to achieve high ambitions and that all the independent school standards are met. Pupils say they are proud of their school.
- Teaching delivers good academic and social progress to pupils with low starting points. An innovative assessment scheme has captured pupils’ interest but is yet to reach its rich potential.
- Personal development and welfare are outstanding. Pupils develop strong self confidence and self-esteem from very low levels. Outstanding behaviour leads to a learning environment that pupils themselves describe as ‘calm’.
- Outcomes are good. Pupils succeed in being the best they can across a wide range of learning. All pupils make good progress from their starting points. All pupils leaving the school since the last inspection have gone on to suitable further education or work.
- Students in the sixth form make good progress in their studies and in their personal development. They are well prepared for adult life.
- Pupils’ attendance rates shoot up once they settle into Demeter House. They progress from home schooling, through part-time attendance to full-time attendance at school.
- Relationships between staff and pupils are exemplary. Mutual respect makes a significant difference to pupils’ all-round progress.
Room For Improvement:
- Continue to develop the programme of assessment by establishing common practice throughout the school.
- Raise the levels of pupils’ attendance further.
- Increase pupils’ appreciation of how people from a wide range of cultures lead their lives in modern Britain.
Improvements Since the Inspection:
- We have begun to standardise our assessment scheme and bring it into line with National Programmes of Study or exam syllabus requirements. All departments have identified Key Performance Indicators (KPI’s) that students need to have secured or mastered in order to successfully progress to the next Key Stage. We have also simplified our assessment tools so that we can track progress over each term, year and Key Stage and see how this compares to other students with similar starting points in other schools. We are beginning to conduct standardised baseline tests on every student every year. For 2018-19, we have mapped out a timetable of assessment and every student will be baseline assessed within 6 weeks of entry into the school.
- We have begun to identify students with high rates of absence and work together with families to improve these. We are also working on alternative strategies to reduce the need for exclusions and ensure that students are staying engaged with school as much possible. So far this year we have reduced our exclusion rate by 90%. We are also adapting our curriculum to fit with student interests and to find ways of making the education time more practical so that students want to engage with us more often. In 2017-18, we raised our attendance rate from 72% to 83%.
- Since the Inspection, we have appointed a Coordinator to develop the school’s Social, Moral, Spiritual and Cultural (SMSC) provision and we have reintroduced Religious Education into the curriculum, including at GCSE level. Our SMSC Coordinator planned a series of Cultural Days for 2017-18 to help further educate the students about different cultures as well as their own. These are to be further developed in 2018-19.
You can read the full report here: