|Name||Active Support Education Centre|
|Ofsted Inspection Rating||Good|
|Inspection Date||23 January 2018|
|Address||Unit 1 Britannia Estates, Leagrave Road, Luton, Bedfordshire, LU3 1RJ|
|Number of Pupils||63 (87% boys 13% girls)|
|Percentage Free School Meals||0%|
|Percentage English is Not First Language||0%|
Information about this school
Active Support Education Centre is an independent special school in Luton. The school is based on two units in an industrial estate. Since the pre-registration inspection in January 2017, the school moved from Unit 9 to Unit 3 last September. Unit 1 remains the registered address. The Department for Education has approved the move. The detail in the report applies to both sites. The school provides an alternative provision for pupils who either have been excluded from school or are at risk of exclusion from school. Some have an education, health and care plan. The school provides both full-time and part-time education and works with a number of schools nearby and the local authority. Pupils’ part-time and full-time provision is agreed with the placing authority and placing schools. The school is registered with the Department for Education to admit up to 100 pupils aged between 9 to 16 years. Pupils are admitted at various times during the year. Some stay until the end of Year 11, but many are reintegrated back into mainstream schools. Most pupils experience behavioural, social and emotional difficulties. They have experienced long periods out of education and this has had an impact on their academic achievement. The school also runs a small therapeutic unit on site for those pupils with the most challenging needs. Some of the pupils are looked after by the local authority. This is the first standard inspection of the school. The school does not make use of any alternative provision.
Summary of key findings for parents and pupils
This is a good school Active Support Education Centre transforms the life chances of pupils who previously have become disaffected with education. Two headteachers lead the school with a coherent vision and tenacity. They follow the principle that ‘small changes make a big difference’ in restoring the self-esteem and confidence of pupils attending the school. Staff are completely committed to the leaders’ vision. Their well-considered words and actions ensure that pupils’ self-belief in their ability to achieve is gradually re-established. Almost all pupils make good progress from their starting points, in a wide range of subjects. Behaviour is good. The school is a calm and well-ordered community. Leaders have ensured that a culture of safeguarding is a priority for the school. Staff understand well the need for early identification of any potential safeguarding issues. Pupils say they feel safe at school. Attendance is good, relative to pupils’ starting points. Leaders take great care to track pupils’ attendance and respond to absences. However, this information is not currently utilised to inform strategies that could improve the attendance of some individuals still further. Pupils’ spiritual, moral, social and cultural education offers many opportunities to help them understand how to keep safe. It also emphasises the importance of respecting the different views of others. The curriculum is broad and engaging. Flexible tasks and activities meet the learning needs of each individual, including those with education, health and care plans. Pupils’ learning progresses well because of the high-quality individual attention they receive. However, a lack of confidence when writing slows progress for some. On occasion, teachers do not provide sufficient challenge to those who are most able, and this slows their progress. The proprietor and governors know the school well and challenge the headteachers to drive standards ever higher. They also offer wide-ranging support. Compliance with regulatory requirements The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.