|Ofsted Inspection Rating||Inadequate|
|Inspection Date||03 December 2014|
|Address||Denewood Academy, 113 Forest Road West, Radford, Nottingham, Nottinghamshire, NG7 4ES|
|Religious Character||Does Not Apply|
|Number of Pupils||68 (79% boys 21% girls)|
|Percentage Free School Meals||44.1%|
Information about this school
Denewood Learning Centre caters for pupils from Key Stages 2 and 3 who have been permanently excluded from their mainstream school. It also offers a small number of part-time places to pupils who are at risk of being permanently excluded. The prime aim is to help pupils to rejoin mainstream primary and secondary schools as quickly as possible. The majority of the pupils are White British. The remainder come from a wide range of ethnic backgrounds, reflecting the population in Nottingham. Almost all of the pupils are boys. Over two thirds of the pupils are disadvantaged, a much greater proportion than seen nationally. The centre receives additional funding, known as the pupil premium, to support the education of these pupils. The centre receives additional funding for Key Stage 2 pupils for physical education and sport, but does not receive the additional funding for pupils in Year 7 known as ‘catch-up’ funding. The centre does not use any alternative provision for its pupils. In February 2013, the centre relocated and now shares the premises used by Unity Learning Centre, a pupil referral unit for students in Key Stage 4. The headteacher leads both centres. The number of pupils on roll has increased considerably over the past two years, reflecting an increase in the rate of permanent exclusion across Nottingham. The centre is in the early stages of the process of conversion to an academy.
Summary of key findings for parents and pupils
This is a school that requires special measures. The behaviour of a significant number of pupils, particularly in Key Stage 2, is poor both in and out of lessons. The pupils often show little respect for adults, one another or their environment. Staff often physically restrain pupils and forcibly remove them into small isolation rooms. This tends to make matters worse. Staff are frequently sworn at, spat upon and are kicked and punched by pupils. The safety of pupils and members of staff is not assured. Pupils say they do not always feel safe in the centre. Senior leaders have tried to deal with the poor behaviour but there has been limited impact. During the inspection, many Key Stage 2 pupils were attending part time in an effort to manage challenging behaviour. The rate of fixed-term exclusion is high. Low attendance has an adverse impact on the academic progress of some pupils. Too few pupils make the rapid progress that is needed to compensate for what they have missed in the past. Teaching does not always capture pupils’ interest and make them want to learn. Teachers’ expectations of what pupils can achieve are not always high enough. Staff sometimes do too much of the work for the pupils. Senior leaders’ actions to improve teaching and achievement, and to raise attendance have not had the positive impact that was intended. They have not made sure that staff follow the centre’s agreed procedures for use of the isolation rooms. The governing body has not checked thoroughly that the centre’s arrangements for keeping pupils safe meet requirements. Some health and safety arrangements are inadequate. The school has the following strengths The centre’s work has helped some pupils to improve their behaviour, re-engage with learning and return to mainstream school. Some teaching is good. Teachers and teaching assistants typically manage pupils calmly and sensitively in lessons. This helps most pupils to stay focused on their work and complete tasks.