|Ofsted Inspection Rating||Outstanding
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||14 February 2017|
|Address||Knowles Hill Road, Dewsbury, WF13 4QS|
|Religious Character||Does not apply|
|Number of Pupils||11 (81% boys 19% girls)|
|Percentage Free School Meals||27.3%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Ethos College is a specialist provision for pupils who have social, emotional, mental health and medical needs. Some pupils have been excluded from mainstream secondary schools and others are at risk of exclusion. Some pupils have severe or complex social, emotional, mental health and medical needs that have prevented them from attending school. Pupils are admitted to the school at any point during Years 10 and 11. Fewer than half join the school at the beginning of Year 10. Almost all pupils remain on the roll of their referring school and are, therefore, dual registered. A higher than average proportion of pupils are eligible for the pupil premium. However, the local authority does not delegate this funding to the school. This is because all places are funded by the local authority at a higher level, irrespective of eligibility for the pupil premium. Most pupils are from White British backgrounds and very few speak English as an additional language. Currently, six pupils have an EHC plan. Since the last inspection, the acting headteacher has been appointed as the school’s substantive headteacher. A new deputy headteacher and two assistant headteachers have also joined the school’s senior leadership team.
Summary of key findings for parents and pupils
This is an outstanding school The headteacher, senior leaders and governors share an absolute determination for every pupil to achieve the best possible outcomes. Their ambition and drive for improvement have made a huge difference to the school’s effectiveness. Senior leaders and governors have a deep understanding of all aspects of the school’s work. They are tireless in looking for ways to improve the quality of education and the outcomes achieved by pupils. The curriculum provides a rich range of high-quality experiences and opportunities which are exceptionally well matched to pupils’ interests, needs and future plans. Senior leaders are relentless in making sure that pupils have the skills and qualifications they need for the next stage of their education or training. A small number of pupils, however, do not complete their chosen post-16 courses. Pupils’ spiritual, moral, social and cultural development is exceptionally well supported. Pupils acquire and develop the knowledge, skills and positive attitudes they need to be confident, independent and successful citizens in modern Britain. Teaching is highly effective. As a result, pupils make rapid progress in their social and emotional development and in the subjects and courses they study. Pupils make fast progress, often from low starting points, in English, mathematics and a wide range of subjects and courses. Many of the pupils who join the school during Years 10 and 11 make exceptional progress in a short period of time. Disadvantaged pupils and those with an education, health and care (EHC) plan make similarly accelerated progress. The most able pupils are exceptionally well prepared for higher level post-16 study. The school’s highly effective ‘nurturing’ approach has a profoundly positive impact on pupils’ personal development. Pupils’ conduct and behaviour are exemplary. This is a remarkable achievement considering their complex social, emotional, mental health and medical needs. Pupils’ attendance improves dramatically while at Ethos College. Almost all pupils have previously had high levels of absence and some have not attended school for a long period of time. Pupils’ increased attendance has a positive impact on their learning and progress. Sometimes, referring schools do not provide assessment information about pupils with medical needs in a timely way. This makes it difficult for teachers to plan learning activities that are interesting and challenging.