Evergreen School

Name Evergreen School
Ofsted Inspection Rating Good
Inspection Date 05 December 2017
Address Evergreen House, Ipstones Edge, Stoke-on-Trent, Staffordshire, ST10 2LP
Phone Number 01538266874
Type Independent
Age Range 7-16
Religious Character None
Gender Mixed
Number of Pupils 3 (100% boys)
Local Authority Staffordshire
Percentage Free School Meals 0%
Percentage English is Not First Language 0%

Information about this school

Evergreen school is registered as an independent boarding provision and day school for up to six pupils aged seven to 16 years in key stages 2, 3 and 4. To date, the school has not admitted primary school age pupils. It is located in a village in Staffordshire. The school caters for children and young people looked after by the local authority, some with behavioural, emotional and social difficulties. Some pupils have SEN and/or disabilities. The school considers admitting pupils commissioned by local authorities in England and Wales. Evergreen School is part of the Farm Schools network, operated by Care Today’s Children’s Services. Evergreen School does not have its own website but directs parents to The Roaches School website where the relevant information (such as policies and the prospectus) for the Farm Schools network are available. The headteacher of Evergreen school manages three of the schools in the Farm Schools network. The executive headteacher has strategic overview of all six schools in the Farm Schools network. There are no pupils who are eligible for pupil premium funding. The Farm Schools network aims ‘to provide a broad and balanced curriculum, with proactive care and education plans that enable the children to achieve their goals and maximise potential’. The proprietor is Sean Fitzpatrick, on behalf of Care Today Children’s Services, which is an organisation whose aims are to meet individual needs. ‘We offer a wide network of provision, from family support and foster placements through to children’s homes.’

Summary of key findings for parents and pupils

This is a good school The executive headteacher, the headteacher and leadership team are effective in their drive to both care for and teach pupils who have personal, social and emotional needs. As a result, pupils feel safe and secure. Leaders ensure that the school works as a highly effective team of specialists who are committed to the needs of their pupils. They ensure that they make good progress both emotionally and academically. They are very experienced in managing pupils who have social and emotional difficulties. The work of the school team ensures that pupils who may have missed a significant part of their education are able to settle down and begin to learn. Well-qualified teachers enable pupils to make progress in a wide variety of subjects. A skilled psychotherapist gives pupils significant support for their personal and emotional development. The teaching team provides a wide variety of learning experiences for pupils across a broad curriculum. Pupils make good progress because : teachers plan individualised learning programmes for them. A successful reward system ensures that pupils are motivated to learn and behave well. The quality assurance leader for teaching and learning supports teachers with expert advice. She regularly checks teaching and drives improvements. However, improvements have not yet ensured that pupils develop a strong vocabulary. Sometimes they do not understand words that they read. The headteacher supports teachers to design effective mathematics lessons. However, teachers do not ensure that pupils develop their mathematical reasoning in problem-solving tasks. As a result, pupils make less progress in this aspect of mathematics. Leaders check pupils’ work to ensure that they increase their knowledge, skills and confidence. However, leaders do not monitor the assessments of independent work often enough. As a result, some teachers do not have an accurate enough knowledge of what pupils can do on their own. Leaders make sure that the views of pupils are considered in the day-to-day running of the school. As a result, the pupils feel that they are valued. However, pupils have too few opportunities to support people in the local community and the wider world. 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.