|Name||Gloucester and Forest Alternative Provision School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||31 January 2018|
|Address||Russet House, 35 Russet Close, Tuffley, Gloucester, Gloucestershire, GL4 0RQ|
|Type||Pupil Referral Unit|
|Religious Character||Does Not Apply|
|Number of Pupils||90 (71% boys 29% girls)|
|Percentage Free School Meals||42.2%|
|Catchment Area Information Available||No, we only have catchment area data for schools in England|
Information about this school
The school does not meet requirements on the publication of information about the school’s curriculum, the sport premium or governance arrangements. Gloucester and Forest Alternative Provision School caters for pupils who have been permanently excluded or who are at risk of being excluded. The school operates on three sites. Russet House, in Gloucester, provides education for key stage 4 pupils. The Raikes Centre includes a primary department for pupils in key stages 1 and 2, a secondary department for pupils in key stages 3 and 4, and The Vines Project. The Vines Project supports older pupils who present some of the most challenging behaviours. The centre at Joy’s Green in the Forest of Dean, accommodates pupils from key stages 2, 3 and 4. Pupils arrive throughout the year through referral from the local authority, usually as the result of permanent exclusion from a mainstream school. All pupils have some specific need associated with past schooling or personal circumstances. Most have social, emotional or mental health needs. All pupils have special educational needs (SEN) and/or disabilities. Most pupils have an education, health and care plan or are about to obtain one. There were no children in the Reception Year at the time of the inspection. The school’s outreach team works with pupils in mainstream schools who are either at risk of exclusion or are returning to mainstream schools after a period at the school. The school uses a wide range of external providers. These include A+bility, Artspace, Bridge Training, Gloucester Youth Project (GYP), Herefordshire Vocational Training, Impact Mentoring, Inspyre Plus, Phil Gomm Mentoring, ProSystems Training Services and TMS Mentoring. The governance of the school changed during this inspection. The previous management committee, which oversaw the work of the three alternative provision schools in Gloucestershire, was dissolved. On 1 February 2018, a new management committee was constituted, which will oversee the work of Gloucester and Forest Alternative Provision School solely.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders and those responsible for governance have not brought about the improvements needed quickly enough. Leaders have not ensured that new systems have been fully implemented and followed consistently by all staff. Leaders’ evaluation of pupils’ behaviour and the quality of teaching and learning are not rigorous. Staff are not robustly held to account for pupils’ progress or the part they play in improving pupils’ behaviour and attitudes to learning. Members of the management committee have not been sufficiently focused on the quality of teaching, learning and assessment. They have not held leaders to account sufficiently. The quality of teaching and learning varies markedly between year groups and across the school’s three centres, especially in key stages 3 and 4. Learning often lacks challenge, and teachers do not ensure that pupils know what they need to do to improve, especially in their writing. Pupils’ attendance is too low. A large proportion of pupils do not attend school on a regular basis. The careers advice and guidance pupils receive are limited. As a result, many of the older pupils have given insufficient thought to their next steps. Although increasing, too few Year 11 pupils do not continue to further education, employment or training when they leave school. The school has the following strengths The curriculum is carefully crafted to meet pupils’ individual needs. The school uses a wide range of external providers to enhance pupils’ experiences. The school’s outreach service is highly effective in reducing the likelihood of pupils being excluded. Leaders have been successful in returning an increasing number of pupils to mainstream schools. These pupils are well supported when they return. The quality of teaching in key stages 1 and 2 is good. Pupils make strong progress in their reading and mathematics.