|Name||Ocean Lodge Independent School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||29 January 2019|
|Address||8 Trinity Avenue, Westcliff-on-Sea, Essex, SS0 7PU|
|Number of Pupils||Unknown|
|Percentage Free School Meals||0%|
|Pupils with SEN Support||40%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Ocean Lodge Independent School is owned by Potton Homes and is an independent special day school. The school opened in October 2011. It was last inspected in November 2017, when the quality of education was found to be requires improvement. The school is registered for 10 boys and girls between the ages of seven and 16 years, all of whom are referred by several local authorities. Some pupils live in accommodation provided by the company and a few are in foster care. There are currently six pupils aged 14 to 16 on roll. The school started to use an alternative provider, Southend Adult Community College, on the week of the inspection. It is too early to comment on the quality of provision in this report. In March 2016, the proprietor applied to open another site in Linford, Essex. This site is registered for three pupils and is currently not used for education purposes. The majority of pupils have an education, health and care plan arising from their SEMH needs. Some pupils have additional needs associated with autistic spectrum disorder. All pupils currently on roll are White British. The care provision provided by the company was not part of this inspection. The school does not receive the pupil premium funding for its pupils. A new headteacher took responsibility for the leadership of the school in September 2018.
Summary of key findings for parents and pupils
This is a school that requires improvement The proprietor has not ensured that all of the independent school standards are met. The school has been through a period of considerable change in senior leadership. This has slowed down improvement. Self-evaluation lacks clarity. The improvement plan is not precise enough to make sure that actions will make a genuine difference to pupils’ progress. There are no measurable targets. The quality of teaching varies too widely across the subjects offered. Expectations are too low. Pupils do not make consistently good progress over time. Teachers do not regularly stretch and challenge pupils, including through effective questioning, to deepen their understanding. Pupils over rely on staff to help them complete work. Until recently, leaders did not provide teachers with sufficient training opportunities to improve the quality of teaching, learning and assessment further. Pupils’ learning and progress are not monitored and assessed systematically. Teachers do not consistently check, set or assess homework according to whole-school policy. The school has the following strengths The newly appointed headteacher is bringing greater stability and consistency to the school. He has quickly grasped what needs to be done. The curriculum is carefully designed to meet pupils’ needs and interests. Enrichment activities and school visits strengthen pupils’ knowledge, resilience and self-confidence. Sports activities keep pupils physically active. Pupils’ personal development and welfare are given a high priority. Behaviour is managed consistently well. The tolerance and patience shown by staff is valued by pupils. Pupils said that they feel safe and enjoy coming to school. As a result, pupils’ attendance is above the national average and punctuality is good. Staff are positive about the recently appointed headteacher. Staff morale is high. Compliance with regulatory requirements The school must take action to meet the requirements of the schedule to The Education (Independent School Standards) Regulations 2014 and associated requirements. The details are listed in the full report.