|Name||Olive Alternative Provision Academy Suffolk (Central)|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||11 February 2015|
|Address||Chilton Way, Stowmarket, Suffolk, IP14 1SZ|
|Religious Character||Does Not Apply|
|Number of Pupils||42 (71% boys 29% girls)|
|Percentage Free School Meals||35.7%|
|Catchment Area Information Available||No, we only have catchment area data for schools in England|
Information about this school
The Kingsfield Centre is a pupil referral unit that was extended to include three previously unregistered centres in June 2013. The original centre, the Kingsfield Centre in Stowmarket, provides for short-term and long term placements for pupils in Key Stages 2, 3 & 4. A small number of pupils then return to mainstream education. The Bury 1 site in Bury St Edmunds hosts the more able pupils and those with medical needs. This centre has a capacity of 18 places. The EOTAS (education otherwise than at school) provision is linked to the Kingsfield Centre and is managed by centre leaders. This meets the needs of pupils who are not able to return to school because : of medical, including psychiatric, needs. These pupils spend time attending the centre alongside additional home tuition. The third site, K46 is also located in Bury St Edmunds. This provides education for up to 10 pupils in Key Stage 4 who have been excluded or are likely to be excluded from their mainstream schools because of their behaviour. West Suffolk College is used to extend the curriculum for a small number of pupils. A number of pupils have a statement of special educational needs and 15% are looked after by the local authority. An above-average proportion of pupils are known to be eligible for the pupil premium, which is additional government funding provided for looked after children and those known to be eligible for free school meals. However, the centre is not in receipt of all of this money from placing schools. The centre does not make use of early entry GCSEs. All pupils attending the centre require additional support though not all have a statement of special education needs or an education health and care plan.
Summary of key findings for parents and pupils
This is a school that requires special measures. Senior leaders and the management committee do not have the capacity to secure much needed improvements across the centre. They have not made enough progress in tackling the issues identified in the last inspection or in resolving the concerns raised in recent monitoring visits. Leaders and managers do not have an accurate view of the quality of the centre’s work. Improvement planning, monitoring and evaluation are all inadequate. The management committee is not holding senior leaders to account for securing improvements. Inspectors found serious concerns around the safeguarding of pupils, the progress they make in their learning and their preparedness for the next stage in their education or training. The curriculum is too narrow and does not promote pupils’ social, moral, spiritual and cultural education well enough. Curriculum opportunities in Key Stage 4 are unequal because what pupils study depends upon which site they attend. Teachers do not accurately assess what pupils already know and can do when they join the centre. Without this information, they are unable to plan learning that meets the different needs of pupils or set them aspirational targets for improvement. In lessons, teachers often miss opportunities to reinforce pupils’ basic literacy and numeracy skills. Not all staff manage behaviour well enough. Many of the inconsistencies in teaching identified during the last inspection remain. Pupils’ behaviour on two of the centre’s sites is often unsafe and regularly interferes with the learning of others. Senior leaders do not ensure that all pupils achieve well enough. Their own monitoring data shows that many pupils do not make the progress expected of them. Poor attendance and high rates of exclusion restrict pupils from benefitting from the pockets of improved provision. A lack of thorough evaluation means that senior leaders are unable to illustrate clearly the impact of additional funding received for disadvantaged pupils and for enhancing physical education on pupils’ achievement and engagement. Senior leaders are not ensuring that all policies and procedures are in place, up to date and reflected in practice. The absence of a clear policy for improving literacy means that not all pupils are helped to read and write well enough. The school has the following strengths Support staff forge good relations with pupils. They work as a team alongside teachers to manage pupils’ challenging behaviour, and keep them engaged in learning. Wider opportunities for some older pupils to engage in work experience are providing them with a better understanding of possible future careers.