On Track Education Westbury


Name On Track Education Westbury
Website Ontrackeducation.com
Ofsted Inspection Rating Good
Inspection Date 14 June 2017
Address Broadway House, Headquarters Road, West Wiltshire Trading Est, Westbury, Wiltshire, BA13 4JY
Phone Number 01373859803
Type Independent (special)
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 27 (59% boys 41% girls)
Local Authority Wiltshire
Percentage Free School Meals 0.0%
Pupils with SEN Support 7.4%
Catchment Area Information Available No
Last Distance Offered Information Available No

Information about this school

On Track Education Centre Westbury is an independent special school which caters for pupils with social, emotional and mental health difficulties. Some also have autism spectrum disorder. Many arrive at the school after periods in their education when they have not thrived in mainstream schools. The school moved into its current premises after the last standard independent school inspection, which took place on 11–13 March 2014. The school is owned and run by On Track Education Services Ltd., which has a number of other centres across the country. The directors of this company act as the proprietor. The school does not have a governing body. All pupils are placed at the school by local authorities and a significant proportion have education, health and care plans or statements of special educational needs. The school does not use alternative providers, although pupils do often undertake activities off-site in the company of a member of staff.

Summary of key findings for parents and pupils

This is a good school The headteacher provides strong leadership. Together with other staff, she has a profound understanding of the background and needs of each individual pupil. Teaching is very responsive to pupils’ changing needs. Personal learning plans are reviewed regularly to ensure this. As a result, teaching is enabling pupils to make progress, often from very low starting points. Many pupils experience success for the first time in their educational careers while at the school. Consequently, they gain in self-esteem and self-confidence. In turn, this helps to improve pupils’ behaviour and attendance. Staff are ambitious for their pupils’ futures and the school prepares them well for the next stages of their life. Most go on successfully to further education or employment. Relationships between pupils and staff are strong and productive. Pupils feel that they are very well cared for and that their best interests are paramount. School leaders have developed a positive culture of reading in the school. Leadership of science teaching is not as secure as the leadership of other subjects. As a result, pupils’ progress is not as well sustained as it is in, for example, English and mathematics. Monitoring of the quality of teaching does not place enough emphasis on the impact of teaching over time on the progress pupils make. Pupils’ attitudes to learning are broadly positive but they clearly take more pride in their work in some subjects, such as personal, social and health education, than in others. The teaching of humanities does not stretch pupils sufficiently by encouraging them to make sustained and balanced written arguments. The proprietor and school leaders have worked well to ensure that the school complies with the independent school standards. 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.