|Name||Three Towers Alternative Provision Academy|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||13 February 2018|
|Address||LEYLAND PARK HOUSE, PARK ROAD, HINDLEY, WIGAN, GREATER MANCHESTER, WN2 3RX|
|Religious Character||Does not apply|
|Number of Pupils||114 (73% boys 27% girls)|
|Percentage Free School Meals||34.2%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Three Towers is larger than the average-sized pupil referral unit. The school became an academy in February 2015. The school is part of The Rowan Learning Trust. Prior to the school’s conversion to an academy, pupils who were educated on a number of different sites across the local authority were moved on to two main sites. One site, the Whelley campus, caters for pupils in key stages 1 and 2. The other site, the Hindley campus, offers provision for key stages 3 and 4. The school provides transport for all pupils. The majority of pupils in key stage 2 are dual-registered with their mainstream school and only attend the pupil referral unit on a part-time basis for a limited period of time. Three Towers offers places for key stages 3 and 4 pupils who have been permanently excluded, are at risk of permanent exclusion, have medical needs or are without a school place. The school provides education for pupils who have social, emotional and mental health difficulties, many of whom have additional needs, such as autistic spectrum disorder. The school mainly serves the Wigan area. The school provides its own escorted transport and this is how most pupils arrive and leave school each day. The majority of key stage 2 and key stage 3 pupils have an education, health and care plan or are going through the statutory SEN assessment procedures. Most pupils are of White British heritage and the proportion of pupils who speak English as an additional language is very low. Boys considerably outnumber girls. The proportion of disadvantaged pupils is higher than the national average. The proportion of pupils who have SEN and/or disabilities is higher than the national average. Almost all pupils join the school part-way through their education. Most pupils join the school in key stage 4. The school uses alternative providers, as well as offering home-teaching and online learning packages to complement the education it offers to pupils on the main sites. The alternative providers currently being used are Tyler Lee Hair Company, Apple Cast Northwest, IT Way, Carrington Horse Riding Centre and FixIT. The staff working with key stage 2 pupils and pupils with medical needs have given support to other schools.
Summary of key findings for parents and pupils
This is an outstanding school The outstanding leadership of the headteacher and staff ensure that pupils are at the heart of all that the school does. Believing in pupils is the watchword of leaders and staff. As a result, pupils who have behavioural, social, emotional, mental health and medical needs thrive. Governors effectively champion the school locally. They make a valuable contribution to school improvement and they ensure the best for pupils. Pupils who attend Three Towers have often struggled in their previous schools. Now, the vast majority of pupils are successful learners and make outstanding progress from their starting points. Leaders and teachers know pupils extremely well. An innovative assessment system is used to match precisely activities to pupils’ learning needs. However, leaders are aware that the system still needs to be refined further. Teachers’ flexible approach to teaching and learning, their strong subject knowledge and extremely positive relationships ensure that pupils enjoy school and have very positive attitudes to learning. Teachers are skilled in identifying exactly what will attract each pupil to engage in learning. Each pupil is offered a personalised curriculum to maximise their chances of success. The school provides an engaging and enjoyable curriculum. The excellent enrichment curriculum provides pupils with opportunities to participate in activities that they would otherwise not experience. It is instrumental in building pupils’ confidence, self-belief and resilience. Pupils’ outstanding personal development and welfare are central to the work of the school. The highly effective emotional literacy sessions support pupils to develop their social and emotional skills. Pupils feel very safe and extremely well looked after in school. They said that adults are ‘supportive and understanding’. Parents and carers agreed. Behaviour is good. The vast majority of pupils conduct themselves extremely well around school. A very small number of pupils have found it difficult to settle or to manage their behaviour. Despite leaders working diligently and successfully to reduce exclusions, the level of exclusion remains too high. Leaders have worked hard to improve the attendance of pupils. They have had some notable successes with pupils who were regularly absent from school. However, a small proportion of pupils still do not attend regularly enough.