|Name||Wathen Grange School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||10 July 2018|
|Address||Church Walk, Mancetter, Atherstone, Warwickshire, CV9 1PZ|
|Number of Pupils||12 (83% boys 17% girls)|
|Percentage Free School Meals||0%|
|Percentage English is Not First Language||0%|
Information about this school
Wathen Grange School is a day school for up to 20 boys and girls with social, emotional and mental health difficulties. Pupils who are admitted to the school have typically experienced disruption to their formal education. Many of them have had periods of prolonged absence from education prior to joining the school. All pupils have an education, health and care plan. There are currently 10 pupils on roll. Currently, a small number of pupils access part-time timetables. The school was inspected in April 2016 when it was judged to be inadequate with a number of unmet regulations. The school submitted an action plan outlining how it would address these. A subsequent monitoring visit took place in January 2017 to check on implementation of the action plan. All standards were met. Since the last inspection, the proprietorial body has changed its name from Complete Care (Warks) to Wathen Grange School. There have been a number of key staff changes since the last inspection. The headteacher left the school, along with a number of teaching staff. The school has been led and managed largely by the acting headteacher since September 2016. There have been challenges in recruiting and retaining teaching staff. Pupils are referred to the school from a number of local authorities, including Warwickshire, Coventry, Manchester and Leicester. The school uses one alternative provider called The Waterfront Project in Leicester. Pupils are able to access a range of sporting and educational activities.
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. Routine checks on water temperature and safety of portable appliances have not been completed. Since the last inspection, there has been a high turnover of staff. This has resulted in inconsistent teaching. The proprietor has not acted quickly enough to improve recruitment and retention. The quality of teaching and learning is variable. A few teachers do not use prior information to plan learning that meets the needs of pupils. The depth of teachers’ questioning is inconsistent. As a result, pupils are not always challenged sufficiently well. Systems for managing the performance of the leaders are not robust. As a result, the acting headteacher is not appropriately supported or challenged. Leaders have not ensured that the school’s assessment policy is consistently applied by all staff. Teachers’ written and verbal feedback varies in quality and does not help all pupils to move their learning forward. Outcomes for pupils are variable. Their progress is weak due to turnover of staff. Where teachers have left, in some subjects, such as information and communication technology (ICT), pupils have been unable to complete their work. The school has the following strengths This is an improving school. The acting headteacher has introduced an assessment recording system supported by standardised tests. This is used effectively to set targets and report on progress in English, mathematics and science. Pupils’ behaviour is good. Teachers have high expectations of behaviour and apply the behaviour policy consistently. As a result, most pupils conduct themselves well in lessons and during unstructured times. 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.