The Skills Hub

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school A dynamic and visionary headteacher, who is well supported by her staff, has brought about significant improvements to all aspects of the centre's work. Achievement is good.

The skills of most students arriving at the centre are well below average for their age. This is because most have poor attendance records and negative attitudes towards education. Such attitudes change quickly.

The centre has a strong record of reintegrating Key Stage 3 students into mainstream education and all Key Stage 4 students leave with a range of nationally recognised qualifications; some with GCSE passes in English and mathematics. Most teaching is good. Mos...t lessons are planned well and students make good progress because the work is relevant.

Their skills in reading, writing, communication and mathematics improve considerably. Students behave well and their attendance rates frequently improve considerably. A safe and nurturing environment is provided in which students can develop their confidence and improve their work.

Leadership and management are good. Leaders, including the management committee, have successfully addressed the issues arising from the last inspection. For example, a most effective system for monitoring progress and setting targets has been established.

Such changes help to ensure all students make good progress and achieve well. It is not yet an outstanding school because : Teaching is not yet outstanding. This is because the pace of some lessons is slow and there is a tendency for some teachers to do the work for the students, thereby reducing the opportunities students have to work independently and solve problems for themselves.

Some staff are inexperienced and require careful mentoring to ensure that lessons, and especially the subject content, are pitched at the level to engage and challenge the students.

Information about this school

The centre, which operates on two sites, caters for students with social, emotional and behavioural difficulties. It provides for students who have been permanently excluded from a mainstream school, or who are in danger of being permanently excluded.

This latter group remain on the roll of their mainstream schools. Most students are from families of White British heritage and the large majority are boys. Most students have experienced considerable periods of time out of school and education.

A small, but significant minority, have not attended school for considerable periods of time, sometimes exceeding an entire academic year. All students are supported at school action plus, though fewer than a quarter have a statement of special educational needs. About half are entitled to free school meals.

An above average proportion of students are entitled to be supported by the pupil premium (additional funding provided by the government) though, at present, such funding is not devolved to the centre. For dual-registered students, the funding is retained by the home school. For full-time eligible students, the funding is currently held centrally by the local authority.

This arrangement is under review. The centre places an emphasis on returning Key Stage 3 students to mainstream schools. In Key Stage 4, the focus is on gaining nationally recognised qualifications, including GCSEs, so that the students can move on to further education, training or the world of work.

Partnership work is a key feature of the centre's provision. Good quality and effective partnerships are maintained with many different bodies and organisations, including all secondary schools in the authority. A small number of Key Stage 4 students receive some of their education off site at a local further education college.

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