Victoria Education Centre

Highlights from Latest Inspection

Outcome

Victoria Education Centre has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Victoria Education Centre provides a calm and nurturing environment. The school has high expectations for all pupils.

Pupils appreciate how staff see beyond their disabilities, which allows them to achieve well and develop into confident young people.

Developing pupils' love of learning, promoting independence, securing pupils' future destinations and enrichment experiences, 'LIFE', is at the heart of the school's aspirations. Leaders place importance on the curriculum, especially the core skills of reading, writing an...d mathematics.

Built into the curriculum is an individualised therapeutic approach.

Pupils experience success because staff understand their individual needs well. Pupils typically comment on how 'it is very helpful having all the support' as it builds their confidence.

However, some pupils can be over reliant on this support which limits the progress they make through the curriculum.

Staff have high expectations for pupils' behaviour. Pupils and staff follow the school's approach to behaviour.

Pupils behave well in lessons and social situations. When pupils struggle with their emotions, staff take effective and supportive action. This enables pupils to re-engage with their learning.

Strong pastoral support and positive relationships with adults help pupils to feel valued. Pupils trust adults and know they are there to help and support them.

What does the school do well and what does it need to do better?

There have been a number of changes in the leadership of the school since the previous inspection.

This has led to some parental and staff concerns about the impact these changes have had on pupils' education. The school acknowledges that communication needs to be strengthened to allay any concerns parents or staff may have quickly. Nonetheless, throughout these changes the school has ensured pupils continue to receive an effective standard of education.

The school works tirelessly to make sure the curriculum is well designed and sequenced to meet pupils' needs, including children in the early years. In addition, staff carefully consider the information in pupils' education, health and care plans (EHC plan) to ensure that the provision is in place to meet their learning, medical and emotional needs. The school wants pupils to gain the knowledge and skills they need when they leave for college, training or employment.

The school has high aspirations that pupils will achieve well. There is a strong focus on communication, reading, writing and mathematics. Pupils achieve success in a range of qualifications, including in English and mathematics.

However, there are occasions where teaching does not adapt learning sufficiently well to meet the needs of some pupils. As a result, these pupils become over reliant on staff support and do not take ownership of their learning. This means some pupils do not demonstrate what they know and can do.

The school has a clear focus on preparing pupils for adulthood. Pupils' personal development is carefully considered. Pupils have the opportunity to explore and understand the wider world in which they live.

They experience a wide range of activities beyond the school, such as climbing and visits to the theatre and sporting venues. Pupils can work towards their Duke of Edinburgh's Award. Pupils take delight in the roles and responsibilities afforded to them.

These include being school councillors and house captains. These and other activities help build confidence, develop organisational skills and increase independence. As a result, pupils leave the school well prepared for their next steps.

Pupils receive impartial careers guidance. This helps them prepare for jobs and college applications when they leave school. Enterprise opportunities are carefully planned.

For example, pupils make tie-dye bags, tea towels and socks to sell in a pop-up stall. Such events enable pupils to use their skills in mathematics to budget and work out profit alongside their English-speaking skills to ensure high-quality customer service.

The school ensures the environment is well resourced and looked after.

Pupils benefit from great amenities, including a swimming pool, gym and sensory room. Pupils also experience a wide range of opportunities in school such as the radio club and karaoke. These activities develop pupils' physical well-being, social skills and self-confidence.

Some pupils cannot attend school regularly due to their complex medical needs. The school works effectively with families to ensure that, where able, pupils are in school.

Parents have mixed views about the school.

For example, some parents are unhappy with communication. However, other parents have confidence in the school and feel their children are thriving.

Leaders, including those responsible for the governance of the school, have a detailed and accurate knowledge of the impact of the school's work.

The school is firmly held to account for the quality of education and care pupils receive. Staff are extremely proud to work at the school with what they generally call 'our amazing students'.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• On occasions, teachers do not adapt pupils' learning well. This means some pupils are over reliant on adult support and are not able to take ownership of their learning and demonstrate what they know and can do. The trust must ensure that adaptations are securely in place to allow pupils to demonstrate their knowledge.

• Some parents and members of staff have expressed concerns about the number of leadership changes and the impact this has had on pupils' education. Some parents do not think their child is achieving as well as they should. The trust needs to ensure it continues the work that has already started to strengthen links with the school community so that any concerns raised are dealt with quickly.

Background

Until September 2024, on a graded (section 5) inspection, we gave schools an overall effectiveness grade in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in July 2019.