The quality of education at a Birmingham school rated as inadequate by Ofsted, has now met their required standard, inspectors have ruled.
Some 11 out of 16 targets set by Ofsted during their visit to Newbury School last October, have since been met by the joint collaboration of all staff which includes a new headteacher.
Now, the school’s leadership team is speaking out on how passionate they all are about providing the best and much-needed support for pupils, who they say have ‘nowhere else to go,’ having been previously turned away from the education system.
A latest report, after a second, this time unannounced, visit on June 11, says: “In individual provision plans (curriculum maps) the pupils’ voices are now explicitly identified as what they want to achieve as they age.
“The current offer for personal social, health and economic (PHSE) education, including relationships, health and sex education (RHSE) is detailed, well-planned and carefully sequenced to build knowledge.”
In their report last October, inspectors rating the local authority-funded school which has 12 pupils, aged 11 to 19, who have previously struggled, been excluded or dropped out of education, classed it as ‘inadequate.’
Their latest inspection has reported ‘massive improvement’ with ‘considerable’ changes at the school, in Cuckoo Wharf, Lichfield Road, Aston.
School proprietor Anthony Walters said: “While we are encouraged by these findings, it’s important to know our positive story is about more than an inspection.
“This school exists for some of the most vulnerable in our community – children who have been excluded from our state schools and children who cannot get access to education because they are in the social care system.
“In a few cases some of our pupils had not set foot in a classroom for up to three years.”
The report adds: “Leaders have worked hard to refine how learning is promoted in classes. Recently appointed staff members are committed to ensuring lesson progress and the most incredible opportunities to help children learn. Their subject knowledge is strong and this is reflected in the lessons they teach.
“The school has spent some time reviewing and consolidating its assessment systems to understand what the pupils know accurately and how they might need more help.
“The school has re-established expectations around its approaches to behaviour. The behaviour policy is well written and often well implemented to support pupils.
“The introduction of ‘family time’ at lunchtime has provided opportunities for staff to promote positive interaction between all members of the school community.
On a previously not met standard of welfare, health and safety, the standard has now been met, with inspectors noting: “The school has worked hard to increase the focus on understanding reasons for behaviour so the right support and intervention can be implemented.
“All staff contribute to the dialogue through well-planned briefing and de-briefing sessions to understand how to support pupils needing more help.”
Current headteacher Enamul Hoque was appointed by the proprietor before the latest inspection – known as a ‘monitoring’ visit — took place. A former respected engineer and award-winning sales director within the utilities industry before retraining as a teacher, he said it was his ‘vocation to turn the school around’ after a proven track record of implementing improvements.
“This remains a work in progress for us but very positive steps and updated findings have already followed,” he said.
“The latest report has proved a huge step forward.
“These young people often have no role models at home, and in most cases they don’t even sit down together to eat, they are never cooked a meal, let alone encouraged to value education, their families can be some of the most vulnerable in our society and they have been turned away by all other schools.
“Since I started here in May, I am most proud of introducing our ‘family time’ initiative – to sit down and listen and talk together over a meal can be an alien concept for some of our pupils. We can already see the difference it’s making to students’ morale and self-esteem.”
Mr Walters added: “In some cases parents are frustrated with their children being excluded time and time again from the public education system.
“Newbury School adapts a strict policy of suspension rather than exclusion. The school’s approach to engaging with their students is an approach called the Relationship Model’.
“This enables us to fashion ourselves in a similar way to a primary school where we have a strong relationship between teacher and pupils.
“As opposed to a secondary school model where there can be up to 30 students in a classroom and students are moving from class to class for up to 10 subjects, we have a maximum of six students in a classroom supported by a teacher and a learning support assistant.
“Our students may well be taught on a one to one basis subject to their individual needs.”
Other improvements to a required standard reported are:
Premises and accommodation – a medical room has now been ruled as compliant with independent school standards.
Provision of information – the school has updated its website and improved individual pupils’ files
Equality Act 2010 – a detailed and comprehensive accessibility plan has been provided.
Mr Hoque said there are five areas where standards are yet to be met – even though inspectors praised current strategies and work under way to reach this goal. An action plan has been identified and implemented to address remaining challenges.
In areas where inspectors noted positive steps under way, they highlighted ‘strong leadership’, ‘clear understanding’, ‘clear vision’, ‘hard work’ and ‘ambition’ – also concluding systems and processes have massively improved.
Mr Hoque added: “There is nothing that has been identified as needing attention that we are not already focusing on. We are inspiring our pupils and each other to ensure the best future for our school. We have already shown in the short time since our last inspection what is possible. Every day is a new day and that is something we live by here.
“Our pupils deserve a chance in life, whatever they have done in the past. We now greet every one of them with a smile and a ‘good morning on their way in. It’s a shame an official report can’t bring those moments to life.
“Nevertheless the most recent report reflects a staggering amount of positive change that deserves to be celebrated.”
A parent, whose name has been withheld, said of her Year 10 son:
“He has been in and out of school and due to his needs, he has never settled into any school properly. He has been in two schools before, and they all gave up on him.
“Newbury school took him on board and have stuck with him since. When the new headteacher came to school, he was very excited and now looks forward to going to school. They are patient with him and help him a lot. I think he is now making good progress in his behaviour and learning and want him to get some qualifications when he leaves Newbury school.”
Mr Walters added: “Parents are encouraged to work in consultation with the school, they are invited to a monthly school assembly to witness the positive development of their child’s education.
“Given the challenges that exist with our students, our teachers work well within the guidelines of the national curriculum to deliver a structured flexible bespoke education plan for each student.
“Like many other schools, areas have been highlighted for improvement and we take nothing more seriously than ensuring not only that we are doing the very best for our students but that also we are seen to be doing so by responding swiftly and efficiently to points raised.”
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