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Excerpts from the Ofsted
Inspection Report; November
2006
The school provides a
satisfactory curriculum with some good features. Social
and academic needs are met through the planning of the
full range of National Curriculum subjects for pupils at
Key Stages 2 and 3. There is a strong focus on
developing literacy and numeracy skills in other
subjects for all pupils, for example through extended
writing about world religions, and through applying
measuring skills in food technology.
The school’s programme
for personal, social and health education (PSHE) and
citizenship is satisfactory. Citizenship is taught as a
separate subject and, together with international
studies, helps pupils to learn about and accept
differences in others.
The curriculum is
considerably enhanced through a good range of
educational visits and physical activities. These
include swimming, mountain biking, sea canoeing, visits
to castles and visits to the theatre to see
Shakespeare’s plays. These are much appreciated by
parents and carers and are clearly enjoyed by the pupils
who say that this is one of the best things about the
school. These opportunities effectively promote
learning, self-confidence and self-esteem through the
achievement of badges and certificates.
The quality of
teaching and assessment
Teaching and learning
are satisfactory. Classrooms provide pupils with a
purposeful learning environment. As a result of good
working relationships with adults, pupils are keen to
come to lessons, behaviour within the classroom is
generally satisfactory and motivation to complete work
at an acceptable level is high. This allows all pupils
to engage positively in learning and to make
satisfactory progress in lessons, as well as in national
tests and examinations. Younger pupils are often able to
work collaboratively with one another.
Teachers plan their
lessons carefully, taking account of pupils’ interests
and previous learning experiences. Increasingly,
teachers plan activities that match the ways in which
individual pupils learn best. Support staff make a good
contribution to the learning environment by keeping
pupils focused on their work and rewarding effort.
Pupils make most progress when teachers and support
staff are clear about what is to be learned and how best
to challenge them to take responsibility for applying
skills independently.
Assessment is
satisfactory and plans are in place to develop it
further. Pupils have targets that form the basis of
their individual education plans. These targets support
the strong emphasis on developing literacy and numeracy
and on improving behaviour. Teachers assess how well
pupils are achieving these targets in lessons.
The spiritual, moral, social and cultural
development of pupils
Provision for pupils’
spiritual, moral, social and cultural development is
satisfactory. The school is run in a predictable and
orderly fashion with staff providing good role models
for pupils. Systematic use of rewards, consistent
approaches and good levels of supervision effectively
improve pupils’ behaviour, social relationships and
attendance. These skills are further promoted during
educational visits, use of local facilities and daily
meetings where the whole school community meets
together. Some pupils who have been in school longer are
polite and are confident in speaking to visitors about
the school. Newer pupils have yet to settle fully into
their routines.
Behaviour and
attendance are satisfactory and this represents good
progress from low starting points. Improvements can also
be seen in the way in which pupils gradually learn to
cope with small changes to their routines and in their
responses to disappointment or distress. The morning
community meetings and round-up sessions at the end of
the day effectively enhance social development and
respect for the community as pupils gradually learn to
co-operate with each other. Their relationship with one
another and with adults improves considerably over time.
This supports the parents’ belief that the school
enables their children to become more mature and
responsible.
Staff act quickly and
effectively to intervene and ensure the safety of pupils
when occasionally a pupil loses control. Through a
system of meetings involving the pupil, their parents or
carers and key members of staff, pupils are encouraged
to make reparation for any damage caused.
Pupils’ spiritual
development is promoted through religious education
(RE), and through composing their prayers for themselves
and others. There are good opportunities to experience a
sense of wonder through educational visits and lively
lessons, such as when the teacher produced a large
squash for them to observe in science. Pupils’ cultural
awareness is promoted though the RE curriculum in
studies of world religions.
Pupils’ moral and
social development is promoted satisfactorily as they
are encouraged to appreciate right from wrong and to be
aware of the consequences of their actions for
themselves and others around them. Adults provide good
examples of how to behave and their consistency in the
application of the rewards system helps pupils to
develop an awareness of what is appropriate and
inappropriate behaviour.
The welfare, health and safety of the
pupils
Staff at Cornerstones
provide a caring, safe environment for the pupils. High
priority is given to their health, safety, welfare and
well-being particularly in relation to emotional and
behavioural needs. Pupils are encouraged to stay safe.
Levels of supervision
are good. Staff are confident in their relationships
with the pupils and this often helps them to regain
control of their behaviour during times of tension or
anxiety. Risk assessments for taking pupils off-site are
good. This enables pupils to have safe regular access to
local amenities, particularly for sport, and to benefit
from the educational visits that enrich the curriculum.
The caretaker makes a significant contribution to health
and safety by diligently keeping the building free from
hazards. All staff receive annual training for First
Aid, safeguarding, restraint and food handling.
The suitability of the proprietor and
staff
There are comprehensive
checks for each member of staff relating to health,
training, proof of identity and suitability for working
with children and young people. The school is bringing
together these records to into a single, central record
as recommended in DfES guidance.
The school is situated
in a large end-of-terrace house which provides two
classrooms, a computer suite, a library, kitchen, dining
room, staffroom and offices for the headteacher and
administrative staff. The school makes good use of its
well-maintained accommodation, which is in good
decorative order. Pupils make full use of the small
hard-surface play area behind the school and
recreational facilities are considerably enhanced by the
use of the local park, swimming pool and outdoor
activity centres.
The
quality of information for parents and other partners
The school prospectus
provides parents, carers and other interested parties
with useful details about the nature of the provision
and the range of educational opportunities offered at
the school. It also tells them how they can request
further information. A lively pupils’ booklet gives
practical information to prepare new pupils for what
they can expect when they start the school, as well as
what is expected of them in relation to good behaviour.
The parent company also has its own comprehensive
prospectus, which complements information supplied
separately by the school.
Arrangements for annual
reviews of the pupils’ statements of special educational
need are effectively carried out. In addition, meetings
are held regularly with pupils, their parents and carers
to discuss progress, individual education plans and
other issues that might be of concern from time to time.
Parents and carers are contacted prior to the start of
each day so that any relevant information or concerns
can be shared with staff at the morning hand-over
meeting. Similarly, at the end of the day information is
exchanged with those who collect the pupils. A formal
report on pupils’ progress is sent to parents and carers
each term. These regular opportunities for sharing
information and planning together support pupils’ school
placements by keeping all interested parties informed of
how well the placement is progressing and what needs to
be done to maintain it.
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