Ofsted Inspection October 2022

Inspection of a GOOD School

ACE is ACE

Ofsted is the Office for Standards in Education, Children’s Services and Skills. They inspect services providing education and skills for learners of all ages. They also inspect and regulate services that care for children and young people.

Ofsted recently carried out an ungraded Ofsted Inspection at Avenue Centre for Education on 12th and 13th October 2022.

Outcome

There are no changes to ACE’s overall judgement of ‘GOOD’ as a result of this ungraded (Section 8) inspection.

What is it like to attend ACE?

The key to the school’s success are:

Pupils speak warmly of their positive relationship with staff.
Adults build pupil’s trust and engagement with learning.
The small classes help pupils regain confidence in their ability to do well.
The school environment is calm and purposeful.
Adults model the behaviours they expect of pupils.
There are clear boundaries and routines. Pupils consider that this is important.
Pupils are safe and well cared for.
Bullying is rare.
Pupils would willingly discuss any concerns with adults if needed.
Pupils are confident that adults would help to resolve any problem.
Every morning, leaders and staff greet pupils as they arrive.
Adults model the behaviour they expect of pupils.
There are clear boundaries and routines. This helps to quickly detect if pupils are feeling unsettled.
Support is provided, if needed, so that pupils are ready to learn.
Staff expect pupils to aim high and to try their best at all times.

Parents/Carers Feedback

Parents/Carers appreciate the difference the school has made to their children.
Parents/Carers welcome communications that keep them informed about their child’s progress.
Parents/Carers comment on the positive steps taken to reignite pupils’ interests, academically and personally.

What does the school do well?

Leaders and governors have a clear vision for what they want pupils to achieve.
Many pupils arrive at the Avenue Centre having spent time out of education. Leaders
make a careful analysis of pupils’ individual needs and difficulties.
A bespoke programme provides each pupil with opportunities to re-engage with learning.
Most of the curriculum is well planned. It builds pupils’ understanding so that it helps them to remember what they have learned.
Alternative providers complement the vocational training opportunities for pupils. Occasionally, they provide some academic education.
Leaders ensure the consistent use of assessment approaches at other alternative providers. This helps to track pupils’ progress when they are not attending the school site.
Typically, staff have good knowledge of the subjects they teach. They provide pupils with
clear explanations. Regular questioning helps staff to identify any gaps in pupils’
knowledge.
Many staff are skilful in building pupils’ confidence.
Staff are alert to the needs of pupils with special educational needs and/or disabilities.
They understand how to manage pupils and their behaviour.
More pupils are arriving with a range of different needs.
Leaders have identified further staff training to meet the needs of pupils with more complex needs.
Pupils behave well in lessons.
They listen carefully to their teachers.
Pupils complete their work, ensuring that it is neat and tidy. This demonstrates their pride and improving attitudes to learning.
Pupils learn key skills that will support them for a life out of education.
Adults model the conventions of communication that pupils will need to use in the workplace.
Pupils know about the importance of respecting differences.
Real-life experiences teach pupils about needs within local communities, such as supporting food bank services.
Pupils also receive effective guidance and advice about careers.
Staff welcome the support they receive from leaders. They appreciate the way that
leaders and governors are mindful of staff’s workload.

Safeguarding

The arrangements for safeguarding are effective.
Leaders ensure that safeguarding has the highest priority.
Staff with responsibilities for safeguarding have a good knowledge of the local issues that affect pupils.
Staff work alongside external partners to help tackle serious issues, such as gang activity and crime.
Staff provide pupils with advice and support to help them understand how they can keep themselves safe.
Leaders ensure that there is regular training and communication with staff to help them remain vigilant for any signs of concern.
Staff report every concern, no matter how small.

What does the school need to do to improve?

The approach for the teaching of reading is not sufficiently rigorous or well sequenced.
This is because staff are not trained well enough to ensure that pupils gain the phonics
and language knowledge they need to read well. Leaders need to ensure that there is a
cohesive approach to teaching all pupils to read with accuracy and fluency.
Leaders and governors do not make effective use of the wealth of information they
collate. This means that they lack clarity about the impact of their curriculum in
meeting the needs of pupils. Leaders should ensure that there is greater coordination
of the information they hold to meet the needs of pupils and improve the quality of
education.
Some staff have not received the training they need to meet both the academic and
behavioural needs of pupils. Leaders should continue to implement their plans to
improve staff’s knowledge and skills, to enhance the quality and effectiveness of the
curriculum that they provide for their pupils.

School leaders and members (governors) regularly self-evaluate the quality of provision and outcomes for ACE linked to the four Ofsted Inspection categories:

Quality of Education.
Behaviour and Attitudes.
Personal Development.
Leadership and Management.

Through this process, school leaders and members (governors) highlight strengths, identify areas for improvement and build on staff skills and abilities.

The school’s self-evaluation, leaders develop a strategic plan for improvement called a School Development Plan. This plan brings together the school’s priorities, the main measures it will take to raise standards, the resources dedicated to this, and the key outcomes and targets it intends to achieve.

The School Self-Evaluation Form for 2021/2022 (SEF) and the School Development Plan for 2022 – 2025 (SDP) working documents have been shared with staff and members (governors) during the autumn term 2022.