|Name||Abbey Manor College|
|Ofsted Inspection Rating||Good|
|Inspection Date||10 January 2013|
|Address||40 Falmouth Close, London, SE12 8JP|
|Type||Pupil Referral Unit|
|Religious Character||Does Not Apply|
|Number of Pupils||130|
|Percentage Free School Meals||25.4%|
|Catchment Area Information Available||No, we only have catchment area data for schools in England|
|Last Distance Offered Information Available||No|
Information about this school
Abbey Manor College is a pupil referral unit for those who have been permanently excluded or who are at risk of permanent exclusion because they find it difficult to settle comfortably into mainstream school life. It also provides for a small number of difficult-to-place students referred by the local authority, as well as Year 11 casual admissions from January of their final year at school. Students are frequently joining throughout the year. The college is on two sites. The John Evelyn Campus in Ladywell provides for Key Stage 3 students to support their reintegration back into mainstream schools. The Broadoak campus in Lee provides for Key Stage 4 students, enabling them to attain nationally recognised qualifications. Since the previous inspection, the college has introduced a sixth form for those who have been unsuccessful in entry to further education or training at the end of Year 11. In addition, the college manages the University Hospital Lewisham school room which provides for in-patient pupils from the ages of 5 to 16 who have medical needs. Most stay for a very short time. During the last school year, 419 were supported. Three students are presently receiving some weekly home tuition from the hospital school staff. Currently, the large majority of students are boys. A small number have a statement of special educational needs and a few are looked after by the local authority. Typically, the majority of students are from Black or minority ethnic groups. The college has designated all students as being eligible for the pupil premium, which provides additional funding to support those known to be eligible for free school meals and children looked after by the local authority. Taking account of this, the local authority provides specific funding to enable the college to provide extra support for all students throughout the year.
Summary of key findings for parents and pupils
This is a good school. Students are doing well and make good progress across the college, particularly in the key skills of literacy, numeracy and information and communication technology (ICT). After initial assessments, students are set precise targets; the progress being made to these is checked regularly, which is an improvement since the previous inspection. The proportion of students achieving BTEC and work-related qualifications is increasing. The good sixth form provision is improving students’ opportunities to continue their education when they leave the college. The University Lewisham Hospital works closely with medical staff to ensure in-patients on the children’s ward receive appropriate education during their stay. As a result of continuous focus on improvement by senior leaders, the quality of teaching and learning is good. Teachers plan their lessons well and ensure students know what they must achieve by the end. During their time at the college, students’ confidence and behaviour improve as they regain interest in education. Compared to their record in previous mainstream schools, the attendance of most students also improves. Students say the college is a safe place to be, that they get on well with one another and the staff. The executive leadership knows what it wants to achieve for the college in order to make a significant difference to the lives of students, both academically and personally. The areas identified at the previous inspection have been dealt with successfully. The support of both the local authority and the management committee contributes effectively to the work of the college and its good overall effectiveness. It is not yet an outstanding school because : The use and effectiveness of other adults who support learning vary too much from lesson to lesson. Staff must ensure a consistency of approach regarding the appropriate use of mobile phones, and challenge students accordingly.