Broadbeck Learning Centre

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About Broadbeck Learning Centre


Name Broadbeck Learning Centre
Website http://witherslackgroup.co.uk/broadbeck-integrated-therapeutic-provision/
Inspections
Ofsted Inspections
Headteacher Headteacher Claire Traynor
Address Brearcliffe Drive, Buttershaw, West Yorkshire, BD6 2LE
Phone Number 01274924666
Phase Independent (special)
Type Other independent special school
Age Range 6-18
Religious Character None
Gender Mixed
Number of Pupils 14
Local Authority Bradford

What is it like to attend this school?

This is a small, nurturing school where children feel safe. Pupils enjoy school. They attend well and work hard in lessons. Pupils trust staff and feel listened to. Each pupil has their own key worker from the school staff. Pupils spend time each week with their key worker. This helps pupils feel valued and supported.

Pupils study a wide range of subjects. All subject content is matched to the national curriculum. The long-term plans for most subjects are well sequenced. Leaders know that some plans need further development. Pupils know that teachers have high expectations of them and that lessons are important. Many pupils have missed a lot of learning before they join Broadbeck. Leaders gather detailed information on new pupils. Teachers use this information to write personal plans for each pupil. New pupils settle into school life quickly.

Leaders recognise the importance of reading and spread their enthusiasm for reading to pupils. Pupils read in school every day. Leaders help parents and carers support their child’s reading at home.

All pupils enjoy a wide range of extra-curricular activities. Staff encourage pupils to try new things. For example, pupils go to a crafting club where they learn to sew and do leatherwork. Pupils are proud to share the items they make.

There is daily communication between school and home. Parents and carers value this and praise the work done by staff to meet each pupils’ individual needs.

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

Leaders have designed an ambitious curriculum. Leaders want pupils to learn about themselves and the world around them. Pupils can gain a wide range of recognised qualifications. Teachers are passionate about their subjects. Teachers share with pupils a sense of awe and wonder about their subject.

The special educational needs coordinator and the clinical team help staff understand the additional needs of each pupil. Teachers regularly check what pupils know and can do. Many pupils have missed a lot of school before joining Broadbeck. Each pupil has a bespoke plan that explains how they learn best. Teachers use this information and subject assessments well. Pupils catch up quickly and gain confidence as learners.

There are long-term plans in place for all subjects. Most of these plans are detailed and well sequenced. The plan for religious education has recently changed and is not yet fully embedded. The plans for modern foreign languages (MFL) and music are underdeveloped.

Leaders have developed an effective whole-school reading strategy. Teachers read with pupils regularly and opportunities for reading are built into curriculum plans. There is a phonics scheme which is delivered well by trained staff. The books come with the scheme and are precisely matched to the sounds pupils know.

Pupils attend well and punctually. This is particularly impressive given that many pupils have had poor school attendance prior to attending Broadbeck. The school is calm and orderly. Staff help pupils manage their emotions. All staff model the behaviour they want to see. Pupils’ attitudes to learning are very positive. Pupils concentrate in lessons and are keen to talk about what they have learned.

Leaders have developed a robust anti-bullying strategy. Older students act as anti-bullying ambassadors and help pupils support each other. Pupils said that bullying rarely happens, but if it does, staff deal with it well.

There is a rich programme to support pupils’ personal development. This programme includes lessons in personal, social and health education (PSHE) as well as enrichment activities. The PSHE leader has written the policy and learning plans for relationships and sex education. The headteacher ensured that parents were consulted about this policy.

Pupils learn about British values in their PSHE lessons. These values are reinforced in other parts of school life outside of lessons. For example, pupils experience democracy through the school council and mini elections. Pupils are respectful and tolerant of people with different faiths, beliefs and lifestyles. Pupils learn about different faiths and cultures in their religious education (RE) and PSHE lessons.

All pupils have enrichment activities every afternoon. These activities include horse riding, forest school, model making, cooking, sewing, leatherwork, hair and beauty, computing, music and fitness. Leaders develop pupils’ talents and interests. For example, some pupils explained how they had learned how to mix music and were now looking into possible career paths in this field. Pupils learn about the world of work from an early age. Leaders ensure that pupils have access to independent careers advice. Older pupils talk confidently about what they plan to do when they leave Broadbeck.

The proprietor’s vision and values come through clearly in the school’s policies and approaches. The headteacher has created a strong team dynamic. He ensures that clinical, school and care staff meet regularly to discuss pupils and agree plans to meet pupils’ additional needs. All staff are involved in seeking out each pupil’s potential, pushing pupils to do their best and training pupils how to cope in the wider world. All staff say they are well supported and feel valued. Staff have access to a rich internal training programme which includes meeting with teachers from other schools. The headteacher has identified a need for more subject-specific training in some curriculum areas.

The proprietor has ensured that all the independent school standards are met. This includes the requirements of the Equality Act 2010. The proprietor has established a school board to provide additional governance for the school. This board meets half termly. The headteacher provides regular reports to the school board, who, in turn, report to the proprietor.

Safeguarding

The arrangements for safeguarding are effective.

There is a strong culture of safeguarding in the school. Staff are aware of the additional vulnerabilities of pupils in the school. Pupils trust staff and know who to talk to if anything is worrying them.

The designated safeguarding lead (DSL) is knowledgeable. She knows how to refer to external agencies for help when pupils need this. She keeps meticulous safeguarding records and monitors the progress of any concerns carefully.

The proprietor provides all staff with training in safeguarding and child protection. The DSL and her deputy have received enhanced training. The DSL keeps staff’s knowledge about safeguarding up to date through regular briefings. The DSL also checks that staff have understood and retained information on how to keep children safe.

The proprietor ensures that the school premises and equipment are safe to use.

What does the school need to do to improve?

(Information for the school and proprietor)

? School leaders have ensured that most subjects have well-developed, sequential plans. However, the long-term plans in MFL and music are underdeveloped and the RE plan is new. It is not clear on these plans how pupils will revisit essential knowledge. School leaders should ensure all subjects have well-sequenced, long-term plans. ? The proprietor has an internal training programme for subject teachers. This includes networking with other subject specialists. However, there are some gaps in the subject training available to staff. Leaders should continue to broaden the training offer for teachers and support staff.


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