Catch22 Pupil Parent Partnership

About Catch22 Pupil Parent Partnership Browse Features

Catch22 Pupil Parent Partnership


Name Catch22 Pupil Parent Partnership
Website http://www.theppp.org.uk
Ofsted Inspection Rating Good
Address 191 Freston Road, London, W10 6TH
Phone Number 02035829351
Type Independent (special)
Age Range 13-18
Religious Character None
Gender Mixed
Number of Pupils 41 (73.2% boys 26.8% girls)
Local Authority Kensington and Chelsea
Percentage Free School Meals 0.0%
Pupils with SEN Support 83.3%
Catchment Area Indicator Available No
Last Distance Offered Available No

Information about this school

PPP Community School provides specialist alternative education for pupils who are unable to access mainstream secondary education for a variety of reasons. The school caters for pupils who have a range of social, emotional and mental health needs. The school is part of Catch 22 Multi Academies Trust (MAT). Their mission is ‘to enable young people to progress and succeed in sustained education, employment and training’. The majority of pupils have been permanently excluded from one or more previous settings. Others are placed in the school by their local authorities when they cannot find a mainstream school for them. Pupils are placed by Ealing, Brent and ‘tri-borough’ (Westminster, Kensington and Chelsea and Hammersmith and Fulham) local authorities. The school is currently based on two sites. One site is situated at 191, Freston Road, London W10 6TH and the other at The Phoenix Centre, Dormer Wells Lane, Southall UB1 3JB. The school uses no other alternative provision. The proportion of pupils with special educational needs and/or disabilities (SEND) is above average. The proportion of pupils with SEND that have an education, health and care (EHC) plan is small, compared to nationally. Most pupils are from a variety of ethnic backgrounds, and approximately half are supported by the pupil premium. During the time of the inspection, there were pupils aged 14–16, with no post-16 students on roll. There were significantly more boys than girls. The school’s last standard inspection took place in December 2015. There has been a few changes since the last inspection. The lease at a previously occupied property by the school expired, and so the school acquired the premises situated at The Phoenix Centre in July 2017. Additionally, the Department for Education approved the school’s application to extend its age range from 14–16 years to 13–17 years, from January 2016. The current executive headteacher was appointed in April 2018. She is also the executive headteacher of one other school within the trust. The executive principal joined the Catch 22 MAT in September 2016, and reports to the chief executive officer of the trust.

Summary of key findings for parents and pupils

This is a good school The newly appointed headteacher, together with governors and managers, provides effective leadership. Their relentless focus is for pupils to receive a good education and gain the chance to make a positive contribution to the community. Leaders, including governors, have implemented procedures to ensure that the independent school standards are met. Leaders have high expectations for both staff and pupils. Effective professional development helps teachers to develop their practice. This leads to positive outcomes for pupils. Often, pupils join the school with gaps in their learning, and less than positive attitudes towards school. Over time, pupils start to regain their belief in education, and make significant gains in their personal development. Staff build positive relationships with pupils, which helps them develop self-esteem. Pupils behave well and show respect to one another, and to staff and visitors. Teaching is strong. Staff assess pupils’ prior learning and use this information effectively to aid their planning. Pupils enjoy their learning, and value the support they receive. Most pupils achieve well. Given their low starting points, pupils make good progress in a range of subjects, including in English and mathematics. Pupils’ qualifications, including GCSEs, reflect this. At times, additional interventions are not monitored to ensure that they have the required impact on pupils’ learning. For some pupils, their attendance improves at this school. However, in spite of leaders’ and managers’ efforts, persistent absence for a few pupils is high, and overall attendance remains low. Leaders and managers ensure that the curriculum suits pupils’ needs. Most pupils achieve well, but leaders are keen for pupils to gain stronger academic qualifications. They have identified the need to review the curriculum to build on pupils’ outcomes. Compliance with regulatory requirements The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.