|Name||Eden Park Academy Closed|
|Ofsted Inspection Rating||Good|
|Inspection Date||25 June 2019|
|Address||119 Warwick Road, Carlisle, Cumbria, CA1 1JZ|
|Number of Pupils||9 (66% boys 34% girls)|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Eden Park Academy is an independent school for boys and girls aged from 11 to 16, who have social, emotional and mental health difficulties. The school is registered for 12 pupils. The school is run by Pebbles Care Limited. It serves young people who are looked after by local authorities across the country and live in various residential homes. There are currently seven pupils on roll. All have SEND and three have education, health and care plans. The headteacher took up the post permanently in September 2017, having been acting headteacher since April 2017. The headteacher acts as the headteacher for the Eden Park academies located in Carlisle and Leeds. The head of education took up post in June 2017 and provides quality assurance and support to the two academies in England and another two in Scotland. A coordinator of the provision for pupils with SEND was appointed in September 2018. She work across the schools in England. The proprietor has been responsible for governance until recently. A governing body has been established but is not yet operating fully. The school does not use alternative provision. Pupils attend the school’s workshop at another site for practical activities and go to a range of venues for supervised physical education and outdoor education. The school was previously inspected in December 2016, when it was judged to be good.
Summary of key findings for parents and pupils
This is a good school The proprietor and leaders have sustained a good quality of education. They ensure that all the independent school standards are met. Leaders have built on previous good practice to improve teaching, raise standards and develop very effective communication with stakeholders. Staff are highly motivated. They work together successfully to support the school’s vision to ‘build a better future for pupils’. The school provides a nurturing environment where pupils thrive, behave well and develop a positive mindset. The curriculum is broad, and it is adapted successfully to meet each pupil’s specific needs. It is enhanced with interesting experiences to deepen and enrich pupils’ learning. The bespoke curriculum helps to minimise barriers to learning, including those that result from pupils’ disrupted education in the past. Good teaching, built on accurate assessment, enables pupils to make good progress and gain useful qualifications. However, those sessions dedicated to literacy skills are not planned sequentially enough to develop each pupil’s skills progressively. Across the wider curriculum, pupils’ literacy skills are developed well in some subjects, but this is not consistently evident. Pupils are not always able to understand the reading materials used in some subjects. Pupils make good progress in mathematics because gaps in their knowledge are addressed effectively. However, their reasoning and problem-solving skills are less well developed. The school’s work to promote pupils’ personal development and welfare is outstanding. Pupils grow in confidence and become motivated learners. They make an excellent contribution to their school and to the local community. Pupils feel safe and staff are vigilant of any signs of concern. Pupils learn to manage their behaviour effectively and behaviour is typically good. Punctuality at the start of the day can be problematic for some, however. Governance arrangements are in the process of being reorganised. Governors do not yet hold leaders to account and support improvement effectively. Pupils are prepared well for their next steps. In the last four years, all pupils who left in Year 11 have sustained a place at college or in an apprenticeship. 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.