|Ofsted Inspection Rating||Good|
|Address||Golborne Centre, 2a Wornington Road, London, W10 5QJ|
|Number of Pupils||6 (50% boys 50% girls)|
|Local Authority||Kensington and Chelsea|
|Percentage Free School Meals||0%|
|Pupils with SEN Support||27.3%|
|Catchment Area Indicator Available||No|
|Last Distance Offered Available||No|
Information about this school
Epic Learning provides day places for up to 60 boys and girls aged from 13 to 18 as part of the alternative provision for education within the Borough of Kensington and Chelsea. There are currently 12 pupils on roll, mainly in Years 10 and 11, and a few in Year 12. A small minority of pupils have an education, health and care plan. The school does not have a sixth form. All pupils are from disadvantaged backgrounds and have special educational needs related to social, emotional and mental health difficulties. There are very few most-able pupils. The school is run by an employee-led social enterprise company, Epic CIC, which was previously part of the school engagement programme in the Royal Borough of Kensington and Chelsea. It is based in a council-owned multi-use centre that is also a youth and community centre out of school hours. The school’s aim is to improve behaviour, raise achievement, promote greater inclusion and reduce the risk of fixed-term and permanent exclusions. Students are dual-registered, remaining on the register of their mainstream school while attending the centre on a full-time basis until they are ready to return to mainstream learning, college or employment. There are five teachers who are responsible for their subjects: English, mathematics, science, religious education and personal, social and health education. There is also a part-time teacher of art. The mathematics teacher is also the head of school. By the end of the inspection, the school met the statutory requirements for the publication of information on its website. The school’s last full standard inspection was in June 2014. A material change inspection took place in September 2016. This material change inspection was commissioned because the school relocated its premises from Golborne Youth and Community Centre in the London Borough of Kensington and Chelsea to Epic Lancaster Centre in July 2016. The relocation of the school site to new premises was a result of health and safety concerns relating to flooding of the existing building. In that inspection, the school met all the independent school standards relevant to the material change. The school remained at its new premises for the academic year 2016/17. The school returned to its current premises at Golborne Youth and Community Centre for the academic year 2017/18. The school uses no alternative provision.
Summary of key findings for parents and pupils
This is a good school Leaders and the proprietor have ensured that all the independent school standards are met and the school continues to improve. Governors are knowledgeable and skilful. They know the school well and support and challenge leaders effectively. Teaching, learning and assessment are good. Teachers know the pupils very well and plan learning carefully to meet their needs. Consequently, pupils make good progress during their time in school. There is strong support for leadership from staff. Morale among the staff is high. Pupils’ personal development, welfare and behaviour are good. Pupils interact well with each other and adults and show positive attitudes to learning. The school environment is calm and orderly. Pupils’ spiritual, moral, social and cultural development is promoted well. Pupils are taught about British values and are prepared well for life in modern Britain. Pupils feel safe and well cared for in school. They are taught how to keep themselves safe from a range of potential risks. Pupils receive good advice and guidance on careers options, which prepare them well for their next steps. There are strong links with parents and carers. Leaders work effectively with external agencies to support pupils and their families. The curriculum is broad and is designed well to meet the needs of pupils. However, there is insufficient emphasis on improving pupils’ skills in reading to help them become more confident readers. On occasion, pupils are not given time to complete their work and consolidate their learning. Pupils have limited access to information and communication technology (ICT) to support their learning further. Teachers’ expectations of the presentation of pupils’ work are not consistently high. The school improvement plan lacks clear timescales for actions to tackle identified weaknesses. Leaders have not ensured that the school’s marking and feedback policy is effectively implemented. 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.