|Name||Flexible Learning Centre|
|Ofsted Inspection Rating||Good|
|Inspection Date||28 November 2017|
|Address||204 Slade Road, Erdington, Birmingham, B23 7RJ|
|Number of Pupils||75 (72% boys 28% girls)|
|Percentage Free School Meals||0%|
|Pupils with SEN Support||2.7%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Flexible Learning Centre is an independent day school for pupils aged between 13 and 16 who have experienced significant disruption to their formal learning. Many have been excluded from previous schools. The school provides alternative education for pupils who cannot attend mainstream schools. Nearly all of the pupils have social and emotional difficulties, which have resulted in them not doing as well as they could at school. Four of the pupils on roll have education, health and care plans. The school is located on three sites in different parts of Birmingham: Hockley, Erdington and Northfield. Staff work across all three sites. The headteacher is also the proprietor and owner of the school. The school opened in September 2008. The school’s last full inspection took place in December 2013 when it was judged inadequate overall. Progress monitoring inspections also took place in July 2014 and April 2015. There are 46 pupils on roll, eight of whom attend on a part-time basis. Most pupils are referred by local schools through network agreements or partnerships. Some pupils are dual registered and remain on the roll of local secondary schools. The school is registered for 140 pupils. The school does not use alternative educational provision to extend its curriculum.
Summary of key findings for parents and pupils
This is a good school Since the last inspection, the proprietor has made significant improvements to the leadership of the school. This has had a positive effect on teaching and learning and the pupils’ progress. Safeguarding is highly effective. Staff complete appropriate training and are confident in recognising the signs of abuse or neglect. Reporting systems are comprehensive. Pupils feel safe and secure. Teaching, learning and assessment are good. Teachers use information from previous schools and their own assessments of pupils to plan engaging and challenging lessons. The majority of teachers provide guidance that is in line with the school’s assessment policy. This is not yet consistent across the whole curriculum. Outcomes for pupils are good. Pupils arrive at the school having experienced significant gaps in formal learning. Their starting points are low. Some pupils also arrive extremely late into the school year. The school helps pupils to catch up quickly. As a result, pupils leave the school with good, relevant qualifications and move on to further education or training. Personal development and behaviour is outstanding. Staff implement the school’s highly effective behaviour policy consistently. Pupils understand the policy and know what staff expect of them. Relationships between pupils and staff and are exemplary. Pupils’ excellent attitudes to learning have a positive impact on their progress. For some pupils, attendance is low. However, the school works effectively with parents and external agencies to support pupils and their families. This has had a positive impact over time and attendance patterns have improved. Pupils’ spiritual, moral, social and cultural development is good. Pupils learn about and appreciate different cultures. They mix well in diverse social groups and their achievements are regularly celebrated. The curriculum is broad and balanced. Pupils can study a range of GCSEs, including English, mathematics and science. The school has also developed specialist BTEC National Diploma routes in health and social care, business studies and sports science. 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.