|Ofsted Inspection Rating||Good|
|Inspection Date||31 October 2017|
|Address||Meir Youth Cafe, Sandon Road, Meir, Stoke-on-Trent, Staffordshire, ST3 7DJ|
|Number of Pupils||Unknown|
|Percentage Free School Meals||0%|
|Pupils with SEN Support||0%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Kinetic Academy is a non-profit making social enterprise which registered as an independent school in October 2013. This is its second inspection. The proprietor leads the school through an executive group that includes the business manager. The lead teacher oversees all the teaching and learning throughout the academy, supported by the head of centre who is responsible for daily operational pupils. activities within the school. The school has a voluntary advisory committee that provides external, independent professional advice on the governance and leadership within the school. The school provides education for pupils who have social, mental, emotional and health needs. It is registered to admit up to 18 male and female pupils in the age range of 14 to 16 and has requested a material change to deliver education to pupils aged 11 to 16 years. It provides therapeutic intervention as an integral part of its curriculum. Pupils have an education, health and care plan to support their social, mental, emotional and health needs. There are no pupils who have disabilities. Kinetic Academy takes pupils who are placed by local authorities when they are at risk of exclusion from either mainstream or special schools. They may have been permanently excluded or need a more therapeutic placement. The school is located in a residential part of Meir, a small town within Stoke-on-Trent. It is based in a two-storey building. The school has its own entrance area and exclusive use of its own premises. A second building has been agreed and is located five miles away from the main building. The school aims are: to provide training and education opportunities to a wide range of students, in particular those who would benefit from a flexible and personalised curriculum and those who learn “by doing” and to ensure that each student receives a quality education, inclusive support and appropriate guidance, through providing an environment in which they can learn appropriately.. The school has no particular religious affiliation. The school uses local sports facilities for physical education and games.
Summary of key findings for parents and pupils
This is a good school The proprietor and leadership team are highly effective in their drive both to nurture and to teach pupils who have personal, social and emotional needs. As a result, pupils feel safe, secure and valued. Outstanding leadership has created a highly effective team of adults who are committed to the needs of their pupils. They ensure that they make good progress both emotionally and academically. They are well trained to manage the behaviour of pupils who have mental health and emotional difficulties. The teaching team ensures that work matches pupils. abilities, and challenges them to do their best. Pupils make good progress during tutorial group work, one-to-one learning opportunities and high-quality therapeutic experiences. The work of the school team ensures that pupils with very low starting points are able to settle down and begin to learn. The positive school ethos ensures that pupils who have not been able to work in any other school can begin to gain confidence. Leaders make sure that the views of pupils are considered in the day-to-day running of the school. As a result, the pupils feel that they are valued. In return, they treat the adults with respect. The leadership team makes good use of consultants who visit the school to help them to design effective, personalised learning opportunities for the pupils. However, key stage 3 pupils do not yet have enough opportunities to use mathematical reasoning. A good, and often inspiring, curriculum provides pupils with a variety of different ways to learn. However, English lessons sometimes lack enough emphasis on the development of a strong spoken and written vocabulary. Day-to-day assessment of pupils. progress makes sure that they have aspirational targets to improve their work. Leaders support this with close monitoring of work and lessons to ensure that pupils increase their knowledge, skills and confidence. However, the school does not yet benefit from comparing pupils. written work with that of pupils from other schools. 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.