Kite Ridge School


Name Kite Ridge School
Website http://www.kiteridge.bucks.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 06 March 2014
Address Verney Avenue, High Wycombe, Buckinghamshire, HP12 3NE
Phone Number 01494448497
Type Pupil Referral Unit
Age Range 11-19
Religious Character Does not apply
Gender Mixed
Number of Pupils 10 (80% boys 20% girls)
Local Authority Buckinghamshire
Percentage Free School Meals 66.7%
Catchment Area Information Available No
Last Distance Offered Information Available Yes

Information about this school

The Kite Ridge Pupil Referral Unit (PRU) was opened in September 2012 and provides education and part-time boarding for boys and girls aged from 11 to 19 years who have complex learning difficulties accompanied by challenging behaviour. In most cases they have been permanently excluded or are at risk of permanent exclusion from other special schools. Three pupils are of sixth form age although the school does not operate specific sixth form provision because of the pupils’ particular learning difficulties. A small number of pupils are eligible for Pupil Premium funding, which is extra funding given for those pupils eligible for free school meals or in the care of the local authority. At the time of the inspection, there were no pupils in the care of the local authority. A very small number of pupils are from minority ethnic groups but there are no pupils who speak English as an additional language. All the pupils have a statement of special educational needs. Most have autistic spectrum disorders. There are three main schools which refer their pupils for places at the unit. These are the group of Buckinghamshire maintained special schools for severe learning disability: Maplewood School in High Wycombe, Heritage House School in Chesham, and the Vale Federation of Schools (Stocklake Park and Booker Park Schools) in Aylesbury. A minority of pupils come from other local authority special schools. The boarding provision provides part-time boarding and is situated in a purpose-built unit located to the rear of Kite Ridge Education Unit. There are six beds in the boarding unit and no young person will be resident for more than 295 days per year. As boarding places are part time, there are a maximum of 12 young people accessing the boarding provision, most of whom are not pupils at the PRU. Currently the provision caters for four Kite Ridge pupils. The local authority has contracted Action for Children to run the boarding on its behalf.

Summary of key findings for parents and pupils

This is a good school because: Teaching is consistently good and occasionally outstanding whether by teachers, or by ‘key workers’ (support assistants) working on an individual basis with pupils. Teachers and other adults are skilled in overcoming the substantial barriers to learning caused by the pupils’ severe and complex learning difficulties. Adults have an exceptional knowledge of their pupils and their disabilities. They plan and teach lessons which are well adapted for the needs of their pupils. The adults manage the pupils’ behaviour very well. They skilfully reinforce positive behaviour and over time, considering the pupils’ complex needs, make a substantial contribution to helping the pupils to understand and control their own behaviour. The pupils feel safe and the school makes outstanding provision for their safety and well-being The school meets the national minimum standards for boarding schools. The standards of care are consistently excellent and the pupils make outstanding progress in their personal and social development. The headteacher has led the school effectively since its opening in 2012. He has been well supported by his senior teachers. Together they have rigorously monitored and improved standards of teaching, which has had a significant impact on the pupils’ progress. The management committee has several new members but has demonstrated convincingly that it offers strong support and consistent challenge to the school’s leadership. It is not yet an outstanding school because: There is not enough outstanding teaching to enable outstanding achievement. On occasions adults do not evaluate pupils’ work and set targets with sufficient precision. This makes it more difficult to plan the next step and slows down the pace of learning.