Ks1 Pupil Referral Unit Closed

About Ks1 Pupil Referral Unit Closed Browse Features

Ks1 Pupil Referral Unit Closed

Name Ks1 Pupil Referral Unit Closed
Ofsted Inspection Rating Good
Inspection Date 23 January 2013
Address Portland Road, Sunderland, SR3 1SS
Phone Number 01915623223
Type Pupil Referral Unit
Age Range 3-7
Religious Character Does not apply
Gender Mixed
Number of Pupils 1 (100% boys)
Local Authority Sunderland
Percentage Free School Meals 0%
Catchment Area Information Available No
Last Distance Offered Information Available No

Information about this school

The Key Stage 1 pupil referral unit (PRU) has undergone some change since the last inspection. It has a very strong focus on supporting children from a very young age and has introduced a twice-weekly playgroup for families with children who have identified behavioural needs. Further changes include the appointment of the team leader to assistant headteacher in place of the headteacher, who was also responsible for two other Pupil Referral units across the city. The provision is based at two sites within two primary schools. Staff also offer support, behavioural advice and training to approximately 60 primary schools and a range of other provisions in Sunderland area. Up to six pupils attend full time at one teaching unit and up to eight per session attend either morning or afternoon at the second teaching unit. Some pupils attend for as little as 12 weeks, others for longer to enable assessments to be carried out. Those who attend full time are in danger of being permanently excluded from their mainstream school. The vast majority of pupils are of White British heritage with just a small number from other ethnic backgrounds. All pupils who attend are identified as vulnerable and have significant behavioural needs. A large proportion have identified special educational needs supported through school action plus. A smaller number have a statement of special educational needs. Approximately half of pupils who attend the provision are known to be eligible for the pupil premium, which provides additional funding for pupils known to be eligible for free school meals, those in the care of the local authority and those from service families. Whilst the management committee oversee spending within the provision, they do not hold the budget nor do they have access to pupil premium monies which currently remain within the budgets of pupils’ mainstream schools.

Summary of key findings for parents and pupils

This is a good school. Pupils who attend the provision achieve well, often from low starting points. This is because staff are exceptionally skilled at supporting pupils. As a result, they make good progress academically, socially and emotionally. Teaching is good overall. In the majority of lessons, teachers make learning fun and pupils enjoy learning through a range of stimulating activities. A small number of children in the Early Years Foundation Stage attend the provision. They make good progress, alongside older pupils, because staff provide a wide range of experiences and activities. Pupils’ behaviour is outstanding despite the difficulties many of them face. This is because : staff understand the needs of pupils well and consistently follow well-established routines. These help pupils to manage their own behaviour. As a result, pupils feel safe and are polite and caring to others. Despite the changes to the leadership team since the last inspection, the assistant headteacher, supported by staff and the management committee have a positive effect on ensuring good teaching and pupils’ achievement. This demonstrates the provision’s continuing ability to improve. It is not yet an outstanding school because : In some lessons, teachers’ planning does not take into account the needs of all pupils and the work set does not match their abilities sufficiently well and learning slows. Teachers’ marking is not yet consistently helpful and as a result, pupils are not always clear about how to improve their work. The progress of different groups of pupils is not always tracked closely enough. As a result, action is not always taken to ensure pupils make as much progress as they should.