North West Kent Alternative Provision Service

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About North West Kent Alternative Provision Service

Name North West Kent Alternative Provision Service
Ofsted Inspections
Ms Abigail Woodhouse
Address Richmond Drive, Gravesend, DA12 4DJ
Phone Number 01474332897
Phase Academy
Type Academy alternative provision sponsor led
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 7
Local Authority Kent
Highlights from Latest Inspection

What is it like to attend this school?

Pupils receive a positive new start when they join this school. Their individual needs are carefully identified by staff that take the time to get to know them well. Because of this, relationships between staff and pupils are very strong.

Pupils develop confidence to overcome barriers to learning. An extensive programme of support helps pupils to learn how to manage their social, emotional and mental health needs. Pupils use these strategies to become increasingly resilient when faced with new challenges.

The school is typically calm and orderly. Pupils report that bullying is very rare because they see themselves as 'one big family'.

Staff provide pupils wit...h tailored support to improve their skills in reading and writing.

An extensive range of vocational courses such as sports science encourage pupils to consider these routes as possible career paths in the future. Leaders shape the curriculum to help pupils work towards achieving personal learning targets. This includes exciting opportunities to practise collaborative teamwork and communication.

For example, pupils visit 'panic rooms' to work together to solve tasks and puzzles under pressure.

What does the school do well and what does it need to do better?

All pupils at the school have a variety of special educational needs and/or disabilities (SEND). The knowledgeable SEND team quickly identifies pupils' specific needs to develop a personalised programme of support.

These programmes include research-informed interventions such as talking therapies or team building. Leaders carefully monitor pupils' progress to check that the support is effective. Where needed, leaders apply for education, health and care plans.

This helps pupils to continue to access the support they need when they reintegrate back to their original schools.

Pupils study subjects that are broadly in line with the national curriculum. This ensures they have the education they needed to support a successful transition back into mainstream education.

Many pupils require specific support with their reading and mathematical skills. The curriculum sharply focuses on addressing this. For example, in English, pupils recap and practise punctuation, spelling and ambitious vocabulary.

For those that do not yet have the phonics knowledge to read confidently, pupils receive specialist reading support. Pupils access a wide range of books which are age appropriate but accessible to their various reading stages.

Typically, teachers do check what pupils understand before they move onto new learning.

However, sometimes teachers do not provide the right support to ensure pupils understand key concepts within the curriculum. In addition, teachers do not always adapt learning to meet the different needs of pupils. As a result, pupils have gaps in their subject knowledge, meaning they find it more difficult to understand new topics and ideas.

Strategies designed to help pupils improve and manage their behaviour are effective. In lessons, learning is rarely disrupted as staff deal with it well. Many pupils have struggled to attend school previously.

Leaders work with parents and referring schools to encourage attendance. For many pupils, there have been some improvements in how regularly they attend school. This has supported their re-engagement with education.

Leaders prepare pupils exceptionally well to reintegrate back into mainstream school or the next stages of education. After leaving the school, the vast majority of pupils continue in post-16 education, training or employment. Lessons on finance and life skills prepare pupils for adulthood.

Pupils learn to respectfully debate societal dilemmas such as the age restrictions on social media platforms. Pupils learn to take care of their mental and physical health. This includes learning about sex and relationships in an age-appropriate way.

The extensive careers programme provides pupils with unbiased information about possible career paths. Visitors from colleges, universities and local industries inspire pupils to strive ambitiously for prosperous futures.

Governors have oversight to ensure leaders make decisions that are in the very best interests of pupils.

They maintain a clear view to help leaders ensure their actions are effective. Staff value the wealth of training that helps them to fulfil their roles.


The arrangements for safeguarding are effective.

School leaders provide effective training to ensure staff can identify the signs that a pupil may be at risk of harm. They tenaciously seek out professional support for pupils who need it. Staff are well informed of the risks that pupils may face by working closely with referring schools, parents and carers.

Meticulous records clearly indicate the steps that leaders take to resolve any reported concerns about the welfare of pupils.

Pupils have regular talks from external providers to inform them of how to stay safe outside of school. This has included how to avoid the dangers of knife crime.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Staff do not always ensure that the teaching choices they make help pupils learn the intended curriculum. Consequently, pupils have some gaps in their knowledge meaning they can find exploring new ideas and concepts more difficult. Leaders must ensure that staff have the skills and expertise needed to effectively implement the school's curriculum.

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