Peregrinate School

Name Peregrinate School
Ofsted Inspection Rating Good
Address 14 Swinderby Drive, Melling, L31 1JW
Phone Number 01515301681
Type Independent
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 17 (70.6% boys 29.4% girls)
Local Authority Knowsley
Catchment Area Indicator Available No
Last Distance Offered Available No

Information about this school

Peregrinate Ltd is a small independent school which provides alternative educational services to meets the needs of up to 20 pupils. The school caters for male and female pupils who have been out of education for extended periods. Most have been excluded from more than one school and have emotional, social and behavioural difficulties. All pupils currently on roll are in key stage 4 and access the provision during term times. Peregrinate ‘strives to build a community which encourages all its members to develop a healthy respect for each other. In addition, we provide a happy, stimulating and caring environment where there are opportunities, encouragement and stimuli to develop each student to their full potential’. No alternative education provision is currently used by the school. The proprietor is also the headteacher. The school does not currently have a governing body. All pupils are dual registered and are placed by school and/or local authorities from Liverpool, Knowsley and Sefton. The school is an examination centre for different qualifications, mainly basic skills, including BTEC and Edexcel. Both bodies quality assure the school’s education materials and assessment procedures.

Summary of key findings for parents and pupils

This is a good school The proprietor and leaders ensure that the school meets all the independent school standards. The proprietor and staff share a passionate and unwavering commitment to provide a high-quality education. Pupils overcome considerable behavioural barriers to learning to reignite their interests in learning. As a result, they make good progress in a range of subjects and achieve nationally accredited qualifications. Leaders have a deep understanding of the strengths and weaknesses of the school, which they use to set appropriate priorities for development. However, development plans lack measurable criteria to allow the proprietor to check easily that actions are having the desired impact on pupils’ learning. Leaders track individual pupils’ progress well. However, whole-school tracking systems and records are more limited. Pupils generally behave well. On occasions, pupils’ emotional needs cause their behaviour to deteriorate rapidly. Staff deal well with this issue. Incidents of pupils swearing are too frequent and inconsistently challenged by staff. The school’s well-considered curriculum is carefully designed to meet pupils’ needs. It provides pupils with opportunities to develop the academic and life skills that they will need for success in their future lives. The school’s outdoor space is limited and not fully developed to make learning interesting. Pupils feel safe and they know how to keep safe in their community and online because of the good-quality teaching that they receive. Teachers are adept at asking question that draw pupils into conversations that develop their knowledge and social skills well. However, on occasions, teaching in vocational subjects does not provide opportunities for the most able pupils to extend their learning. Despite pupils’ attendance and punctuality improving considerably during their placement at the school, some pupils do not attend as often as they should. Excellent relationships and trust exist between pupils and staff. As a result, pupils say that they are confident that any concerns that they have will be swiftly and effectively addressed. 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.