The Eden SDA School

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About The Eden SDA School


Name The Eden SDA School
Website http://www.theedenschool.com
Inspections
Ofsted Inspections
Headteacher Mrs Laura Osei
Address 92-100 Warwick Road, Ealing, W5 5PT
Phone Number 02036275556
Phase Independent
Type Other independent school
Age Range 2-18
Religious Character None
Gender Mixed
Number of Pupils 61
Local Authority Ealing

What is it like to attend this school?

Leaders, including those responsible for governance, are not fulfilling their statutory responsibilities in relation to safeguarding pupils. Pupils are not kept safe.

The curriculum in most subjects is poorly designed and lacks ambition. Leaders have not given sufficient thought to the key concepts that pupils need to learn and remember. As a result, pupils are not well prepared for the next stage of their education, employment or training.

Most pupils enjoy their time here. Pupils’ behaviour is typically good and learning in class is not interrupted. Should any disruptive behaviour or bullying occur, teachers deal with these effectively. Pupils are confident to share any concerns they may have with staff because they know they will be resolved swiftly.

Pupils have opportunities to develop leadership skills. For example, pupils help to choose the educational visits that leaders organise to extend their learning. Pupils take part in a range of activities, including choir, football and basketball. Leaders have designed the curriculum to help pupils to understand important issues about faith, culture and heritage. For example, all members of the school’s community performed in the school’s annual theatre production of ‘Motherland’, a celebration of African heritage.

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

Pupils study a broad range of subjects. The curriculum has been focused on preparing older pupils and students for the examination specifications. Subject curriculums are not well designed or sequenced. In almost all subjects, leaders have given little thought to how pupils build their understanding. As a result, the curriculum does not help pupils to develop a rich body of knowledge that enables them to learn and remember more.

Leaders have started to develop a well-ordered curriculum in mathematics. Pupils in the primary phase learn to multiply and divide accurately. Older pupils use this knowledge when they tackle more complex topics, such as expanding brackets in algebra.

However, clear curriculum thinking is not evident in most other subjects. Leaders have not routinely identified the important knowledge pupils need to learn. This means that the work pupils complete does not help them to build up cumulative knowledge securely. Teachers do not check that pupils have understood important concepts. This results in gaps in pupils’ knowledge that are neither identified nor addressed and which therefore persist over time.

Although children learn to read from the start of their Reception Year, leaders do not ensure that teaching follows a rigorous and systematic approach. This means that children do not learn the phonics sounds that they need to know in order to read with accuracy and fluency. Support for older pupils who struggle with reading is variable. As a result, pupils who need additional help with reading do not develop reading confidence and fluency swiftly enough. Other areas of learning are planned coherently to help children build their knowledge in early years.

Pupils with special educational needs and/or disabilities (SEND) are accurately identified. Leaders put appropriate plans in place to meet their needs. Leaders make sure that teachers understand the needs of pupils with SEND and how to adapt teaching to enable pupils with SEND to access the curriculum. However, weaknesses in curriculum design overall mean that pupils with SEND are not routinely helped to learn and remember important knowledge in different subjects.

Pupils typically behave sensibly, including in early years and sixth form. Leaders address any incidents swiftly so that pupils quickly refocus on their learning. Pupils attend school regularly and on time. While appropriate use is made of consequences, including suspensions, leaders have used remote learning inappropriately as a means to discipline pupils by educating them off site. This constitutes the unlawful use of exclusions by leaders.

The curriculum for personal, social, health and economic (PSHE) education is designed to help pupils to learn important concepts, including healthy relationships and sex education (RSE). Although key themes have been identified, the order in which these are taught is not carefully sequenced. This means that pupils do not build up a thoroughly detailed understanding of important issues over time through the RSE curriculum. Although students in the sixth form discuss themes and issues, there is no structured curriculum or approach for this. As a result, students do not get the opportunity to deepen their knowledge further in this area. Pupils receive appropriate careers education and guidance. This includes individual interviews and opportunities to undertake work experience. Pupils volunteer and contribute to the local community. For example, they create and distribute food baskets, help in a local care home and contribute to the food bank.

Leaders, including the proprietor and those responsible for governance, do not have an accurate view of the school’s effectiveness. This means they have not identified the right priorities to address. Leaders have not acted with sufficient urgency to ensure that pupils learn an ambitious curriculum. Safeguarding is not effective. Leaders have not ensured that all the independent school standards are met or that they are fulfilling their statutory responsibilities. They do not demonstrate capacity for improvement. Staff are appreciative, however, of the consideration leaders give to their workload and well-being.

As part of the inspection, inspectors considered a material change to the school’s premises. As part of this material change, inspectors considered Part 5 of the non-association independent school standards (ISS) and ISS standards 11, 12 and 16. Leaders have ensured that there is an appropriate health and safety policy, which is complied with. They have also ensured that relevant fire safety procedures are in place. Several of the required standards are not likely to be met following the school implementing the material change. In the Beacon Centre premises, pupils do not have access to toilets which are for pupils’ sole use. This means that this independent school standard is not likely to be met should the Department for Education decide to approve the material change. Although leaders have identified appropriate risks to be managed in both premises, the actions that staff are required to take to mitigate these are not effectively and thoroughly implemented. This means that Part 5 and standard 16 of the independent school standards are not likely to be met. Leaders are not demonstrating consistently the skills and knowledge needed for their role.

The school complies with schedule 10 of the Equality Act 2010.

Safeguarding

The arrangements for safeguarding are not effective.

Leaders, including those responsible for governance, have not ensured that statutory safeguarding requirements are met. Pupils are not kept as safe as they should be. The safeguarding policy being used by the school is out of date and does not refer to current requirements. Leaders had not made sure that an up-to-date policy was available on the school’s website. Leaders with responsibility for safeguarding have not had up-to-date training.

Leaders have not followed statutory guidance in relation to sharing all relevant information with the local authority when a pupil of compulsory school age is removed from the admission register. This increases the risk of these pupils going missing from education.

Leaders do not keep accurate records of safeguarding incidents or the referrals they make to external agencies. This means there is a lack of clarity around when actions have been followed up and completed. The admissions register is not maintained accurately. Leaders have an incomplete picture of pupils’ previous education and any safeguarding concerns there may have been.

Leaders make appropriate pre-employment checks on staff before they begin working at the school.

The curriculum has been designed to help pupils to learn how to keep themselves safe. This includes learning about important issues, such as consent and staying safe when online.

What does the school need to do to improve?

(Information for the school and proprietor)

? Leaders, including the proprietor and those responsible for governance, are not fulfilling their statutory duties relating to safeguarding, including in the early years. Pupils are not kept safe. Leaders must ensure that those with responsibility for safeguarding are appropriately trained. Leaders must ensure that they keep accurate and complete records of any safeguarding referrals made within school or to external agencies. Leaders must also ensure that procedures for assessing and managing risk on and beyond the site are consistently implemented. Leaders must ensure that they follow all statutory safeguarding guidance. This includes providing the local authority with all the required information when any pupil is removed from the school’s roll partway through their education at the school. ? Teachers do not use an approach to teaching phonics that is rigorous, systematic, and used with fidelity. As a result, the learning and development statutory requirements of the early years foundation stage are not met and pupils do not learn to read with sufficient fluency. Leaders must ensure that they implement a consistent approach to teaching early reading from early years upwards so that all pupils, including those with SEND, develop into accurate and confident readers. ? The curriculum in Year 1 upwards in most subjects is poorly designed. As a result, pupils do not develop a rich body of knowledge in different subjects. Leaders must ensure that they identify the important concepts that pupils should learn. These should be sequenced so that pupils revisit, apply and deepen their understanding. This will support teachers to check that pupils have secured important knowledge so that any misconceptions can be identified and corrected. As a result, all pupils, including those with SEND, will be better supported to learn and remember more. ? The curriculum for PSHE is poorly sequenced, and students in the sixth form are not routinely taught PSHE as part of their curriculum. As a result, students in the sixth form do not revisit and deepen their understanding of important ideas. Leaders must ensure that the PSHE curriculum is sequenced cumulatively so that pupils and students in the sixth form build their knowledge securely. ? Leaders, including the proprietor and those responsible for governance, have used remote education as a consequence for pupils’ poor behaviour. This constitutes illegal use of exclusions and puts pupils at risk. Leaders must ensure that consequences are appropriately used and are recorded and reported accurately. ? Leaders, including the proprietor and those responsible for governance, do not have enough awareness or understanding of their statutory responsibilities. They have not made sure that the requirements of the independent school standards are met. Leaders must also ensure that they are familiar with and fully implement statutory requirements. The proprietor and those responsible for governance must identify priorities for improvement accurately and hold leaders to account in making those improvements.


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