|Name||The Harbour School|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||28 March 2019|
|Address||Station Road, Wilburton, Ely, Cambridgeshire, CB6 3RR|
|Religious Character||Does not apply|
|Number of Pupils||75 (100% boys)|
|Percentage Free School Meals||56.0%|
|Percentage English is Not First Language||1.3%|
|Pupils with SEN Support||0%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
The Harbour is a special school for boys with social, emotional and mental health needs. A small number have autistic spectrum disorder. Many pupils join the school at different stages in their school career, having had a disrupted education in their previous school. All pupils have an education, health and care plan. Most pupils are of White British heritage and speak English as their first language. Pupils attend from all over Cambridgeshire and sometimes from outside the county. The proportion of disadvantaged pupils supported by the pupil premium is well above average. A small number of pupils in key stage 4 are educated off site at Cambridge Regional College. Two pupils are currently completing an online learning programme through Academy 21.
Summary of key findings for parents and pupils
This is an inadequate school Leadership is weak and ineffective. Leaders have an inaccurate and overinflated view of the school’s effectiveness and have not taken effective action to make necessary improvement. As a result, there has been a decline in the standard of provision. Safeguarding arrangements are ineffective. Leaders have not ensured the safety of the site. Basic procedures for assuring pupil safety and welfare are flouted on a daily basis. The behaviour of some pupils puts the safety of others at risk. Pupils hurt each other with little sanction or consequence. Governors have not challenged leaders sufficiently to improve provision. Governors resigned shortly before the inspection. The proportion of pupils who are absent or persistently absent from school remains too high. As a result, pupils’ progress is weak. Pupils have poor attitudes to learning, because : teaching does not meet their needs. Expectations of pupils’ achievement and behaviour are too low. Pupils make too little progress in improving their writing. Pupils are not provided with enough opportunity to write at length. The progress of pupils is weak across a range of subjects. Progress in key stage 1 and lower key stage 2 is particularly weak. The curriculum does not provide pupils with the knowledge and skills they need in order to be successful. The heads of English and mathematics do not have enough impact on improving their subjects. They have limited knowledge of provision outside their own key stage. The school has the following strengths Procedures relating to those pupils on the child protection register are rigorous. Pupils in the nurture unit make good academic and social progress. Key stage 4 pupils who attend college gain suitable qualifications. Progress in mathematics is improving.