Voyage Learning Campus


Name Voyage Learning Campus
Website http://www.voyagelearningcampus.org.uk
Ofsted Inspection Rating Good
Inspection Date 14 November 2013
Address Unit 1, Crown Works, Ashcroft House, Oldmixon Crescent, Weston-Super-Mare, Somerset
Phone Number 01934425522
Type Pupil Referral Unit
Age Range 4-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 76 (67% boys 33% girls)
Local Authority North Somerset
Percentage Free School Meals 39.2%
Catchment Area Information Available No
Last Distance Offered Information Available No

Information about this school

This new school was officially launched as such on 1st April 2013 (at the start of the financial year) and the principal took up post on that date. There was a lead in time from 1st September 2012, following a strategic decision to amalgamate three separate pupil referral units and merge the local authority provision for education other than at school across North Somerset into one integral school. Based on five different sites (and the Key Stage 4 provision is split into two on one of those sites) the school provides education for Key Stage 1 – Key Stage 4 pupils at risk from exclusion and those who are permanently excluded from school. It also provides the tuition service on two of its sites for pupils with medical conditions ranging from a broken leg to complex mental health conditions. Provision is made on the Weston-Super-Mare site for hard to place Key Stage 4 pupils who often enter the county during Key Stage 4. The school has absorbed provision for eight Key Stage 1 and Key Stage 2 pupils with emotional, behavioural and social difficulties, based at Acorns on the Worle site. Before the formation of the school this was managed by the local authority Education Other Than At School Service. In addition the school monitors the provision for pupils whose parents and/or carers elect to educate them at home. Staffing structures and systems are new and there has been considerable change as a result of this recent re-organisation. The local authority has just allocated funding to appoint a re-integration officer to work with the school. Pupils are a mix of dual registered (meaning they remain on the roll of the school from where they came as well as being placed on the roll of this school) and solely on the roll of this school. Pupil premium funding (extra funding from the government for pupils in local authority care, children from service families and those known to be eligible for free school meals) is held back in part or full by the home schools of dual registered pupils to support their re-integration. For the other eligible pupils, it is allocated based on their specific needs. The numbers vary from week-to-week as pupils join the school or re-integrate back into a mainstream school. In September 2013, the number of eligible pupils was about 7%. All pupils are identified as having special educational needs at school action plus. The proportion with statements of special educational needs varies from week to week, but at the time of the inspection there were 16 such pupils. Their range of needs is wide and complex. It includes attachment disorder, anxiety and depression, autistic spectrum disorders, physical disabilities and many learning difficulties. Most pupils are White British and none speak English as an additional language. The school makes use of alternative provision. There are a number of Level 1 Link Courses provided at Weston College.

Summary of key findings for parents and pupils

This is a good school. Pupils make good progress in English and mathematics because they are taught well. Year 11 pupils gain good qualifications in these subjects. Pupils’ artwork is stunning, reflecting the creativity in the teaching of this subject. Innovative vocational subjects equip pupils with excellent skills that prepare them exceptionally well for the work place. All Year 11 pupils start suitable work-related college courses upon leaving school. Behaviour is good. Pupils know how to keep themselves safe. Most pupils overcome their emotional difficulties and become confident learners. In a short space of time the management committee and principal have taken decisive action to improve the consistency and quality of teaching and raise pupils’ achievement. Their actions have been successful. It is not yet an outstanding school because : Occasionally, teachers take too long explaining to pupils what they need to do. This slows their learning. In a few lessons, teachers make insufficient use of their knowledge of what pupils already know and can do to plan new work to challenge them to progress more quickly. Primary aged and Key Stage 3 pupils are not moved back into mainstream schools speedily enough.