OFSTED

Inspection of a GOOD School

Ofsted is the Office for Standards in Education, Children’s Services and Skills. They inspect services providing education and skills for learners of all ages. They also inspect and regulate services that care for children and young people.

Ofsted recently carried out an ungraded Ofsted Inspection at Avenue Centre for Education on 12th and 13th October 2022

If students arrive at school and are felt to be unsuitably dressed, parents will be contacted and asked to bring alternative clothing into school and / or alternative clothing (large baggy t shirts, jogging bottoms) will be provided for the day. If students refuse to wear these then they will be taught separate from other students for the remainder of the day or, if this leads to disruptive behaviour, be sent home.

What is it like to attend ACE?

The key to the school’s success are:

Pupils speak warmly of their positive relationship with staff.
Adults build pupil’s trust and engagement with learning.
The small classes help pupils regain confidence in their ability to do well.
The school environment is calm and purposeful.
Adults model the behaviours they expect of pupils.
There are clear boundaries and routines. Pupils consider that this is important.
Pupils are safe and well cared for.
Bullying is rare.
Pupils would willingly discuss any concerns with adults if needed.
Pupils are confident that adults would help to resolve any problem.
Every morning, leaders and staff greet pupils as they arrive.
Adults model the behaviour they expect of pupils.
There are clear boundaries and routines. This helps to quickly detect if pupils are feeling unsettled.
Support is provided, if needed, so that pupils are ready to learn.
Staff expect pupils to aim high and to try their best at all times.

What does the school do well?

Leaders and governors have a clear vision for what they want pupils to achieve.
Many pupils arrive at the Avenue Centre having spent time out of education. Leaders make a careful analysis of pupils’ individual needs and difficulties.
A bespoke programme provides each pupil with opportunities to re-engage with learning.
Most of the curriculum is well planned. It builds pupils’ understanding so that it helps them to remember what they have learned.
Alternative providers complement the vocational training opportunities for pupils. Occasionally, they provide some academic education.
Leaders ensure the consistent use of assessment approaches at other alternative providers. This helps to track pupils’ progress when they are not attending the school site.
Typically, staff have good knowledge of the subjects they teach. They provide pupils with clear explanations. Regular questioning helps staff to identify any gaps in pupils’ knowledge.
Many staff are skilful in building pupils’ confidence.
Staff are alert to the needs of pupils with special educational needs and/or disabilities.
They understand how to manage pupils and their behaviour.
More pupils are arriving with a range of different needs.
Leaders have identified further staff training to meet the needs of pupils with more complex needs.
Pupils behave well in lessons.
They listen carefully to their teachers.
Pupils complete their work, ensuring that it is neat and tidy. This demonstrates their pride and improving attitudes to learning.
Pupils learn key skills that will support them for a life out of education.
Adults model the conventions of communication that pupils will need to use in the workplace.
Pupils know about the importance of respecting differences.
Real-life experiences teach pupils about needs within local communities, such as supporting food bank services.
Pupils also receive effective guidance and advice about careers.
Staff welcome the support they receive from leaders. They appreciate the way that leaders and governors are mindful of staff’s workload.

Safeguarding

The arrangements for safeguarding are effective.
Leaders ensure that safeguarding has the highest priority.
Staff with responsibilities for safeguarding have a good knowledge of the local issues that affect pupils.
Staff work alongside external partners to help tackle serious issues, such as gang activity and crime.
Staff provide pupils with advice and support to help them understand how they can keep themselves safe.
Leaders ensure that there is regular training and communication with staff to help them remain vigilant for any signs of concern.
Staff report every concern, no matter how small.