Gloucester House

Outcomes for:

Education

Baseline context:

• All pupils were performing below age related expectations in reading, writing and mathematics despite some pupils having reading, spelling and maths ages at or above ARE in standardised tests
• 100% of pupils were well below age related expectations in personal and social development (PSD)

In the last academic year 2023-2024 many pupils made at least one year’s progress (expected) and many also made more than a year’s progress (more than expected) in English and maths.

Outcomes 2023-2024

Well done to all the pupils for their achievements and progress in their work.

English

Grammar:

• 22% less than expected progress
• 11% at expected progress
• 67% more than expected progress

Reading:

• 11% less than expected progress
• 22% at expected progress
• 67% more than expected progress

Writing:

• 44% less than expected progress
• 11% at expected progress
• 44% more than expected progress

Mathematics

Maths – number:

• 11% less than expected progress
• 67% at expected progress
• 22% more than expected progress

Maths Geometry:

• 22% less than expected progress
• 55% at expected progress
• 22% more than expected progress

Maths Using & Applying:

• 11% more than expected progress
• 22% less than expected progress
• 67% at expected progress

Headlines 2024-2025

• Reading currently has the highest overall progress amongst the core subjects.
• All pupils have made progress over time from baseline to present across the core subjects, some of these improvements are significant.
• Number progress is the most consistent amongst all groups.

Mental health and wellbeing

Children’s Global Assessment Scale

An increase in the CGAS figure indicates an improvement in general functioning.

64.2% of pupils out of the cohort have made positive progress from admission to the present day.

2 of these pupils are new admissions so at this stage it is not possible to see their trajectory of progress which will come over time. Of the pupils who have made progress, all of these have achieved a good deviation in scoring.

Goal based measures

Goal based measures are goals that are set with the teachers, clinicians, parents/carers and pupils if they want to contribute. It is always valuable to have pupil engagement which makes goals more achievable and person-centred.

43 goals were set overall from admission to the present day:

67% showing a positive change

4.65% showing negative progress

27% showing a plateaued result in progress

Parent feedback:

We meet regularly with parents/carers and gather their views. Parents/carers have positive views of the provision. This is evidenced by questionnaires completed bi-annually.  

What do Ofsted think?

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

Ofsted graded our school against their scale of 1-4 to represent ‘outstanding’, ‘good’, ‘adequate’ and ‘inadequate’.

In November 2022 we achieved a grading of ‘Good’ with outstanding features (behaviour and attitudes).

Ofsted commented:

• Leaders ensure that staff have the right expertise to meet pupils’ different needs.
• The team includes a range of knowledgeable professionals. Right from the start, these teams work with parents and carers and external specialists to identify pupils’ needs. This leads to a clear and shared understanding of what support each pupil needs and when.
• Leaders make sure that the academic curriculum meets each pupil’s stage of development.
• Pupils receive targeted support by teachers and support staff.
• Staff structure lessons in a way that allows pupils to manage and succeed.
• Staff use different activities skilfully to build up pupils’ knowledge and understanding. For example, they use strategies such as memory games to aid recall of knowledge.
• Older pupils showed empathy for others in their discussions about the rights of LGBTQ+ people.
• The arrangements for safeguarding are effective.

Challenge Partners’ quality assurance review

Challenge Partners is a charity whose goal is to reduce educational inequality and improve the life chances of all children. Through collaboration, challenge and professional development they work to ensure every school community can benefit from the combined wisdom of the whole system.

Challenge Partners is supported by the Social Business Trust, a charity that supports effective social enterprises to scale up their impact, through their partner organisations: Bain & Company, British Gas, Clifford Chance, Credit Suisse, EY, Permira and Thomson Reuters.

 Challenge Partners Review commented:

• Staff work in a highly collaborative manner. Lessons are designed to engage pupils and staff creatively present learning in meaningful, relevant and experiential ways, for example, through pupils’ regular horticultural sessions.
• Pupils and staff have a very positive rapport with each other. There is a high level of relational attunement and a great sense of empathic understanding supporting pupils to become ready for learning.
• Each classroom is a calm, well-organised, oasis of learning. Interactions are positive and staff are highly skilled in positively engaging pupils in their learning through praise, encouragement and being highly sensitive to pupils’ emotions and feelings.
• The therapy and clinical staff  have an excellent understanding of education and how their work will impact pupils and the learning environment.
• Staff enable pupils to develop their choice making and confidence and to take appropriate risks and develop/plan for their independence; staff regularly enable pupils to demonstrate their skills, learning and achievements.
• Leaders and staff have adapted and developed learning environments to maximise learning.
• There is a firm focus on literacy and reading skills, recognising the importance of this for every pupil in accessing the whole curriculum.
• The school excels at supporting pupils to be able to become aware of and appropriately express their emotions and develop self-esteem.
• The school uses an effective, three part ‘carousel’ planning document.
• Pupils are happy to be in school and are well supported in all environments.
• Teachers adapt resources effectively to support specific pupil needs and learning styles.
• Staff access a range of professional development opportunities that are enhancing the delivery of literacy and mathematics.
• There is a wide range of planned opportunities for all pupils to practise and use their developing communication and social skills out in the community to develop their independence and life skills.
• Pupil transition on leaving Gloucester House is thorough.

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