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Clatterford Tuition Centre
The Island Learning Centre, Berry Hill Road, Lake, Isle of Wight, PO36 9LH
Inspection dates 30 April–1 May 2014
Previous inspection: Satisfactory 3
This inspection: Inadequate 4
Achievement of pupils Inadequate 4
Quality of teaching Inadequate 4
Behaviour and safety of pupils Inadequate 4
Leadership and management Inadequate 4
Summary of key findings for parents and pupils
This is a school that requires special measures.
Achievement is inadequate. Students do not
make enough progress in their learning and
their literacy and numeracy skills are not
developed well enough.
Students’ progress is particularly poor in
English, mathematics and science.
Teachers often lack the necessary subject
knowledge. Expectations are too low because
teachers do not take account in their planning
of what students have already achieved.
Teachers are sometimes unclear about what
they want students to learn. As a result,
students sometimes become confused or miss
the point. Marking does not help students
sufficiently to improve their work. Teaching
assistants are not used effectively to promote
Behaviour and safety overall are inadequate
as attendance remains exceptionally low. It
has not improved since the previous
inspection. Students’ attendance seldom
improves while they are on roll at the centre.
Students sometimes lose focus on their work
because staff do not consistently follow the
Leadership and management are inadequate
because some key leaders, including those
responsible for subjects, do not know the
centre well enough. They do not have a clear
vision of its core purpose.
Leaders have an inaccurate picture of the
quality of teaching and the progress of
different groups of students. As a result, they
are uncertain about what to do to improve.
The checks on standards and progress by the
management committee over recent months
have not had sufficient impact.
Work is needed to ensure all parts of the site
are fully safe. The child protection policy has
not yet been agreed by the management
The school has the following strengths
Teachers develop positive relationships with
Students report that they feel safe in the
Inspection report: Clatterford Tuition Centre, 30 April – 1 May 2014 2 of 10
Information about this inspection
The inspector observed six lessons jointly with senior leaders.
The inspector observed students around the school site and held meetings with students,
members of the staff, members of the management committee and senior leaders from local
mainstream schools, some of whose students and ex-students attend the centre.
A work scrutiny took place on the second day of the inspection, where the inspector, jointly with
the interim headteacher, looked at a range of students’ work.
The inspector looked at a range of documentation, including records of visits by the Leadership
and Learning Partner representing the local authority, management committee minutes, policies
and data sheets.
Too few parents and carers responded in order to generate an online profile of parents’ views on
the Ofsted website. However, the inspector took account of the school’s own parental surveys.
The 12 staff responses to the Ofsted inspection questionnaire for school staff were taken into
Steve Williams, Lead inspector Additional Inspector
Inspection report: Clatterford Tuition Centre, 30 April – 1 May 2014 3 of 10
In accordance with the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that this
school requires special measures because it is failing to give its pupils an acceptable standard of
education and the persons responsible for leading, managing or governing the school are not
demonstrating the capacity to secure the necessary improvement in the school.
The school should not seek to appoint newly qualified teachers.
Information about this school
The Clatterford Tuition Centre is a small pupil referral unit for students aged 11–16 who are
unable to attend mainstream secondary schools for various reasons. Students are referred to
Clatterford either because they have been permanently excluded from a mainstream school or
because it is believed that they would benefit from a period of at least six weeks in the centre.
Some students attend full time while others attend on a part-time basis.
The centre moved into new premises at the Island Learning Centre in Lake just over a week
before the inspection. The site is shared with Thompson House Tuition Service which has the
same headteacher and management committee but the two schools exist as separate entities.
There are 20 students on roll, three quarters of whom are boys. All students have special
educational needs and one has a statement of special educational needs. Just under half of the
students are eligible for the additional funding known as the pupil premium. This funding is
provided to support looked after children and those known to be eligible for free school meals.
Very few Year 7 students currently attending the centre are eligible for Year 7 catch-up funding.
This funding is for students who did not achieve the expected Level 4 in reading or mathematics
at the end of Key Stage 2.
It is planned that the new interim headteacher will remain in post until the end of the current
What does the school need to do to improve further?
Improve the quality of teaching so that it is typically good by ensuring that teachers:
have a thorough understanding of the subjects they teach
have high expectations of all their students, based on clear and accurate assessment
information and challenging educational targets
plan their lessons carefully, and convey clearly to students what they want them to learn
provide detailed feedback to students on their work in their marking so that they know
precisely what to do to improve
make better use of teaching assistants to promote learning.
Raise achievement so that it is at least good by:
improving students' progress in English, mathematics and science
developing students’ literacy, numeracy and problem-solving skills, including in practical
Improve the overall behaviour and safety of students by:
making sure that attendance is carefully checked
responding rapidly in cases where students are absent from school
Inspection report: Clatterford Tuition Centre, 30 April – 1 May 2014 4 of 10
working more closely with parents and carers to make sure students who are persistently
absent attend more regularly
ensuring that staff follow the centre’s behaviour policy consistently so that students are
always able to concentrate on their learning
ensuring that the management committee ratify the child protection policy as soon as
ensure that the new site is fully safe.
Improve the quality and impact of leadership and management by:
developing, in partnership with mainstream secondary schools, a clearer vision of the core
purpose of the unit, with clear guidance for referral and for moving students on
developing a better checking system that enables teachers to have an accurate
understanding of students’ starting points and the progress that individuals and groups are
making, particularly those eligible for pupil premium funding
ensuring leaders and managers make effective checks on students' progress and the quality
of teaching using the information gathered to plan improvements to teaching and learning
making sure that those responsible for subjects contribute fully to raising standards
making sure that the management committee holds the centre’s leaders to account more
An external review of governance should be undertaken in order to assess how this aspect of
leadership and management may be improved.
An external review of the centre’s use of pupil premium funding should be undertaken in
order to assess how this aspect of leadership and management may be improved.
Inspection report: Clatterford Tuition Centre, 30 April – 1 May 2014 5 of 10
The achievement of pupils is inadequate
Too many students make inadequate progress. Some students who attend infrequently or who
do not engage with home tutors barely make any progress at all. Progress is inadequate in the
core subjects of English, mathematics and science.
When students join Clatterford, their attainment is often below average. It typically remains
below average when they leave. The centre’s expectations in terms of rates of progress are not
sufficiently ambitious or challenging.
The centre is successful in enabling students to demonstrate a greater readiness to learn when
they move back to a mainstream school or into further education or training. However, while at
the centre, they do not make enough progress in their learning, which means that they are not
catching up with their peers.
Students’ literacy and numeracy skills are too low and this holds back their learning in other
subjects. For example, one Year 7 student was unable to make enough progress in a 'topic'
lesson because of his low reading age and his limited understanding of the sounds that letters
Those who remain at Clatterford to the end of Key Stage 4 achieve some vocational
qualifications which can help them, for example to move on to college. Many Year 11 students
progress into further education or training. However most, including those who attend off-site
alternative provision for part of their week, secure very few qualifications. Last year, only one
Year 11 student gained any GCSE accreditation, with a grade C pass in mathematics. More-able
students do not achieve sufficiently high standards. Lower-attaining students, including the very
few eligible for the Year 7 catch-up funding, do not make sufficient progress.
Since the last inspection, senior leaders have introduced a system of online assessment for
students joining the centre, and ongoing half-termly reviews of their progress. These show that
only a very small number of students re-engage with learning and make reasonable progress.
The centre does not analyse in detail the progress of different groups of students and this
means that it is difficult to ensure that particularly disadvantaged groups of students make
sufficiently rapid progress. Despite additional targeted support for those students who are
eligible for pupil premium funding, they too do not make enough progress.
The quality of teaching is inadequate
The folders of work and teachers’ records show that too many students are making inadequate
progress over time because expectations are too low and work is not challenging enough.
Students are generally compliant, but teachers do not always engage their interest and give
them enough work to do.
Students are often working at levels below their capabilities and in many subjects they are
provided with too few opportunities to produce extended pieces of writing. This means that
students are not stretched academically and do not have enough opportunities to develop
important literacy skills.
Teachers are often teaching outside their own area of subject expertise. They do not have
enough depth of knowledge about what their students can and cannot do. As a result, teaching
is sometimes superficial.
Teachers fail to ensure that additional adults are deployed effectively. As a result, these
additional adults have too little impact on students’ learning.
While teachers’ marking shows in detail where they have gone wrong, teachers rarely give
enough guidance to students on how to improve their work.
Teachers make a significant contribution to promoting students’ personal, social and emotional
development, and the readiness of some to engage in learning. However, this is not always
accompanied by teachers ensuring basic literacy and numeracy skills are developed sufficiently
Inspection report: Clatterford Tuition Centre, 30 April – 1 May 2014 6 of 10
well. This is particularly so for those who are working well below their expected levels in these
In practical subjects, engaging activities, and well-planned and appropriately targeted tasks, are
often successful in developing students’ practical skills. In one art lesson observed, a Year 10
student was developing a stencil for some batik work and became highly engrossed in the task,
taking considerable care in the process and developing her own ideas. In a food lesson, a Year 7
student was identifying and carefully selecting different herbs to use in herb and garlic bread,
which he was keen to taste once it had been baked. However, in practical work, there are too
few opportunities for students to develop a deeper knowledge and understanding of the subject.
The behaviour and safety of pupils are inadequate
Behaviour and safety overall are inadequate because attendance is consistently low and shows
little signs of improvement. Attendance was identified as a key issue for the centre to address in
the previous inspection report, but progress has not been made in this area. Over three quarters
of students are absent on average for more than one day per week.
The behaviour of students requires improvement. The centre’s behaviour policy is not always
consistently followed. In some lessons students become distracted from their work because they
are not prevented from doing so. Incidents of inappropriate behaviour are carefully recorded
and, when the policy is followed, usually well managed.
Students feel safe in school, bullying is rare and there are very few fixed-term exclusions. The
rewards system has a positive impact on students’ behaviour and their focus on learning in
Students are aware of different types of bullying. There have been no incidents of racist
behaviour during the current academic year and no homophobic incidents have been recorded.
However, students believe that a gay student would be likely to be teased by others. Students
are aware of e-safety issues.
Students have only recently moved into the new site and they are treating it with respect. They
do not cause damage even if they become angry or frustrated, and they do not drop litter.
The school’s work to keep students safe and secure requires improvement. Although the centre
is compliant with health and safety requirements in all major respects, work is needed to make
the site fully safe by modifying access to the wooded area. Currently, an appropriate risk
assessment has been carried out on the area in question and students are supervised well at all
Appropriate child protection procedures are in place, but the new management committee,
which began its work at the beginning of the academic year, has not approved the child
protection policy and this is now overdue.
The leadership and management are inadequate
Leaders and managers have been ineffective in ensuring students make adequate progress.
Their understanding of the quality of teaching and its impact on learning is weak. Consequently,
teachers have not been challenged sufficiently to ensure students make the progress of which
they are capable.
Senior leaders do not have a clear and consistent vision for the centre and, while local schools
appreciate the support and expertise they receive from Clatterford Tuition Centre, the precise
purpose of the centre in the context of secondary education provision on the island is unclear.
Senior leaders are effective in keeping track of improvements in students’ behaviour. However,
they have failed to address sufficiently the poor attendance and its impact on students’
Senior leaders have failed to track students’ academic progress sufficiently closely. As a result,
teachers have not been kept up to date with the learning needs of the students. Aspirations for
Inspection report: Clatterford Tuition Centre, 30 April – 1 May 2014 7 of 10
the progress that students should be making are too low. Middle leaders and those in charge of
subjects are not rigorous enough in monitoring students’ progress and in ensuring they make
Performance management is in place and appropriate procedures are being followed, with the
current round being mid-cycle. However, to date, the management committee has not yet been
involved in the process of performance management.
Responsibility for school improvement has now been transferred to Hampshire County Council
and, during the current academic year, senior officers of the council have provided both
challenge and support. The Leadership and Learning Partner from Hampshire County Council has
helped the centre to secure a more realistic view of the quality of teaching and the progress that
students make. This has had some impact on the work of senior leaders but middle managers
remain ill-equipped to make the necessary improvements. .
The centre’s view of how well it is doing is not accurate and does not identify all the relevant
issues for improvement.
Although the curriculum is tailored to meet the individual social, behavioural and emotional
needs of each student, it does not help the students to develop their literacy and numeracy skills
sufficiently. It does not give them the opportunity to explore enough of a wide variety of
learning opportunities, including those that will contribute to their moral, cultural and spiritual
The governance of the school:
The recently reconstituted management committee has begun to operate more efficiently and
now provides a significant level of challenge to senior leaders. However, the improved
professionalism and vigilance have not begun to have an impact on standards of achievement.
The Chair of the Management Committee knows the centre well. Members of the committee
have specific areas of responsibility and they take their responsibilities seriously, but, at
present, they visit too infrequently. Local secondary schools are well represented on the
The management committee meets most of its statutory requirements, but it has not yet
approved all statutory policies and it is not yet engaged in rigorous monitoring of the centre’s
budget. The management committee has not discussed the performance management of
teachers employed at the centre and, although it has discussed both the progress of students
and the centre’s checks on the quality of teaching, it has not been active in checking on the
progress of disadvantaged students and the impact of pupil premium funding.
Inspection report: Clatterford Tuition Centre, 30 April – 1 May 2014 8 of 10
What inspection judgements mean
Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2 Good A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4 Inadequate A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
Inspection report: Clatterford Tuition Centre, 30 April – 1 May 2014 9 of 10
Unique reference number 133745
Local authority Isle of Wight
Inspection number 431023
This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of school Pupil referral unit
School category Pupil referral unit
Age range of pupils 11–16
Gender of pupils Mixed
Number of pupils on the school roll 20
Appropriate authority The local authority
Chair Grainne Andrews
Headteacher Sue Walker
Date of previous school inspection 26–27 June 2012
Telephone number 01983 823494
Fax number 01983 823494
Email address firstname.lastname@example.org
Any complaints about the inspection or the report should be made following the procedures set out in the
guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website:
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on the main Ofsted website: www.ofsted.gov.uk
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for looked after children, safeguarding and child protection.
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