WWW.DISSERTATION.XLIBX.INFO
FREE ELECTRONIC LIBRARY - Dissertations, online materials
 
<< HOME
CONTACTS



«DfE registration number 352/6006 Unique Reference Number (URN) 137887 Inspection number 408675 Inspection dates 18–19 December 2012 Reporting ...»

Music Stuff

Independent school standard inspection report

DfE registration number 352/6006

Unique Reference Number (URN) 137887

Inspection number 408675

Inspection dates 18–19 December 2012

Reporting inspector Chanan Tomlin

The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk.

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk.

This publication is available at www.ofsted.gov.uk/publications/090070.

To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk No. 090070 © Crown copyright 2012 Purpose and scope of the inspection This inspection was carried out by Ofsted under Section 162A of the Education Act 2002, as amended by schedule 8 of the Education Act 2005, the purpose of which is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.1, 2 Information about the school Music Stuff is a non-denominational mixed, day special school for students with social, emotional and behavioural difficulties. The school was registered in January 2012 to admit up to 15 students between the ages of 11 and 16. It opened in March 2012 and is located on a main road in a business centre in the Openshaw area of Manchester. The school takes students from local schools, a local pupil referral unit or from the local authority and wider community. Currently, there are 12 full-time and two part-time students on roll; four students have a statement of special educational needs.

The school aims ‘to develop human potential as a way of increasing a sense of personal identity, self-belief and confidence, as well as providing access to experience and knowledge’. Through the use of modern tools and technology, it seeks to provide students with musical and creative opportunities to develop their interests or talents. It endeavours to allow young people who have not previously been successful in mainstream school settings to be prepared so they can re-join mainstream education. This was the school’s first inspection.

Evaluation of the school The overall quality of education is good and the school meets its aims. The curriculum provided by the school is satisfactory. Teaching and assessment are good and students make good progress in their learning. The provision for students’ spiritual, moral, social and cultural development is satisfactory and behaviour is good. The school’s provision for the welfare, health and safety and the safeguarding of students is good. The school meets all of the regulations for independent schools.

Quality of education The quality of the curriculum is satisfactory. The school provides education for students who have not succeeded in mainstream education. The curriculum is designed to provide students with challenging targets and to provide them with a sense of accomplishment and an appreciation of their potential in order to 1 www.legislation.gov.uk/ukpga/2002/32/contents.

2 www.legislation.gov.uk/ukpga/2005/18/contents.

–  –  –

The curriculum provides experiences in all of the required areas of learning. Subjects taught in Key Stages 3 and 4 include mathematics, English, information and communication technology (ICT), science, history, geography, physical education (PE), art and music. The curriculum for Key Stage 4 is less well developed. Although the school has plans to provide older students with the opportunity to pursue accredited courses such as GCSE, this provision is not yet in place. The school provides consistent pastoral support and helps students improve in their personal and social development; it has a personal, social, citizenship and health education (PSCHE) policy that it implements well. Students are taught about leading healthy lifestyles and about their duties as citizens of this country through PSCHE. The curriculum is planned carefully; it is supported with schemes of work that enable students from different age groups and with varying abilities to be interested and engaged in group activities. The school has a good range of resources to support the curriculum including musical equipment and instruments and a good supply of computers.





Students are encouraged to develop their talents through music and art; a focus on music creates an environment where students pursue and share their interests. The curriculum is supported with some educational trips including to museums, a local library and local college. Personal development is supported through activities out of school that are awarded to students for good behaviour and progress. During these activities students enjoy each other’s company and interact well with adults and others in the wider community.

Students receive careers guidance and advice on their futures through regular visits from careers advisors, a strong focus on core skills, PSCHE and discussions with staff. Students appreciate the education that they receive and acknowledge the progress that they make at school. One student said ‘Everything is good about the school – nothing is bad about it!’ Teaching and assessment are good and ensures that students make good progress in their learning. Teachers have a good understanding of the aptitudes and interests of the students. They plan lessons well and take good account of the range of abilities in the classroom to ensure that students are interested, challenged and kept on task. During lessons, students, including those with a statement of special educational needs, are consistently engaged; they work independently and take part in class discussions. Often, they offer their own insights and ask pertinent questions.

The school has good systems for behaviour management. It has high expectations for good behaviour; the school demands that students show their appreciation and respect for learning through displaying good manners and by 'watching their language'. Teachers achieve this through being firm and consistent about their expectations alongside being understanding and compassionate. Teachers have developed good relationships with their students; students respond well to the 4 Independent school standard inspection report strategies that their teachers use to ensure their good behaviour and engagement in lessons.

Systems for assessing academic progress are good. Students undergo baseline assessments when they start school and this informs the approaches to teaching adopted and the selection of resources used to support each individual student.

Teachers assess students' progress, engagement and attitudes to learning on a daily basis and keep careful records. Systems are in place to identify the need to provide extra support quickly and to adjust and maintain this additional provision as required.

Regular assessments inform the ways that teachers plan their lessons and ensure that students make consistent and sustained progress.

Spiritual, moral, social and cultural development of pupils The spiritual, moral, social and cultural development of the students is satisfactory.

Students experience spirituality through music, art, PSCHE and through gaining insights into ways of looking at life’s purpose through the education provided for them. Strong pastoral care and guidance provides them with a good understanding of moral issues and what is expected of them as students. They learn about being responsible citizens and members of the community and about public services and institutions through citizenship lessons. Students grow in self-esteem and confidence as they engage and progress in their studies. Students get along very well together.

A student new to the school said that he feels very welcome. Another student said that the school is ‘like a giant family, there is no bullying and small arguments are sorted out quickly’ Behaviour during lessons and around school is good; students are polite, wellmannered and friendly. The atmosphere at school is calm and inviting; students contribute to this because they enjoy a sense of fulfilment and self-worth. Although attendance rates vary, students are punctual to lessons and teachers start with a sense of determined urgency in order to engage students quickly. Students have good attitudes towards learning; they like their teachers and appreciate their hard work. One student said ‘Teaching is good; lessons are fun - not boring!’ Students gain some understanding and appreciation of different cultures through music, citizenship and discussions. For example, they learn about music from different parts of the world and how to say ‘good morning’ in different languages.

However, this provision is limited and there are no lessons in religious education to help them to better understand and respect those with different beliefs about life and about ways to live.

Welfare, health and safety of pupils The provision for students’ welfare, health and safety is good. The school has a comprehensive safeguarding policy that is implemented well to ensure that students are kept safe. Staff, including the designated officer, are trained to the required level and refresher training is provided for everyone yearly. A safer recruitment policy is in

–  –  –

Thorough risk assessments are carried out for activities, the premises and all outdoor and educational visits; high levels of supervision ensure that students are safe.

Students are advised on how to keep safe and healthy and lead healthy lifestyles.

The school works with child and adolescent mental health services (CAMHS) and other agencies to support students according to their needs. Fire risk assessments are carried out regularly; fire drills are held every month and are duly recorded.

Admission and attendance registers meet requirements.

Suitability of staff, supply staff and proprietors The school has carried out the necessary checks for all staff. It maintains a single central register which complies with regulations.

Premises and accommodation at the school The school operates from a dual unit in an industrial estate and has two floors. The accommodation enables the curriculum to be implemented effectively. The ground floor has one good-sized teaching room, three small studios, a ‘vocal’ room, a kitchen and a toilet for male students. The first floor contains offices for the school, storage and a washroom for female students. Students use a grassy area and a local park to relax and play during break times. A local sports centre is used to support the provision of physical education.

Provision of information The school prospectus is clear, up to date and informative and includes all of the required details. Parents and carers are sent progress reports that keep them informed about their child’s progress every term.

Manner in which complaints are to be handled The procedures for handling complaints meet requirements. There have been no formal complaints in the last year.

Compliance with regulatory requirements The proprietor has ensured that the school meets The Education (Independent School Standards) (England) Regulations 2010, schedule 1 (‘the Regulations’).

–  –  –

 Further develop the Key Stage 4 curriculum to ensure that students are able work towards suitable accredited qualifications such as GCSE.

 Further develop the ways that students can acquire an understanding of and respect for different cultures and religions.

–  –  –

Pupils’ spiritual, moral, social and cultural development Quality of provision for pupils’ spiritual, moral, social and cultural  development

–  –  –

21 December 2012 Dear Students, Inspection of Music Stuff I really enjoyed inspecting your school. Thank you for making me feel very welcome.

I found you to be friendly and courteous and appreciate the time that you took to speak to me. I spent my time at school observing lessons, speaking to staff and looking through documents. I scrutinised your work and examined the progress made by past students as well. I found that you make good progress at school especially in your attitudes towards learning.

I found that your school provides a good level of education and is satisfactory in the ways that it promotes your spiritual, moral, social and cultural development. I found your behaviour to be good and the ways that the school promotes your welfare, health and safety to be good.

I have suggested that the school further develop the curriculum for Key Stage 4 to ensure that older students can work towards accredited qualifications such as GCSE.

I have also suggested that the school further develops the ways that you gain an understanding of and respect for different cultures and religions.

I wish you the very best for the future.

Yours sincerely, Chanan Tomlin Lead Inspector

10 Independent school standard inspection report



Similar works:

«Hsk Standard Course 3 Textbook By Liping Jiang, Page: Intro & Details Authorized by Hanban, HSK Standard Course is developed under the joint efforts of Beijing Language and Culture University Press and Chinese Testing International (CTI). With HSK test papers as its primary source, HSK Standard Course is characterized by a humorous style, familiar topics and a scientific course design. Matching the HSK test in all aspects, from the content, form to the levels, it is a series of new-type course...»

«A STUDY OF THE PEDAGOGICAL STRATEGIES USED IN SUPPORT OF STUDENTS WITH LEARNING DISABILITIES AND ATTITUDES HELD BY ENGINEERING FACULTY by Valerie Lynn Anderson A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2012 Copyright 2012 Valerie Lynn Anderson UMI Number: 3542367 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction...»

«Waikato Journal of Education 15, Issue 2:2010 THEORISING TEACHING BEVERLEY BELL Faculty of Education The University of Waikato Abstract Theorising of teaching is not limited to the major theorists, as researchers and teachers also theorise teaching. This article explores theorising by researchers and a teacher in two ways: firstly, an overview or framework from the research literature on teaching as a sociocultural practice is developed, and secondly, the framework is tested by analysing the...»

«My Daughter, The Fox Jackie Kay Teacher’s Notes And Key Jackie Kay's story My Daughter, The Fox gives the reader an unusual view of the mother/child relationship. As the title suggests, the narrator's daughter isn't human, but the feelings generated between mother and daughter are universal and so the scene is set for the paradox to be played out. The story requires a mature approach and would not be suitable for younger readers. The language used would be accessible, though a challenge, to...»

«Canvas Instructor Getting Started Guide This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike License Canvas Instructor Getting Started Guide Table of Contents Get Started with Canvas How do I sign up for a Canvas account as an instructor? How do I log in to Canvas? How do I use the Dashboard? How do I view my Canvas courses? How do I use the Course Home Page as an instructor? How do I create a new course shell? Will Canvas work on my mobile device? Customize...»

«NEGOTIATING THE ROLE OF SPECIAL EDUCATION TEACHER IN THE CONTEXT OF ELEMENTARY SCHOOLS By ELIZABETH A. FILIPPI A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2013 1 © 2013 Elizabeth A. Filippi 2 To my children Katherine Alexandra, Andrew Jacob, Ian Michael, and to the memory of my son Adrian Rhys 3 ACKNOWLEDGMENTS This journey was shared by many and to many I...»

«THE RHODE ISLAND SCHOOL NURSE TEACHERS INFECTIOUS DISEASE REFERENCE MANUAL THE RHODE ISLAND SCHOOL NURSE TEACHERS INFECTIOUS DISEASE REFERENCE MANUAL SAFE AND HEALTHY LIVES IN SAFE AND HEALTHY COMMUNITIES DONALD L. CARCIERI GOVERNOR PATRICIA A. NOLAN, MD, MPH DIRECTOR OF HEALTH THE RHODE ISLAND DEPARTMENT OF HEALTH DIVISION OF DISEASE PREVENTION AND CONTROL 2003 THE RHODE ISLAND SCHOOL NURSE TEACHERS INFECTIOUS DISEASE REFERENCE MANUAL RHODE ISLAND DEPARTMENT OF HEALTH DIVISION OF DISEASE...»

«MEASUREMENT AND VALIDATION OF SENGE’S LEARNING ORGANIZATION MODEL IN KOREAN VOCATIONAL HIGH SCHOOLS by JOO HO PARK (Under the direction of Jay W. Rojewski) ABSTRACT This study measured and tested Senge’s fifth discipline model of learning organizations in a culturally different population, the context of Korean Vocational high schools. Participants were full-time vocational and academic teachers of 976 in public trade industry-technical and business high schools. This study includes three...»

«1“I did not come with excellency of speech or of wisdom, declaring to you the testimony of God. For I determined not to know anything among you except Jesus Christ and Him crucified”(1 Corinthians 2:1-2) Definition of False Teacher: One who presumes to teach in the Name of the Lord when God has not sent him. False Teacher Andrew Murray Christlike Antichrist There is not a more horrible sight to Heaven than men trying to appear heavenly. It is the arrogance of men who say in their hearts,...»

«8 Buddhism Without Borders Khenpo Phuntsok Tashi Introduction Buddhism is a path to liberation that is often described as a mixture of philosophy and religion taught by the Buddha. If Buddhism falls under the category of religion, it is a religion of enlightenment rather than the worship of a deity, and if it falls under the category of philosophy, it is best described as the scientific examination of the mind. Buddhism does not rely on blind faith, but rather on an exploration of the nature of...»

«Tvete English 1302-SPRING 2014 ENG 1302: Written Argument and Research COURSE SYLLABUS: SPRING 2014 Instructor: Michelle Tvete Office Location: Hall of Languages 233 Office Hours: Tues./Thurs. 12:45-2:00 and 4:20-4:35 or by appointment Office Phone: (903) 886-5262 Office Fax: (903) 886-5980 University Email Address: michelletvete@gmail.com Class Web Site: 13024u.wikispaces.com COURSE INFORMATION Course Description: This course is all about conducting research. In the writing program at Texas...»

«GUESS MY RULE REVISITED David W. Carraher Darrell Earnest TERC, Cambridge, MA, USA We present classroom research1 on a variant of the guess-my-rule game, in which nineyear old students make up linear functions and challenge classmates to determine their secret rule. We focus on issues students and their teacher confronted in inferring underlying rules and in deciding whether the conjectured rule matched the rule of the creators. We relate the findings to the tension between semantically and...»





 
<<  HOME   |    CONTACTS
2016 www.dissertation.xlibx.info - Dissertations, online materials

Materials of this site are available for review, all rights belong to their respective owners.
If you do not agree with the fact that your material is placed on this site, please, email us, we will within 1-2 business days delete him.