An independent school in Birkenhead has demonstrated significant progress, moving from an 'inadequate' rating to 'requires improvement' in its latest Ofsted inspection. The report for Progress Schools on Hamilton Square, published following a visit in July, highlighted notable advancements, particularly in pupil behaviour and personal development, which were both rated as 'good'.
Despite the overall positive trajectory, inspectors noted that key areas such as the quality of education and leadership still need further development. The school, which primarily serves students with special educational needs and disabilities (SEND) and those who have had negative prior experiences in mainstream education, was praised for its supportive and calm environment.
Key Takeaways
- Progress Schools in Hamilton Square has been upgraded from 'Inadequate' to 'Requires Improvement' by Ofsted.
- The school received a 'Good' rating for both 'behaviour and attitudes' and 'personal development'.
- Inspectors identified 'quality of education' and 'leadership and management' as areas needing further work.
- Recent changes in leadership have been positively received by staff and are credited with driving improvements.
A Turnaround in Progress
The latest Ofsted report marks a critical milestone for Progress Schools, which was found to be inadequate in an inspection two years prior. The new assessment shows the school is moving in the right direction, having successfully addressed many of the previous concerns. While the overall judgment remains 'requires improvement', the report is filled with positive observations about the school's culture and the impact of recent changes.
Inspectors found that the school “has improved greatly” since its last full inspection. This progress is most evident in the student experience, where relationships between staff and pupils were described as a key strength. The atmosphere within the school was noted as being “typically calm and harmonious,” creating a stable learning environment for its vulnerable cohort of students.
Focus on Student Wellbeing and Behaviour
The school earned a 'good' rating for behaviour and attitudes, a significant achievement given its student population. Many pupils arrive at Progress Schools having disengaged from mainstream education. Inspectors praised the staff's ability to manage challenging behaviour effectively and support students in developing better engagement strategies.
The report states that the school's approach “helps them to develop strategies that enable them to engage increasingly successfully with their education.” This focus on personal growth was also reflected in the 'good' rating for personal development. The school was commended for preparing students for their next steps after leaving, ensuring they are equipped for future education or employment.
Understanding Ofsted Ratings
Ofsted, the Office for Standards in Education, Children's Services and Skills, inspects and regulates services that care for children and young people. The four main ratings are: Outstanding, Good, Requires Improvement, and Inadequate. Moving from 'Inadequate' to 'Requires Improvement' is a significant step indicating that a school is no longer failing but has specific areas to address to become 'Good'.
Areas Requiring Further Development
While celebrating the progress, the Ofsted report was clear that more work is needed. The two areas identified as requiring improvement were the 'quality of education' and 'leadership and management'. These categories are crucial for ensuring consistent and high-quality learning outcomes for all students.
The curriculum was noted as being ambitious but still underdeveloped in some subjects. This has led to inconsistencies in teaching quality across the school. According to the report, this variability impacts how well teachers can deliver complex topics and support student learning.
“As a result, there is much variability in how well they explain difficult concepts, identify and address misconceptions and deepen pupils’ learning in each subject,” the Ofsted report detailed.
Inspectors also pointed out that some staff lacked the subject-specific expertise needed to deliver the curriculum to a high standard. This is a key area the school's leadership is now tasked with addressing through training and development.
New Leadership Driving Change
The report acknowledges that the school's improvement journey has been slow in some respects, but it places significant confidence in the recently appointed leadership team. Inspectors noted that the new leaders have a clear understanding of the necessary steps and have already begun to implement effective changes.
These changes have had a direct and positive impact on staff morale. The report highlights that staff “spoke particularly favourably of recent changes at the school.” They feel more supported and have greater clarity in their roles, which has helped improve their wellbeing and reduce workloads. This positive staff culture is seen as a foundation for future improvements in teaching quality.
Specialized Educational Environment
Progress Schools is an independent provider that specializes in alternative provision. A large percentage of its students have an Education, Health and Care Plan (EHCP), which outlines their special educational needs and the support they require. The school's success is often measured by its ability to re-engage these students with learning.
The Path to a 'Good' Rating
The inspection team concluded that while many of the positive changes are very recent, they provide a strong platform for sustained improvement. The challenge for Progress Schools now is to embed these changes and ensure they translate into better educational outcomes across all subjects.
The leadership's immediate priorities will likely include:
- Curriculum Development: Ensuring the curriculum is fully developed and sequenced logically in all subject areas.
- Staff Training: Providing targeted professional development to enhance subject knowledge and teaching techniques.
- Monitoring and Evaluation: Implementing robust systems to monitor the quality of teaching and its impact on student progress.
The report suggests that the school has the right leadership and strategy in place to continue its upward trajectory. Staff are motivated, and the positive environment provides a solid base for academic improvement. The school successfully met all the required standards for independent providers, further confirming its operational stability.
For the parents and students at Progress Schools, the report offers reassurance that the institution is committed to providing a high-quality, supportive, and effective educational experience. The journey from 'inadequate' is a difficult one, and the progress made so far indicates a determined effort from everyone involved.