Prospect
School

We were last inspected in February 2014 and received a ‘Good’ grade, with a judgment of Outstanding for the safety of pupils. Please click here to view our full report on the official OfSTED website. Below are some extracts from it which we think you may find useful in getting to know us:


  • Parents and carers are very supportive of the school and appreciate the help they receive to manage their sons’ behaviour. As one said, ‘My son is doing well at school. It’s a total transformation.’


  • The school’s work to keep students safe and secure is outstanding. The school is very calm and orderly, greatly enhanced by the quiet courtyard, where students are invited to calm down or have some personal space.


  • The majority of students behave well in lessons and around the school. Over time, they learn to take responsibility for their own behaviour. Staff have very high expectations and are excellent role models.


  • Teachers know students well. Together with teaching assistants, they plan for every student individually to make sure that everyone can achieve.


  • Students make good progress from their starting points. They are well prepared for their next stage of education. As one student said, ‘This school has opened doors for me. I can choose what I want to do and know how to get there.’The school is innovative in finding ways to help students attend, learn and succeed.


  • Teachers have high expectations of what students can achieve. They go to great lengths to find new ways to interest students and are very skilled in changing their lessons to meet individual needs. They provide good levels of challenge for the more able students. This means that the majority of students develop positive attitudes to learning. Many students value the small classes and extra help.


  • Staff are excellent role models for students. They remain calm under pressure, are always respectful and courteous, and skilfully use a range of ways to manage sometimes difficult behaviour. Consequently, students experience consistent responses from adults and learn to manage their own behaviour well. A few older students earn the right to leave the premises at lunchtime, following consultations with parents, carers and the local community, and they respond well to this.


  • The school uses ‘restorative’ approaches that encourage students to take responsibility for their behaviour and understand the impact that it has on others. As one student said, ‘It helps because it’s a safe way to face people and say how you feel. It sorts out problems.’ The school tackles discrimination effectively, although such incidents are very rare.


  • Students make positive relationships in school. As one student said, ‘We are all alike here so I can find friends.’ Staff encourage students to work together in lessons and by offering clubs and out-of-school activities.


  • The school offers good opportunities for spiritual, moral, social and cultural awareness through subjects, assemblies and trips and visits. For example, students study Japanese as a foreign language and learn about the culture.


  • The school works very closely with other schools and agencies. The highly-effective multi-agency approach to supporting families and individuals means that students get the best possible level of support and care, enabling them to make the most of school. The well-being team also offers support and guidance to other schools and families in the local area and this service is highly valued by the community.


  • Governors know the school well and regularly check that improvements are being made and sustained. They make sure that teachers’ salaries are closely linked to how well they do.The improvements made in achievement and teaching since the last inspection have been led by the inspirational headteacher and her strong senior leaders. Governors, subject leaders and managers support them very well.