[IL0: UNCLASSIFIED]

Freedom of Information

Enquiry Number - FS155021951

Request and Response:

Q1: Provide a list of all your current registered/approved/vetted Alternative Provision providers in your local education authority.

A1: Listed providers

Albion Foundation Ascend Health and Childcare Training Black Country Wheels Independent

School Blackwater Academy Blue Whale Training Bow Street Independent School Create a Future Dudley College Envirohort Ltd Exercise Academy Flexible Learning Independent School Future First Independent School Impact Independent School Krunch LearnFit Academies

Learn Play Foundation Making Learning Work MBKB Training NACRO Nova Training Orion School Performance Through People Peter Pyne Sandwell College SMBC Young Peoples Service Sandwell Valley Independent School Startright Training TLG North Birmingham Independent

School Walsall College Work & Learn

Q2: Provide any information you have on the process of vetting/approval or monitoring of these Alternative Provision providers published in the last two years, i.e. what check list or criteria you use? Is this process written down?

A2: The LA Quality Assurance(QA) is conducted by a multi-professional team which includes officers from Children Missing Education (CME), Fair Access, an independent consultant and senior leaders from Sandwell secondary schools. This process does not replace the responsibility of schools to monitor provision for any of their pupils placed within alternative provision, who will in addition to monitoring attendance and attainment, will ensure that the needs of pupils are met in terms of aptitude and ability.

Q3: Provide copies of your quality assurance framework/monitoring criteria for alternative provision for approval.

A3: See attached copies of QA Monitoring Sheet.

[IL0: UNCLASSIFIED]

Q4: If any of the APS are monitored/inspected/evaluated or visited as part of your internal review or monitoring process, please provide copies (redacted) of the last two visits. This must be redacted please/anonymised.

A4: See attached copies of two recent Quality Assurance visits.

If you wish to receive further information in regards to this request or wish to submit a Freedom of Information Request please forward your request to

info_management@sandwell.gov.uk or Information Management Unit, Sandwell Council House, Freeth Street, Oldbury, West Midlands B69 3DE.

0

AP QA Process Guidelines

Quality Assurance for Providers

NAME OF PROVIDER:

SITE ADDRESS

1

Contents

Page No.

Guidance Notes ................................................. ................................................. 2

Timetable (observations, interviews, work scrutiny) ........................... ................................................. 4

AP Schedule 2018 .................................................. ................................................. 5

Student Interview Template .................................................. ................................................. 6

Work Scrutiny Template ................................................. ................................................. 8

QA Report Proforma ................................................ ................................................. 9

2

Guidance Notes for QA Staff

The Process:

a) Notification and Timetable

• A Date for the QA visit will be agreed at least 4 week is before the visits.

• A timetable for the day will be agreed and finalised at least 1 week before the date of the visit.

• The Health and Safety checklist will be sent beforehand for completion.

b) Preparation for Visit

• On the day of the visit the QA framework themes will be explored in line with the timetable.

• Read the framework and have as much evidence ready to discuss with the Lead. This will help the lead assurer to write notes

against each section of the framework to help inform the final report.

c) On the Day of the Visit

• There will be two quality assurance partners in attendance during the day of the QA process.

• The Lead will introduce the team and go through the timetable for the day.

• The completed Health and Safety Questionnaire will be given to the Lead.

• Each section of the day is linked to one of the themes in the QA Framework and as the provider discusses all the key evidence to

show how they have fulfilled the standards, the reviewers will make notes on their copy of the framework and note pad.

• At the end of the day the reviewer will summarise what you have all discussed and begin to complete the school improvement

plan at the back of the framework document.

3

d) After the QA Visit

• The Lead reviewer will collate all their notes from the day of the QA visit and will write the report in the proforma enclosed in the

framework.

• Approximately 2 weeks after the visit the report will be moderated by the wider QA working group.

• One week after the moderation process the final report will be written and submitted to the key stakeholders.

• All providers will receive a final copy of the report within 4 weeks of completion of the QA visit.

e) Lesson Observations

• The lesson observations will follow the agreed schedule shown in the timetable.

• The lesson observation proforma from the provider will be used.

• Observation feedback will be done by internal colleagues.

f) Work Scrutiny

• SLT will help with the work scrutiny process where possible.

• The work scrutiny will follow the agreed schedule, as shown in the timetable.

• Work scrutiny template to be used to evaluate.

• The students from the work scrutiny should be pulled from a range of grades, eg. 2 students with distinction; 2 with merit and 2 with

pass = 6 students in all.

4

g) Interview

• The provider’s student interviews will follow the agreed interview schedule, as shown in the timetable.

• Interview template to be used to evaluate.

• The interviews should take place across a range of students attending the provision.

5

AP QA Monitoring Visit Timetable

Time Focus Theme from Framework

8.30 – 8.45 Meet with Headteacher to finalise arrangements for the day

8.45 – 9.15 CT & JT file check Theme 1/Theme 2

9.15 – 10.00 Meeting with designated safeguarding lead

- Referrals - Training - Policy and practice

Theme 3

10.00 – 11.00 Lesson observations Theme 4

11.00 – 12.00 Meet with teaching and learning lead

- Baseline - Assessment - Tracking and Progress - CPD

Theme 5/7

12.00 – 12.30 Meet with group of students Theme 1/2/3/4/5

12.30 – 1.30 Meet with Headteacher

- Quality and impact of provision - Self-evaluation - School Development Planning

Theme 6

1.30 – 2.10 Lesson observations Theme 4

2.10 – 2.40 Lunch

2.40 – 3.30 Meet with Staff Theme 7

3.30-4.10 Feedback

6

Student Interview Feedback Sheet

Questions Responses

Do you feel safe at this provision?

Is there anything that could be done here to make you feel safer?

Explain the teaching and learning that goes on in your lessons.

What do you enjoy most about being at this provision?

What are their aspirations beyond KS4? Possible destinations

How hard do you work in class? How are challenged to do better?

7

Do you enjoy your lessons? Why?

How are you helped with difficulties in your understanding of a concept?

How do you know about your Progress?

What would you say to other students who want to come here?

How would you describe your behaviour here? Has this improved from your previous school?

Other

8

Work Scrutiny Feedback Sheet

Criteria Observations made Is evidence: 1-Strong 2- good 3-satisfactory 4-inadequate Please indicate your decisions for your grading.

Is the folder/exercise book updated? Are assignment briefs completed?

Are notes checked - signed - misconceptions highlighted and corrected?

Answers to questions / assignments graded and constructive comments made on how to reach next grade / level etc

Advice and opportunities for extended work / research/ independent work

Evidence of exam questions / assessments and feedback

Evidence of mark sheet / assessment marks from teacher (BTEC courses)

Evidence of support for development of literacy, numeracy, research, thinking skills and independent work (templates)

Other observations

9

Staff Feedback Sheet My role in this school/academy/college is best described as:

Member of Senior Leadership Team / Middle leader / Teacher / Support staff – teaching / Support staff – other.

Put a circle for each statement using the following key:

1-'strongly agree', 2- 'agree', 3-'disagree', or 4-'strongly disagree'

Statements Answers

• I am proud to be a member of staff at this

school/academy/college

1 2 3 4

• Children are safe at this

school/academy/college

1 2 3 4

• The school/academy/college successfully meets

the differing needs of individual pupils

1 2 3 4

• Behaviour is good in this

school/academy/college

1 2 3 4

• I know what we are trying to achieve at this

school/academy/college

1 2 3 4

• This school/academy/college consistently

achieves what it sets out to accomplish

1 2 3 4

10

• Leaders do all they can to improve teaching and

Learning.

1 2 3 4

• The school/academy/college deals with any cases of bullying effectively (including persistent name-calling, cyber, racist and homophobic bullying).

1 2 3 4

• All staff consistently apply school policies.

1 2 3 4

• My professional development is well supported 1 2 3 4

• If you wish to explain any of your answers, or

add any further comments about the

school/academy/college, please give details

here. If you are making a disclosure about child

protection, you are advised to contact your local

authority designated officer within children’s

services. If you record a disclosure on this

questionnaire, you must include your name.

11

Staff Interview Sheet

Questions Answers

• Do you know who has the responsibility for

Safeguarding in the school/college/academy?

• What should you do if a safeguarding issue

comes to light?

• How would you describe the behaviour of

students in your school/academy/college?

• How are staff supported in their professional

development?

• What are the key priorities of your

school/academy/college?

• How are key issues shared with staff?

1

Sandwell AP Review Report – Provision A

Provision A is on a single site in Sandwell, West Midlands. It is registered with the Department for Education (DfE) to provide full-time education for up to 60 pupils between the ages of 11 - 16. The school charge organisations £65 per day for a placement with them. Provision A registered with DfE when they opened in November 2014. Since opening its doors the school has been inspected twice. Once in November 2017 and a material change visit in August 2018.

FOCUS

STRENGTHS

AREAS FOR DEVELOPMENT

RECOMMENDATIONS

Safeguarding

Requirement

All staff have current

required checks which are

recorded on a single central

register

Section 175 Audit & Action

Plan are in place

Appropriate policies and

procedures are in place to

safeguard children

There are 2 designated

safeguarding leads in place

To consider the impact of the

adjacent premises. No shared

access or locked gates

2

with a third member of staff

currently being trained. All

staff are aware of the LADO

and how to appropriately

make referrals to support as

necessary.

Robust procedures for

logging concerns, record

keeping and sharing

information are in place. All

CP meetings are recorded,

and outcomes of meetings

are shared with staff.

There is appropriate

provision for Looked After

Children.

Appropriate procedures to

safeguard Children Not in

School are routinely used.

Curriculum programme

includes safeguarding

training for children and

young people.

3

Health and

Safety

Requirement

An up to date Health and safety policy is in place and accessible to all staff, young people, carers and visitors and a there is a designated person trained to IOSH standard who is held ultimately responsible for health and safety. All certificates are displayed in relevant areas.

Risk assessments have been carried out to identify significant risks on site.

Fire drills take place regularly, at least once a year. Records of false alarms are kept up to date. All maintenance certificates are held and were seen.

First aid equipment

and facilities are

readily available

4

Arrangements are in place for supervision of young people

Admissions,

guidance and

support

A structured process of is in

place which supports

student’s progression into

further education

employment or training.

All learners participate in

an induction process that

will help them understand

options, health and safety

procedures, their rights and

responsibilities and are

aware of equal

opportunities

Learners have a forum to

express opinions and raise

issues

Admission and referrals

procedures are not always

well supported

Consider an integration

process/ Student files

Induction process: base

lining, Learning Plans,

Timetables, Groups

(register)

ILPs

Student voice

Student council

Tutor systems

Consider closer work with

referring agency with more

information prior to admitting

the student.

Need to have designated

person within school to deal

5

with referrals and admissions

to improve on consistency

Teaching and

Learning

Teaching staff are appropriate to deliver programmes

Appropriate resources are

available to deliver the

curriculum offered. There

was evidence of really good

working relationships

between teaching staff and

students.

Students interviewed were

very complementary

regarding their daily

experience, that the

curriculum was personalised

to their needs and had

helped them to develop both

personally and academically.

As a result, many young

people were attending

regularly for the first time in

Planning for learning did not

consistently show:

1. Lesson/session plans

identify the knowledge,

skills and understanding

that different groups of

learners will achieve

2. Regular and thorough

assessment and review

of progress takes place.

Continue to forge links with

mainstream schools to share

continuous professional

development opportunities

across the curriculum.

Mainstream schools will also

gain from this by seeing how

potentially difficult students

are engaged and thrive in this

setting.

6

their education l careers and

regarding future aspirations.

Outcomes for

children

SEND and Pastoral Leads

work closely together.

SEND Lead booked on

training course in provision

management.

Small group / high adult ratio

of teaching groups leads to

personalised learning as a

matter of course.

Positive relationships

between staff and children.

Good collaboration by some

schools and Provision A for

conducting Annual Reviews

of pupils with EHCPs

Insufficient information around

YPs specific needs from

feeder schools. Time wasted

by SEND Lead chasing

professionals.

AP has documentation for

pupils with EHCPs, but there

is nothing in place for SEN

Support pupils.

SEND Lead recognises that

due to poor information from

schools, AP staff need to

baseline assess the pupils on

entry to identify any underlying

literacy / numeracy issues.

There is a lack of specialist

intervention programmes

within the provision

Strategic work at Fair Access

Panel development day to

clarify information required

from SENCo. To consider

being part of Secondary

SENCO forum to build

relationships with other SEND

Leads

To assess pupil’s language,

literacy and numeracy as they

enter the provision to screen

against any unidentified SEND

To write and review individual

provision plans and one-page

profiles for pupils requiring

SEN Support and

EHCPS. This ideally is done

with parents and pupils. Use

SEND gateway to look at

suitable proformas

To develop a bank of

strategies / intervention

programme to support the

7

needs identified. Request from

feeder schools the Support of

Inclusive Learning from their

time allocations.

Leadership and

management

There is a secure

agreement setting

out the

responsibility of

the provider and

the feeder

institution

Effective lines of

communication exist within

and between organisations.

Staff reported how valued

and proud they feel to be

part of a family.

Effective self-evaluation

procedures are in place

Schools and providers do not

consistently work in

partnership with individual

learners and parents and

carers to monitor and review

individual needs, abilities and

aspirations.

Clear lines of responsibility

for the co-ordination and

delivery of the programme

are not currently in place in

both home, school and the

provider.

A representative group does

not currently exist to regularly

plan and develop provision.

Develop staffing structures

and lines of accountability

within the organisation.

Develop a service level

agreement- outlining Providers

responsibilities and

commissioner’s

responsibilities.

Named link person to

commissioners/networks

Develop/ consider a

governance structure with

external partners to bring

greater scrutiny and

accountability

8

Professional

Development

Staff were able to discuss

and share the strategies in

place to ensure that the

professional development

needs of the individuals are

met

Mechanisms exist for

identifying and responding

to the specific needs of staff

involved in delivering

programmes

Good practice is identified

and disseminated across all

participating staff and with

other organisations

Mechanisms exist for

identifying and responding to

the specific needs of staff

involved in delivering

programmes

To consider more specialist

CPD opportunities for staff

members in line with needs of

pupils and requirement under

the Code of Practice.

1

Sandwell AP Review Report – Provision B

Provision B is situated on a multiuse site in Sandwell, West Midlands. Although the setting has a separate entrance and boasts a purpose-built building, it does share the wider site with a neighbouring Secondary School and a Specialist Provision. It is registered with the Department for Education (DfE) to provide full-time education and has the capacity to support 40 young people, aged from five up to sixteen. The most recent Ofsted inspection was 5th February 2013 resulting in an outstanding rating

FOCUS

STRENGTHS

AREAS FOR DEVELOPMENT

RECOMMENDATIONS

Safeguarding

Requirement

All staff have current

required checks which are

recorded on a single central

register.

Training for all staff

including bus drivers and

governors is regularly

offered.

Section 175 Audit & Action

Plan is completed and in

To consider formalising

arrangements with external

partners to encourage greater

cooperation regarding the

sharing of relevant training

and DBS clearances for staff

that visit the centre. This

applies directly to the

company that provide

facilities to the centre.

2

place. The centre is fully

compliant.

Appropriate policies and

procedures are in place to

safeguard children

The head teacher is the

designated safeguarding

lead as well as being a

member of the Children’s

Trust Reference Group.

There is visible information

around the building informing

young people, staff and

visitors who they can

approach if they have a

concern.

Robust procedures for

logging concerns, thorough

record keeping and the

sharing of information when

young people leave the

setting to return to

mainstream are in place.

Bring to the attention of other

services within the LA that

once concerns are raised

regarding families, appropriate

updates are shared with the

centre to better inform

provision and practice.

To consider sharing good

practice around Safeguarding

with other providers via the

Alternative Provision

conference. The centre lead

is extremely experienced and

the benefit of her knowledge

would help other settings.

Issue to be raised with Group

Heads at Inclusive Learning

Services.

3

Appropriate procedures to

safeguard Children Not in

School are routinely used.

The curriculum programme

includes safeguarding

training for children and

young people. This was

evident when young people

shared their experiences of

life at Provision B. Young

people spoke confidently

about the support they

receive.

Health and

Safety

Requirement

An up to date Health and safety policy is in place and accessible to all staff, young people and visitors. There is a designated person trained to CIEH standard who is ultimately responsible for health and safety.

The centre has a range of ways in which they capture details of any incident, ‘ooops’ or ‘near miss’.

It is important to note that

facilities management is

provided by Interserve PLC

and actions on concerns

4

Risk assessments have been carried out to identify significant risks on site and can be updated following the weekly walk around the setting. Procedures are in place to share information quickly with colleagues who share the site.

Fire drills take place regularly. Records of false alarms are kept up to date. All maintenance certificates are held and were seen.

First aid equipment

and facilities are

readily available

Arrangements are in place for supervision of young people throughout the day and in less structured times such as lunch and break times.

raised are not within the remit

of staff at the Provision B.

Admissions,

guidance and

support

All learners participate in

a thorough induction

process that will help

them understand options,

health and safety

procedures, their rights

A prominent thread that

emerged throughout the

day was that some very

complex and vulnerable

young people made

exceptional progress whilst

5

and responsibilities and

an awareness of equal

opportunities. The

induction helps the

centre to provide a

personalised approach to

each learner needs.

Learners have a platform to

express opinions and raise

issues. Young people

spoke positively that their

views were listened to and

acted upon where

appropriate.

Since a change of

leadership there has been

a far greater focus on

preventative work and

outreach support to the Fair

Access Panel and schools

directly.

Admission and referral

applications are not always

appropriate or sufficiently

detailed outlining support and

strategies already offered by

the feeder school. Consider

work to improve knowledge of

the remit and criteria for entry

to the Provision B.

Continue to work with schools

to improve the quality of

intervention for young people

with emotional health and

wellbeing issues. Further

develop the support around

the use of pre-assessments

and practical advice for

schools to reduce the number

of crisis referrals received.

at the centre. Due to the

fact that the centre caters

for young people up until

the end of year 11, there

was considerable concern

that on leaving students

were becoming NEET due

to a lack of specialist

support particularly from

existing Post 16 providers.

There was a degree of

anxiety expressed by

parents around this issue.

The opportunity for Post 16

provision would be

advantageous and would

allow greater flexibility of

transition in to adult life by

supporting young people

when they are medically

and emotionally ready by

guiding them in to

appropriate colleges or

courses.

6

Teaching and

Learning

Teaching staff are appropriately trained and qualified to deliver curriculum programmes. The curriculum is regularly reviewed to ensure it meets the needs of each cohort of learners. There has been a conscious determination to engage but also develop confidence and skills to equip young people to overcome their emotional, health and wellbeing issues. Centre staff are supported by a range of external agencies including Inclusive Learning Services and Speech and Language Therapist Service who routinely visit the centre to further enhance the work in place.

Appropriate resources are

available to deliver the

curriculum offered. A new

post has been developed to

focus on the quality of

teaching and learning

throughout the centre to

Consider the use of a

personalised narrative

alongside existing data to

highlight the progress of

each young person at

Provision B. This should be

from their unique starting

point on entry to the centre.

Cohort information is useful

but as interventions are

highly specialised and

based on the needs of the

individual, a personal

overview would be effective

in illustrating the holistic

progress of the young

person.

Ensure data is used to

inform colleagues of the

impact of the various

programmes and strategies

in place. Impact measures

need to become more

prominent and inform future

planning.

Continue to forge links with

mainstream schools to share

continuous professional

development opportunities

across the curriculum.

Mainstream schools will also

gain from this by seeing how

potentially difficult students

are engaged and thrive in this

setting.

7

improve the quality of

differentiation and literacy for

example. There is a

concerted drive to secure

further improvement. All staff

are ambitious for the centre.

Improvements were evident

in the quality of marking and

assessment which is

moderated by close links

with mainstream schools and

centres. There was evidence

of good working

relationships between

teaching staff and students

and strong camaraderie

between colleagues for

example the tone for the day

was established with a warm

and welcoming assembly

based on pi where staff and

young people engaged very

positively with one another

through a degree of

competition.

Students interviewed were

very complementary

8

regarding their daily

experience. They were able

to articulate why they felt

safe and looked after. They

were clear that the

curriculum was personalised

to meet their needs and that

staff had helped them to

develop both personally and

academically. As a result,

many young people were

attending regularly for the

first time in their educational

careers. Young people

remarked that they were

often pushed out of their

comfort zone and were

better for it.

Outcomes for

children

Staff across the centre work

closely together to achieve

outcomes for young people.

Small group / high adult ratio

of teaching groups leads to

personalised learning as a

matter of course.

Due to incomplete or outdated

information from schools, staff

need to baseline assess the

pupils on entry to identify any

underlying literacy / numeracy

issues. Consider developing

mechanisms to challenge

insufficient information around

In recognition of time wasted

by staff chasing professionals

it is recommended that senior

leaders consider strategic

work at Fair Access Panel’s

development day to clarify

information required from

schools and to use the Fair

Access Panels as a

9

Positive relationships

between staff and young

people is evident throughout

the environment.

A cross section of parents

were interviewed who were

hugely positive about the

impact the Centre had had

on their children. They

remarked on the accelerated

rate of changes under the

new leadership team.

young people’s specific needs

from feeder schools.

Develop a process to request

from feeder schools the

Support of Inclusive Learning

Services from their time

allocations to support

applications for Education,

Health and Care – Needs

Assessment.

Explore the possibility of a

parent forum/ support group to

support and advise parents

who may be experiencing

anxiety due to the emotional

health of their children.

mechanism to challenge

schools where consistency is

an issue.

To write and review individual

provision plans and one-page

profiles for pupils requiring

SEN Support and

EHCPS. This ideally is done

with parents and pupils.

Leadership and

management

There was universal

agreement from staff

questionnaires and verbal

feedback that the new

leadership team were

driving the provision forward

Continue to assess the impact

of recent innovations and use

the findings to guide future

practice. Ensure all senior

leaders are frequently

exposed to the rigors of

10

and striving for excellence in

everything that they do.

Staff expressed a greater

feeling of unity and sense of

purpose since the arrival of

the new head of centre.

Staff are being challenged

to work in slightly different

ways and they are enjoying

the opportunities that are

presented to them.

Effective lines of

communication exist within

and between organisations.

The centre is due to

undergo major upheaval

with a move to a new site.

Staff felt views had been

considered and report a

marked improvement more

recently in them being

listened to since the arrival

of the new Head of Centre.

Staff reported how valued

and proud they feel to be

part of a family.

external moderation and

accountability to develop their

skills and further refining their

ability to self-evaluate their

practice. Routinely share good

practice amongst all staff.

For the purposes of this review

the quality of the Home and

Hospital Tuition Service were

not reviewed. It is

recommended to revisit this

aspect of the service.

11

Staff are aware of the aims

and ethos of the setting

and feel supported in their

mission to achieve the best

outcomes for young

people.

Effective self-evaluation

procedures are in place

A strong governing body is

in place that regularly meet

to support the needs of the

centre and the young

people it serves.

Professional

Development

Staff were able to discuss

and share the strategies in

place to ensure that the

professional development

needs of individuals are

met

Mechanisms exist for

identifying and responding

to the specific needs of staff

involved in delivering

programmes

To consider more specialist

CPD opportunities for staff

members in line with the

increasing needs of young

people and the requirement of

the Code of Practice.

12

Good practice is identified

and disseminated across all

participating staff and with

other organisations