Summary

It was an absolute pleasure to visit Sir Jonathan North College again to see, at first hand, the impact and progress made in such a short time since the Satellite School was established in 2015. As I expected, the school has been proactive in other areas which together reflect their attitude towards inclusion and providing the best possible learning environment for their students.

As an introduction to my visit I watched the film made by students as part of the school’s successful bid for World Class Schools’ accreditation. “The World Class Schools Quality Mark” is the new standard in education for schools who have moved beyond outstanding.

World Class schools equip students with knowledge, skills and confidence to thrive in a challenging international environment where those who succeed take risks and continually pursue improvement. World Class students are educated to be active and effective citizens who have qualifications which give them choices, and the competences to choose well. They have developed a level of emotional and intellectual literacy which enables them to navigate a potentially bewildering plethora of opportunities and achieve success and contentment for themselves.”

The evidence submitted to IQM as part of this review is detailed and accurate and demonstrates the impact of the Satellite School on both attendance, engagement and achievements of the students.

To help me to understand how this had been achieved I visited the Satellite School and saw the updated environmental changes (access to the building, furnishings, provision of IT, leisure areas outside and privacy fencing.) The school places great emphasis on providing a suitable environment for the students and has invested time, thought and finances into the provision. Extracurricular activities are also accessible to students attending the Satellite School.

Target three from 2016-17 was to review the impact of specialist teaching in the Satellite School. I observed a science lesson during my visit delivered by the Head of Science in partnership with two teaching assistants.

Again, further evidence of how the school values quality teaching and recognises the needs of the most challenging students should be met by the most engaging and aspirational teachers.

Following my observations in the Satellite School, I also met students who had been attending the provision over the last academic year. With previous experiences of non-engagement, poor attendance and challenging behaviour, I found the girls to be articulate, aspirational and charming ambassadors for the school. They spoke highly of the support they had received from staff and, without exception, described the Satellite School as a catalyst for change in their attitude to school and learning.

The Satellite School is, without question, an outstanding provision which can meet the diverse needs of the identified students. The school continues to meticulously analyse the provision in terms of teaching, engagement and achievement and remains resolute in its beliefs that students attending the provision should have access to specialist teachers and quality resources. It is a model which could be replicated in other schools given the expertise and criteria of admissions which Sir Jonathan North upholds.

I should also note that in recognition of the high quality of the provision SJNCC were asked to present at the CAPITA Alternative Provision in Education Conference 2016.

An integral part of the school’s Flagship status is the continued focus on the inclusion agenda across the whole school. The World Class Schools’ award is a clear example of this, however, it is worth noting some of the other valuable activities, CPD and collaborations which SJNCC is involved in both locally and countywide.

As part of the World Class Schools’ Award students took on a 1 day challenge at The Wren Academy in London. On-going activities include working with schools within the Leicester Partnership (PRUs: Carisbrook, Beauchamp, and the 62 feeder primary schools). SJNCC staff are also representatives on the Behaviour Attendance Panel (BAP).

The school remains an outstanding example of an IQM Flagship School and I have no hesitation in recommending that they retain the status for the next twelve months and would also add that I would consider them to be an inspirational partner to any other schools wishing to take advantage of the high levels of their expertise and inclusive practice.

All the future Inclusive Plans are both appropriate and sufficiently challenging. I would recommend, without reservation, that Sir Jonathan North College retains its Flagship status and be reviewed again in 12 months.

Sources of information

My visit included a tour of the Satellite School and the environment surrounding the provision plus conversations with:

• School Principal, Head of School, Assistant Principal/Student Support Manager.
• Vice Principal, Satellite School staff, Specialist Science teacher, Students.

Future Inclusive Plans:

• To ensure that the College continues to share good practice not only within the college but also across the city and beyond on how to support students with Special Educational Needs (SEN)particularly students with Social, Emotional and Mental Health Needs (SEMH).
• To review safeguarding and implement the use of CPOMs.
• To fully analyse the impact and progress of students within KS3 in the Satellite School and then review practice to ensure that the provision continues to maximise impact.

In addition to the above targets the school has submitted a comprehensive programme for the next twelve months. The programme includes further developments and refinements to the Satellite School together with improvements across the whole school.

All activities have been carefully planned to include roles, responsibilities and time frames for completion.