Include - Oxfordshire
Catchment Area, Reviews and Key Information

Post 16
School Guide Rating
Not Rated

Blackbird Leas Community Centre
Blackbird Leas Road
13 - 17
Other independent school
4 1 1 2 3 4
Ofsted report
Full Report - All Reports
Small Data Set
5+ GCSEs grade 9-4 (standard pass or above) including English and maths
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School Description

Pupils at this school flourish and do well. They are surrounded by staff who work hard to understand them and meet their needs. A caring ethos permeates the school. Everyone has a determination to make a difference for these pupils, all of whom have experienced significant disruption to their education prior to joining Include - Oxfordshire. Staff are endlessly patient. They skilfully support each pupil to learn to manage their emotions and behaviour. This takes time and is not simple. There are times where pupils struggle but the clear structures and expectations in place support them well. Pupils recognise the improvements each make and are, rightly, proud of their achievements. Relationships are very strong throughout the school. Everyone understands that they are working together to achieve the best for pupils. Pupils are happy here. They say that bullying does not happen because everything is talked through and sorted out quickly. Many pupils expressed their confidence and trust in staff. Parents and carers are positive about the school. One commented that, ‘This is an amazing place.’ Another said that, ‘The team support my son in so many ways… and he feels safe in their care.’ What does the school do well and what does it need to do better? Leaders are highly ambitious for pupils. All adults subscribe to the moral purpose of the school and the proprietor, the ‘social business’, Catch22. They aim to ‘build resilience and aspiration’ and support pupils to succeed in life. They have created a school community that exudes calm positivity. Staff build productive, respectful relationships quickly. They know pupils exceptionally well. They understand pupils’ special educational needs and/or disabilities. They know how to meet these needs effectively. Leaders manage pupils’ entry to the school carefully. Often, pupils’ transition into the school is necessarily slow. Leaders create bespoke timetables and support for pupils. These help to ensure that this transition is successful. By the time pupils attend full time they are more positive and determined. Attendance is high, including for pupils who previously missed large periods of education. Leaders carefully assess pupils’ needs. Staff keep a close eye on how pupils are doing. They pay close attention to pupils’ education, health and care (EHC) plans. Assessment processes are thoughtful and robust. They are linked to pupils’ EHC plans as well as the curriculum. Staff discuss each pupil in the ‘daily debrief’ to check on how they are doing. They tweak pupils’ timetables and curriculum accordingly. Leaders communicate well with parents and external specialists who work with pupils. Inspection report: Include - Oxfordshire 3–5 March 2020 2 The curriculum is increasingly ambitious. Leaders aim to make it relevant and meaningful for pupils. Pupils study a wide range of academic and vocational subjects. Their exact curriculum is determined by their specific needs and progress. Leaders make good use of external providers where needed. Pupils take a wide range of qualifications. Recently, leaders have introduced more GCSE options. This is in order to increase academic opportunities and ambition for pupils. Examinations and qualifications are not seen as an end in themselves. Rather, they are vehicles by which staff can help to facilitate pupils’ personal, social and emotional development. This is increasingly successful. The vast majority of pupils successfully sustain the college placement or apprenticeship they move on to when they leave. Leaders have increased their endeavours to create a ‘community of readers’. This shows signs of success. However, leaders have not evaluated how well it is achieving what they intend. Pupils’ personal, social, health and economic learning is carefully judged. Pupils engage well when exploring moral dilemmas and international issues. This work helps them to develop their social skills. It also helps to develop their abilities to recognise legal boundaries and understand potential consequences of actions. In these lessons, and throughout the work of the school, equality and respect for others are promoted well. The strong focus on pupils’ personal development is effective. It helps pupils to develop determination. Pupils receive unbiased careers information, advice and guidance. Leaders help to extend pupils’ options through work experience and taster sessions at colleges. At all times, there is a sense of hope and positivity about what pupils might do post-16. Staff work hard to ensure pupils have every opportunity that might support them. Pupils’ behaviour can be challenging. Staff manage this very well. Relationships are respectful and warm. These help staff to enforce the clear expectations for behaviour. Leaders support staff with managing pupils’ behaviour well. Staff benefit from being part of the ‘Catch22 family’. This provides opportunities to work with staff at other schools and share ideas. Staff appreciate the ongoing training and support. This helps them, especially when they are teaching out of their main area of expertise. However, leaders have not checked carefully enough on the quality and content of some lessons. At times, the subject knowledge of staff is not secure enough. This is the case for a small minority of GCSE subjects. All independent school standards are met. However, the proprietor representatives recognise that their oversight can be sharpened. For example, during the inspection, leaders corrected some minor administrative errors in published policies. The proprietor has started work to establish a local advisory board (LAB). This LAB is intended to more stringently hold leaders to account.

Include - Oxfordshire Catchment Area Map

This school is independently managed and its admission criteria may be selective. There is no set catchment area as pupils are admitted from a wide variety of postcodes and, in the case of boarding schools, from outside the UK. Contact the school directly or visit their website for more information on Admissions Policy and Procedures.

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