New Directions College is an independent pupil referral unit. It is registered for up to 50 boys and girls aged 14 to 16 with social, emotional or mental health difficulties and associated behavioural difficulties. Almost all the pupils referred to the school are from Kirklees local authority. There are currently pupils attending the school from Wakefield and Sheffield. There are currently 27 pupils on the school roll. All of these are dually registered with the mainstream secondary school they last attended. Twenty-four pupils attend full time and three for part of the week. These pupils attend college or training courses for the time they are not at New Directions. These placements are determined by the mainstream school and not New Directions. All the pupils come from disadvantaged communities. The school does not receive any of the additional government funding for disadvantaged pupils. This funding stays with the mainstream school. Around 35% of pupils are of minority ethnic heritage. None of the pupils in school currently has a statement of special educational needs or an education, health and care plan. The school was opened in November 2008 and it was last inspected in 2012, when it was judged to be satisfactory. The school has accepted a pupil below the age limit approved by the Department for Education. Leaders are currently in discussions with the department to seek an exceptional placement as this is a temporary arrangement. Currently, there is no other suitable provision for the pupil to attend. The school’s aims are to ‘reach and engage young people with a new approach to learning; inspire young people through a range of stimulating learning experiences; equip young people with appropriate qualifications; prepare young people for transition to college or working life’. Inspection report: New Directions College, 22−24 March 2016 6 of 8 Information about this inspection This inspection took place with one day’s notice and lasted for two and a half days. The inspector visited eight lessons. While in lessons, she observed learning, looked at pupils’ work and work folders, talked to pupils and reviewed the teachers’ assessment information about pupils’ current achievements. The inspector spoke informally to pupils at social times during the day and formally to a group of pupils on day two. Interviews were held with the headteacher, staff and the directors of the school. A range of documentation was reviewed, including information about pupils’ attendance and progress, schemes of work for subjects, policies and procedures related to the safeguarding of pupils, and documents required as part of the independent school standards. There were insufficient responses to Ofsted’s online questionnaire, Parent View, to generate a report that could be viewed by the inspector.