Progress Schools - Hamilton Square
Catchment Area, Reviews and Key Information

11 - 16
Other independent school
Not Rated

How Does The School Perform?

4 1 1 2 3 4
Ofsted report
Full Report - All Reports

Secondary Data
Explained for parents
60 Hamilton Square
CH41 5AT

School Description

This is a caring and supportive place for pupils to learn. The proprietor, leaders and staff have high aspirations for all pupils. Pupils achieve well. A high proportion of Year 11 pupils move on to further education, employment or training successfully. Many pupils who join the school have experienced a disrupted education. Pupils who spoke with me appreciate being taught in small groups. They said that this helps them to learn more in class. Staff successfully build pupils’ resilience and selfesteem. Most pupils behave well and happily get on with their learning. Pupils told me that they are listened to and feel safe. They trust staff. Pupils know that staff will help them if they are worried about anything. Pupils report that bullying is rare, and they are confident that staff would deal with it quickly if it happened. Pupils benefit from a wide range of vocational courses, such as in cookery, media, and health and fitness. These courses help to motivate pupils and develop their practical skills. Parents and carers have positive views of the school. One typical comment was, ‘My child has come on in leaps and bounds. Staff are approachable and support him well with interviews for college applications.’ What does the school do well and what does it need to do better? Leaders and staff are ambitious for all pupils. Pupils benefit from a flexible curriculum with a wide range of qualifications. Planning in most subjects, such as English and mathematics, is well developed. Leaders have identified the knowledge they want pupils to learn and when. This enables pupils to build their knowledge in each subject as they move through the school. There is an increasing focus on developing pupils’ speech, language and communication skills. Pupils were able to read an unseen book confidently and fluently. The curriculum in some subjects, such as art, geography and history, has been developed more recently. The implementation of the plans in such subjects is not fully in place. Pupils join the school at different times of the year. Leaders carry out checks that help them to identify pupils’ individual needs. For some pupils, a reduced timetable helps them to settle into school. Teachers use assessment well. They revisit pupils’ prior learning and use their subject knowledge effectively to provide clear explanations. This allows pupils to catch up and achieve well. Leaders identify the needs of pupils with special educational needs and/or disabilities (SEND) accurately. They ensure that these pupils receive suitable support. This helps them to learn well. Most pupils have experienced periods of absence from mainstream education. The attendance of many pupils has improved due to the effective strategies used by Inspection report: Progress Schools – Hamilton Square 8–10 June 2021 2 leaders. Staff and pupils eat together at lunchtimes. This helps pupils to build positive relationships with staff. Teachers and mentors work effectively together to ensure that all pupils are well supported. Most pupils show interest in their work and behave well in class. Leaders place a strong emphasis on supporting pupils’ mental health and well-being. Pupils learn about citizenship, personal finance, and relationships and sex education. They show respect for people with protected characteristics. Pupils learn about different religions and cultures. While pupils are tolerant of these differences, some do not yet have a deep enough understanding of religions other than their own. Before the COVID-19 (coronavirus) pandemic, pupils enjoyed the planned activities and listening to visitors, which enhanced their learning. For example, pupils learned about the risks associated with gang involvement through listening to visitors who are experts on this aspect. Pupils raise money for charities, through baking and selling cakes. Leaders intend to resume these opportunities when the restrictions are fully lifted. Staff are proud to work at the school. They say that leaders care about their wellbeing. Staff value the training and support that they receive to develop their knowledge and skills further. The proprietor knows the school’s strengths and areas for development. The chief executive officer (CEO) asks appropriate questions about the quality of education. The proprietor supports leaders and staff well. This has helped the school to make a good start. Leaders have ensured that the independent school standards (the standards) are met. All the necessary health and safety requirements are in place. Classrooms are bright and well resourced. Pupils receive helpful, impartial careers advice and guidance. They use physical education facilities at Progress Schools Wirral. The school’s website provides a wide range of information about the school’s policies and procedures, including the safeguarding policy. The proprietor has ensured that the school complies with schedule 10 of the Equality Act 2010.

Progress Schools - Hamilton Square Parent Reviews

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Progress Schools - Hamilton Square 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.