The school is friendly and welcoming. It provides good quality education and support for pupils who have often spent long periods of time out of education. Pupils, including those with special educational needs and/or disabilities (SEND), benefit from carefully planned curriculum pathways. These are tailored to meet pupils’ individual needs. Staff treat pupils with respect. They support and nurture pupils well. Staff make pupils feel welcome in the school hub environment and as part of the outreach service. They develop trusting relationships with staff. Pupils learn to understand and manage their behaviour. The school hub is a calm ‘workplace environment’ that helps pupils to become interested in education again. Pupils enjoy collecting points to exchange for money to buy appropriate gifts with the consent of their parents and carers. These gifts are purchased as a reward for their good behaviour, engagement and attendance. They develop positive attitudes towards learning and school. They say they feel safe here. There are few incidents of poor behaviour or bullying. Pupils say that staff deal fairly with any incidents that do occur. Pupils are confident to talk to adults in the school if they are worried. As one pupil said, ‘I feel I can talk to any of the staff. They are always there to listen.’ What does the school do well and what does it need to do better? Leaders check what pupils know and can remember when they join the school. They use this information to create a personalised and well-sequenced curriculum for each pupil. Pupils with SEND who also have an education, health and care plan (EHC plan) have their curriculum matched to the outcomes in their plans. Leaders have high aspirations for pupils. Pupils gain qualifications and awards. These include GCSEs and functional skills. Leaders carefully consider the best way to engage pupils in learning. Staff transport pupils to and from the school hub to ensure that they are safe and attend well. Lessons are often delivered on a one-to-one basis. This includes those pupils who receive outreach education. The daily timetable is structured so that learning is interspersed with short breaks for pupils. Pupils listen well and take pride in their work and achievements. Staff have good knowledge of the subjects they teach. They present information clearly to pupils. They adapt teaching when necessary. They use good-quality resources to help pupils learn and remember. They help pupils to build their knowledge and make progress in their learning. For example, in mathematics, pupils become increasingly resilient through practice and repetition. Staff take time to model and explain learning clearly to pupils. Pupils develop in confidence and learn to express their opinions in a rational way. For example, in personal, social, health Inspection report: Progression 2work Wrap-Around Learning Hub 7 to 9 June 2022 2 and economic (PSHE) education lessons, pupils develop their debating skills while learning about the dangers of online grooming. Curriculum managers are new to their roles. They are enthusiastic. They have wellthought-out plans to develop and improve curriculum planning and teaching. Yet, curriculum managers have not received specific training for the subjects they lead. This limits their ability to improve the quality of teaching further. Some pupils study English literature at GCSE level. However, most pupils arrive at the school reluctant to read. Staff try to encourage them to read, particularly in English lessons. However, reading is not sufficiently prioritised. Pupils are not encouraged to read widely and often or to develop a love for reading. The PSHE curriculum supports pupils’ personal development well. Pupils learn respect for the protected characteristics. They receive appropriate relationships and sex education and health education. They debate topical social issues. The planned scheme of work teaches pupils about fundamental British values and develops their spiritual, moral, social and cultural understanding. Pupils relish the opportunity to take part in work experience opportunities. They can experience working in a café, learn catering skills and care for animals. Leaders support pupils to pursue their interests outside school, such as in music, dancing and sport. A suitable programme is in place to teach pupils about their options for future careers. Pupils receive independent advice and guidance about further education, employment and training. They are well prepared for their next steps. Staff enjoy working at the school. They say that leaders support them well to manage their workload. They appreciate the support leaders provide for their wellbeing. Staff value the training leaders have provided for different aspects of their work. The directors have a good understanding of the context of the school. They are passionate about providing previously disengaged pupils with another chance to succeed in education. They take an active part in the running of the school. They liaise with pupils’ mainstream schools and their parents to ensure that pupils are safe and that their needs are met well. They ensure that all the independent school standards are met. School policies and procedures reflect the latest statutory guidance. The school complies with schedule 10 of the Equality Act 2010. The school’s safeguarding policy is available on the school’s website. Parents are positive about the school. They speak highly of the staff. One parent summed up her child’s experience by saying, ‘If my child had not attended here, he would not be in education. He is safe and happy and now enjoys going to school.’ Safeguarding The arrangements for safeguarding are effective. Inspection report: Progression 2work Wrap-Around Learning Hub 7 to 9 June 2022 3 Safeguarding is a high priority for leaders. Staff have relevant, up-to-date training. They receive frequent safeguarding updates to ensure the safety of pupils. Staff know what to do if they have concerns about pupils’ welfare. Pupils are well cared for and kept safe. They learn about risks to their safety and how to manage them, including through drugs and alcohol education and by learning about online safety. Leaders work effectively with other schools that pupils attend to share information to keep pupils safe. They seek advice from external agencies when necessary, to get pupils the help and support they need.