Behind the Inspection Rating: PRU succeeds in raising grades

When Ofsted asked the students at Heybridge Alternative Provision School for their views, the praise was glowing. One said their time at the Essex pupil referral unit (PRU) "has been a joy". Another even compared it to Harry Potter's fictional school Hogwarts "because if you ask for help it is given".

Executive head teacher Philomena Cozens cites a revised teaching approach as the magic formula behind the PRU's move from a "good" to "outstanding" rating from the inspectorate.

"I wanted to move to a situation where we really focused on young people being able to take five GCSEs, which wasn't the case when I first got here," she says. "So we've increased the number of hours that children attend and ensured it is as much like mainstream schooling as possible in terms of teaching and learning."

The transformation is impressive. When Cozens joined in September 2011, almost no students got five GCSEs. This year 66 per cent did and the proportion of pupils who end up Neet (not in education, employment of training) is similar to the county's five per cent target overall.

The teachers' roles have changed too. "The teachers had been appointed as general teachers so some were teaching outside subject area," says Cozens. "That doesn't happen anymore. I have a head of English, a head of maths; the way we organise the school is much more like a mainstream school."

Reshaping the unit to operate like a school has been crucial in getting pupils' education and lives back on track.

"It makes the young people we have here feel more valued because they are getting an (education) diet that they are used to at school," says Cozens. "These places used to be called centres and I won't use that term anymore. The children know that they are at school when they come here and feel that they are getting their entitlement.

"Previously, when the PRU service was in the doldrums, they used to think they had been written off and being here was as much of a punishment as being excluded. I don't think it needs to be like that. They need to feel that they are still valued and have got a chance to do something with their lives."

The teaching changes were also backed with a new points-based behaviour policy that Ofsted says has led to consistency among staff and to pupils having a clear understanding of what is expected of them.

"Each child carries a sheet round with them and they are marked for each lesson," explains Cozens. "They get points for focusing on their work, arriving on time, that sort of thing, so they build up this positive view of themselves as independent learners. We are attempting to get them to understand that they have to take responsibility for their behaviour as well as their own learning."

The consistent behaviour policy coupled with the school's focus on each student's individual needs does pay off as illustrated by one boy who got involved in using, and possibly selling, drugs.

"In the end, because we worked with him and his family, we were able to engage him," she says. "He came to see me on his last day and said: 'These have been the best months of my life. Before coming here my life was a mess and I didn't know what I was doing. That's changed because your staff never give up on us'."

Fact File

• Heybridge Alternative Provision School
• Location: Maldon, Essex
• Description: The school is a pupil referral unit for students with social, emotional and mental health needs who have been excluded or are at risk of exclusion from mainstream schools. It works with 11- to 16-year-olds and is also responsible for educating children at Broomfield Hospital, Chelmsford. The proportion of students eligible for the pupil premium is in line with the national average. Its executive head teacher is also executive head of North East Essex Alternative Provision School.
• Number of children: 91 pupils
• Ofsted reference number: 132205

Helpful Hints

Offer virtual learning. To overcome the limitations of its size, Heybridge Alternative Provision School offers its students virtual learning programmes on demand. "Where we can't offer full hours, or for children who are medical and/or school refusers, we encourage an 'anytime, anywhere' learning environment," says executive head teacher Philomena Cozens. "So we bought in commercial packages that young people can access when they feel like learning, which is particularly important for children who are unwell."

Hook pupils with activities. Heybridge offers its pupils a range of activities from horse riding to film production. Such projects are vital to re-engaging young people in education, says Cozens: "I believe in having a hook. Once you've hooked them in then they will do other things."

Involve mainstream schools. Nearly all of Heybridge's management committee is made up of staff from the mainstream schools it works with and this helps cement strong relationships and trust, says Cozens.