Falcons Learning

What Ofsted said

From the inspection on 30 April 2024

Falcons Learning provides a safe, calm place where pupils feel they can be themselves. Adults value pupils' individuality and uniqueness. Many of the pupils have not attended a school for a considerable time, prior to starting at Falcons Learning. For many, starting at this school provides a positive reintegration into education. Adults recognise that these pupils may need time and space while they can learn to learn again. Relationships are positive here. Adults support pupils to make appropriate choices about their behaviour. At times, some pupils find this difficult. Adults recognise this and spend time with these pupils to help them understand their reactions. Pupils learn how to modify these and respond appropriately. Pupils know that adults are there to support them. There is a strong atmosphere of trust in the school. The school has high expectations for pupils' learning. They look for ways to interest and engage pupils. An example of this is the school's workshop area. Pupils work in here to study motor vehicle mechanics. They learn how to repair or restore machinery. Pupils thrive in this space. However, there is more to do to ensure that these learning opportunities are linked with each pupil's more formalised learning offer. The school places great emphasis on supporting pupils' personal development. They support pupils to take responsibility for projects which are aimed at raising their self- esteem and aspirations for the future. Pupils create business plans, then research and source the materials they will need to bring these plans to life.

What the school should improve

• The school has not ensured that all subjects have an appropriately planned and well-sequenced curriculum. This limits how well learning builds on what pupils have learned in the past and how well prepared they are for future learning. The school needs to ensure that all subjects and pathways have a clearly defined and sequenced curriculum that precisely identifies what skills and knowledge they want pupils to gain, including the opportunities pupils will access and when during the different stages of their time in the school.
• The proprietor has written policies to support the health, safety and well-being of pupils in school. These are not being implemented effectively, and the school does not have systems in place that allow it to monitor or evaluate this. The proprietors must ensure that appropriate systems are swiftly introduced which will ensure that all aspects of health and safety are monitored effectively and the standards are consistently met.
• Record-keeping in important areas such as attendance, admissions or behaviour are not sufficiently robust. Some entries do not contain enough detail, and some important information is not recorded. This means that some pupils' records do not contain all the information they should. Leaders should take action to ensure that record-keeping is purposeful and precise. All records should contain appropriate detail and all related information should be recorded.

Read the full Ofsted report (opens in a new tab)