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1. School report
Foro College
Trowbridge Street, Liverpool, L3 5NB
Inspection dates 10–12 June 2014
Overall effectiveness Good 2
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2
Summary of key findings
This is a good school
The achievement of students is good. From
exceptionally low starting points on arrival
they make good progress and begin to catch
up particularly in English and mathematics.
Teaching is good. Teachers provide interesting
lessons that encourage students to take part
in learning. Lessons often successfully
encourage students to develop their spiritual,
moral, social and cultural skills.
The staff skilfully build good relationships with
students. This encourages them to improve
their behaviour and attend more frequently.
Students report that the staff make sure the
college is safe. They appreciate the efforts of
teachers in helping them get back into
education and to gain qualifications.
The headteacher has worked closely with the
local authority. As a result, the school provides
a good quality of education for its students
and plays an important role in the local
community.
Through the good work of the headteacher
and with support from the local authority the
college has steadily improved throughout its
first year.
It is not yet an outstanding school because
More able students and those of lower ability
make slightly less progress than they could
because on occasions teachers do not plan
lessons in sufficient detail to take account of
their individual abilities, needs and interests.
The college cannot check the full range of
students’ learning and progress because
teachers’ records are not precise enough.
The proprietor has not ensured that all policies
and school documents are reviewed regularly
and updated in accordance with the latest
guidance.
Compliance with regulatory requirements
The school meets schedule 1 of The Education (Independent School Standards) (England)
Regulations 2010, as amended by The Education (Independent School Standards) (England)
(Amendment) Regulations 2012 (‘the independent school standards’) and associated
requirements.
2. Inspection report: Foro College, 10–12 June 2014 2 of 9
Information about this inspection
The inspection was carried out with notice of one day.
The inspector observed four lessons taught by four teachers, one of which occurred in a local
library. Parts of other lessons were also seen.
The work of students in several subjects, including English and mathematics, was scrutinised.
Important documents relating to students’ learning and progress were looked at, as were the
key policies and procedures of the college.
The inspector spoke with students during their lessons and at break times. The views of staff
were taken into account but there were no responses to the staff questionnaire.
There were no responses to the online ‘Parent View’ questionnaire and no parents were available
to speak with during the inspection.
Inspection team
Terry McKenzie, Lead inspector Additional Inspector
3. Inspection report: Foro College, 10–12 June 2014 3 of 9
Full report
Information about this school
Foro College is a day school located in a community centre close to Liverpool city centre.
The college is registered for up to 30 boys and girls aged 11 to 16 years who do not have a
place in mainstream schools. Most have been excluded from schools as a result of behavioural,
social or emotional difficulties. A significant proportion of the students are recent migrants who
cannot find a mainstream school placement because the local authority has none available;
usually, these students have little or no understanding of the English language upon arrival.
Almost all students are registered very late in their school career and almost all are placed here
by one local authority.
There are currently 30 students on roll with more boys than girls. Almost all are in Year 11. The
college can admit students who have a statement of special educational needs but currently
there are none. Occasionally, students are placed here on a part-time basis by the local authority
in a transition arrangement designed to return them to full time education.
The college aims to provide students with a final opportunity to gain positively from education so
that they are better prepared for moving on to the next stages of their lives.
The college does not have middle managers. Supply staff and classroom assistants are not
employed.
Foro was registered in July 2013. This is its first inspection.
What does the school need to do to improve further?
Improve the quality of teaching and give all students every opportunity possible to make and
demonstrate their learning by:
- providing teachers with systems capable of recording students’ small steps of progress
- ensuring that individual small-step targets for learning are set for students in their lessons in
accordance with their ability and interests
- ensuring that teachers acknowledge and record the full range of students’ learning to show
how well they make progress in their studies.
Ensure that all policies and important documents are reviewed regularly and updated in
accordance with the latest guidance.
4. Inspection report: Foro College, 10–12 June 2014 4 of 9
Inspection judgements
Achievement of pupils Good
Following their admission here students make good progress in their learning. They begin with
standards very much below those expected for their age. This is because they have not attended
school regularly, have previously been excluded or not had the opportunity to go to a school.
This includes those who are recent migrants.
Nevertheless, the great majority settle quickly through building trusting relationships with each
other and with the staff. The good teaching enables them to feel successful. As a result they
quickly gain a belief in themselves and they learn to persevere.
In all lessons there is an emphasis on literacy. For example, in an art lesson seen students were
encouraged to explain the thinking associated with their work. All benefitted from this,
particularly those with very little spoken English.
The college entered students for examinations following its registration last year. However, the
evidence seen during the inspection indicates that students will gain much more from external
accreditations this year. Reports from the local authority indicate that students’ academic
standards, including in English and mathematics, are improving more rapidly since the Foro’s
registration last year.
Following enrolment, all students are tested by the teachers to find out which courses suit them
best. They are then entered for GCSE, Entry Level qualifications or Functional Skills in English
and mathematics. Some students also follow accredited courses in science, art and the
humanities. All undertake units of work in ASDAN (the Award Scheme Development and
Accreditation Network). Progress is good in all areas of study.
The great majority of students arrive at Foro too late to catch up with their peers in mainstream
schools. Nevertheless, the qualifications they are targeted to gain are designed to inspire them
to continue into further education. Guidance from careers specialists is made available every
week so that students have every opportunity to make the best they can of what they gain from
the school. Many are on track to continue into education, training or employment. This is
remarkable given the very low starting points of students.
Plenty of chances are given in lessons for students to develop their reading skills. For example,
in the lesson observed in the city library students undertook research into their surnames. They
greatly enjoyed reading about the origins of their family names.
The students with English as a second language make rapid progress in their English speaking,
listening and writing because teachers make excellent use of electronic translators. For example,
in a lesson seen the teacher skilfully communicated with students in three different languages.
Consequently, they demonstrated success in speaking and writing.
On occasions students make slightly less progress than they could because the most able are
not sufficiently challenged and find tasks too easy. Similarly, those with lower levels of ability
cannot always successfully manage the tasks set for them to do.
Nevertheless, all groups of students including boys, girls, different ability groups and those from
other countries make generally good progress from their starting points in the school.
Quality of teaching Good
Good teaching ensures that all groups of students make good progress in all areas of study. The
particular skill of the teachers here is to encourage these previously disaffected and
disadvantaged students to trust them. As a result they settle quickly into their classes and start
to learn. All groups attempt tasks willingly and with a good attitude.
Almost all students begin here lacking the confidence to learn. However, the teachers
successfully encourage most to accept help from staff. Students also acknowledge the support
they receive from other students. Through these positive relationships, their spiritual, moral,
social and cultural attitudes change for the better. They are more prepared for moving on from
5. Inspection report: Foro College, 10–12 June 2014 5 of 9
school.
On occasions the teaching is instrumental in enabling students to show great intensity in their
learning. This was witnessed in a class in which students placed here for reasons of behavioural,
social and emotional difficulty discussed a topical issue. All were able to take part and express
their views forcefully but appropriately. Their contributions were good.
When students arrive in school they are tested by teachers so their standards and interests can
be clearly understood by staff. Teachers generally match courses to students’ levels of ability
and they keep a general record of how students progress. However, the recording systems do
not enable teachers to show any very small steps of learning that students make. As a result,
students are not able to show the full extent of the progress they make.
Sometimes, teachers set inappropriate challenges for students and it is not made clear to
students what the steps of learning are. As a result, particularly more able students and those of
lower ability do not make the progress in learning that they could. In these circumstances some
students lose their concentration altogether and can either distract others or even leave the
room.
Nevertheless, in most lessons learning occurs at a pace that suits the majority. For example, in
an English lesson witnessed away from the school site teachers divided the group into two so
that all with English as an additional language were given extra time to translate and assimilate
key phrases and concepts.
Teachers mainly provide students with learning that is interesting and lively. They ensure that
the content of externally accredited courses is followed closely. Work is marked regularly and
teachers pay particular attention to giving students who cannot read or write English verbal
feedback on their work and efforts.
When asked by the inspector what they thought of the teaching in the college, students
responded that it is through the efforts of the staff here that they are getting a chance to prove
themselves before they leave school. They praised the teachers and particularly mentioned the
quality of English and mathematics as being a strength of teaching.
Behaviour and safety of pupils Good
The behaviour and safety of students are good. Often, students demonstrate very high
standards of behaviour such as when they went to a local library. When a group of students met
with the inspector they were a great credit to the school through displaying excellent courtesy
and manners.
Teachers set out to model good and polite behaviour to the students and expect high standards
of behaviour in return. The students recognise this and when asked one said: ‘Here, the staff
have more time for you personally. The classes are very small and you receive a great deal of
individual attention’.
There is very little disruption in lessons and when it occurs can be linked to students finding
their tasks either too difficult or too easy. Students learn to take responsibility for their own
behaviour.
Students’ attitudes to learning are generally good. They recount that they recognise that Foro
provides a final chance for them to gain qualifications before they finish their statutory
education. All students spoken with expect to pass their examinations. This represents great
personal development for them from low starting points.
Students say that the school is a ‘safe haven’ in their lives. Bullying and harassment are almost
unknown here. When issues arise, they say things are dealt with swiftly by the staff, who
maintain a high presence at all times. College records indicate that serious incidents are rare and
the use of restraint by staff is almost unknown. Any exclusions are usually associated with
substance misuse.
Students are kept safe here. All of the requirements for safeguarding are met including through
the provision of training for staff in child protection, first aid and health and safety. Safe
recruitment of personnel is demonstrated by the proprietor.
6. Inspection report: Foro College, 10–12 June 2014 6 of 9
For almost all students the rate of attendance is very much better than prior to their joining the
college. For most, it continues to improve steadily so that they attend more regularly. The local
authority works in close harmony with the staff to ensure that the reasons for absences are
always followed through quickly.
Students’ spiritual, moral, social and cultural developments are good. Teachers use lessons
effectively to highlight and discuss issues of right and wrong. Through the good personal, social,
health education and citizenship programme they learn about keeping themselves safe. Students
learn about the public institutions and services of England and comment that the regular trips
out of school to places of interest, places of worship and public institutions are interesting and
help them to understand about democracy and different faiths and cultures
The proprietor makes it clear to staff and students that extremist political and religious views will
not be tolerated.
When questioned about the specific groups of students who come here, one student replied that
there is no friction between the groups and that they all respect each other. Staff commented
that students from such diverse backgrounds coming into contact with each other, adds to their
cultural development in a very positive manner.
Leadership and management Good
The proprietorial body, the chair of which is the headteacher, has ensured that all regulations
have been met and compliance maintained since the college was registered. Through working
routinely with staff and by taking part in regular meetings with the local authority the
headteacher reviews the work of the college frequently. An officer of the local authority told the
inspector: ’There has been a noted increase in quality since last year’.
All of the required policies are in place and have been implemented. However, some of the
school’s documents have drifted out of date because they have not been reviewed in a timely
fashion. For example, the curriculum policy does not include reference to some courses of study
developed since the time of registration. Similarly, the anti-bullying policy does not fully reflect
the latest government guidance. Nevertheless, all of the requirements for the welfare, health
and safety of students are met including the arrangements for their safeguarding.
There is high morale among the staff. They are proud of the work that they do here and fully
recognise the benefit of the service they provide to students. There are no middle managers but
staff work very closely together. They operate efficiently on a daily basis with a lead teacher
undertaking much of the decision making when the headteacher is absent.
Through appraisal of teachers’ work and by regular observations carried out by officers of the
local authority, the quality of teaching, learning and progress is improving rapidly. The range of
courses and activities available to students is evolving quickly to ensure that each student can
follow, as far as possible, an individual pathway of learning.
A very positive ethos has been engendered by the proprietorial body in the first year of
operation. This is instrumental in encouraging students to take part in education much more
regularly than they did before they enrolled here. The staff are constantly seeking ways to
establish positive relationships with students’ parents and their families.
7. Inspection report: Foro College, 10–12 June 2014 7 of 9
What inspection judgements mean
School
Grade Judgement
Grade 1 Outstanding
Grade 2 Good
Grade 3 Requires improvement
Grade 4 Inadequate
Detailed grade characteristics can be viewed in the Non-association independent school
inspection handbook which is published on the Ofsted website:
www.ofsted.gov.uk/resources/140053.
8. Inspection report: Foro College, 10–12 June 2014 8 of 9
School details
Unique reference number 140042
Inspection number 443028
DfE registration number 341/6006
This inspection was carried out under section 162A of the Education Act 2002, as amended by
schedule 8 of the Education Act 2005, the purpose of which is to advise the Secretary of State for
Education about the school’s suitability for continued registration as an independent school.
Type of school Independent
School status Independent school
Age range of pupils 11–16
Gender of pupils Mixed
Number of pupils on the school roll 30
Number of part time pupils 3
Proprietor Foro Limited
Chair Tomas Ebringer
Headteacher Tomas Ebringer
Date of previous school inspection Not applicable
Annual fees (day pupils) £9000
Telephone number 0151 703 6881
Fax number Not applicable
Email address info@foro-org.com
