Brickyard Barn Outdoor Learning Centre

Inspection of Brickyard Barn Outdoor Learning Centre Brickyard Barn, Mallory Road, Bishop’s Tachbrook CV33 9QD

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Inspection dates: 31 January to 2 February 2023

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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Overall effectiveness Outstanding

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils thrive at Brickyard Barn Outdoor Learning Centre. Leaders are determined that pupils will leave school able to ‘contribute independently to society, embrace lifelong learning and achieve without ceiling’. Leaders expertly craft pupils’ experiences so that they can meet these high expectations. Pupils have experienced a disrupted education before they join the school. However, teachers learn about their needs quickly and because they know their pupils so well, pupils soon settle in and start to do exceptionally well.

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What is it like to attend this school?

Outdoor learning runs through the curriculum. Pupils enjoy a well-planned, outdoor environment. They also apply their learning to real-life settings, for example through visits to the local record shop to support creative writing in English. Leaders make sure that everything that pupils do prepares them for their next steps. Pupils contribute to their local community. For example, they have made and delivered food and blankets for homeless people. This helps them to learn more about the world around them.

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What is it like to attend this school?

Pupils learn to respect other people. Staff are highly alert to any changes in pupils’ behaviour and step in quickly if needed. Bullying does not happen due to this vigilance. Pupils are confident that staff would help them if it did.

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better?

Leaders have carefully devised an ambitious curriculum that meets precisely the individual needs of pupils. They have identified the important knowledge that pupils need in order to be successful in their next steps and have planned a curriculum that builds on this knowledge over time. Leaders make sure that they know exactly what pupils can do when they join the school. This means that pupils are learning the right things at the right time.

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better?

Pupils have extensive opportunities to develop the skills they need for adulthood and to meet their personal targets in all lessons. Teachers use ‘session contracts’ to identify what pupils will learn, how they will learn it and what wider behaviours are being practised. Pupils and teachers evaluate how well the pupil has done at the end of each lesson. This information is used by leaders to make sure that all the needs of each pupil are being met across the curriculum. Teachers are extremely skilful in how they deliver the curriculum and they are adept at adapting learning to the needs of each pupil. As a result, pupils achieve exceptionally well.

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better?

Pupils are encouraged to read widely and often. Leaders have developed the ‘3 Ps’ approach to reading. Pupils choose books that match their interests in reading for pleasure, to practise their social skills by reading for performance and to read more challenging texts by reading for progress. Reading gaps are spotted quickly, and high-quality support is put in place rapidly. This makes sure that all pupils read well. 31 January to 2 February 2023 Leaders understand the individual needs of their pupils exceptionally well. They have devised an environment that is expertly tailored to pupils’ needs and allows them to flourish. Pupils are taught to understand their autism traits and to develop these as strengths and spot when situations may be tricky for them. Pupils want to do well. They enjoy learning and look forward to coming to school. Pupils can earn ‘Awesome’ points for doing well. These are given a monetary value, which pupils can

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better?

spend on things that they would like. However, the points are ‘taxed’ and a percentage of their value goes to the school council. Pupils can then decide how to spend this money to benefit the school. Leaders’ understanding of how to prepare pupils for adulthood is remarkable.

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better?

The headteacher is inspirational. She is determined that pupils will be welcomed everywhere because of who they are and she works tirelessly to achieve this. Parents and carers say, ‘There is above and beyond, and then there is the headteacher.’ Parents and pupils trust school, often for the first time. As a result, pupils feel safe and are confident to take risks in their learning.

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better?

The proprietor has an unstinting vision for the school. He wants ‘autism to be everybody’s first language’. Leaders have developed an approach to learning that makes sure that pupils develop academically and socially and in which no gaps are allowed to develop. Leaders are unrelenting in improving pupils’ life chances. Parents say, ‘For the first time, I think my child has a future.’

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better?

The proprietor makes sure that all the school’s statutory duties are met. The proprietor has ensured that the school meets the requirements of the Equality Act 2010 and that the school meets all the independent school standards.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have a thorough understanding of the risks that pupils may face. They train staff well and make sure that they are alert to any concerns. Staff are very clear about their responsibilities. They pass on all concerns they may have. Leaders act quickly and make appropriate referrals to external agencies. Pupils learn about how to keep themselves safe in the curriculum and in individual sessions. Leaders make sure that all staff are recruited safely.

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Safeguarding

The school’s safeguarding policy is displayed on the school’s website. It meets the requirements of the Secretary of State.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection. 31 January to 2 February 2023 The Department for Education has further guidance on how to complain about a school. 31 January to 2 February 2023

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School details

Type of school Other independent special school

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School details

Email address jonny@woodsidelodgeolc.co.uk

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School details

Date of previous inspection 2 to 4 October 2018 31 January to 2 February 2023

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Information about this school

 Brickyard Barn Outdoor Learning Centre is a school for pupils who have an autism spectrum disorder.  All the pupils at the school have education, health and care plans.  The school was previously inspected from 2 to 4 October 2018.  The school does not use alternative provision.  The school is part of the Woodside Group.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about this inspection

The school meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

 This was the first routine inspection the school had received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the proprietor, the headteacher and other members of the central executive team.  Inspectors carried out deep dives in mathematics, English, and human and social education. For each deep dive, inspectors met with leaders, looked at curriculum plans, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors visited other lessons and spoke to pupils about their experiences at school.  Inspectors scrutinised the responses to Ofsted Parent View and the staff survey. There were no responses to the pupil survey.  Inspectors met with parents.  Inspectors looked at records relating to behaviour, bullying, attendance and

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Information about this inspection

safeguarding.  Inspectors reviewed safeguarding arrangements by checking the school’s approach to staff recruitment, scrutinising policy documents and meeting with the designated safeguarding lead.  Inspectors toured the premises with the proprietor to ensure that the school building and premises are appropriate and maintained to an acceptable standard. 31 January to 2 February 2023  Inspectors examined a range of policies and other plans as well as documentation relating to health and safety.

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Inspection team

Claire Price, lead inspector His Majesty’s Inspector

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Inspection team

Heather Phillips Ofsted Inspector 31 January to 2 February 2023 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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