Cambian Potterspury Lodge School

Inspection of Cambian Potterspury Lodge School Potterspury Lodge, Towcester, Northamptonshire NN12 7LL

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Overall effectiveness Good

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

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Overall effectiveness Good

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils at Potterspury Lodge have not always had the best start to their educational careers. Here, they get a second chance. Many pupils grab this fresh opportunity with both hands. They thrive.

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What is it like to attend this school?

Pupils say they are happy and feel safe. There are many well-trained adults that they can talk with should they have a worry or problem. Rare incidents of bullying are dealt with swiftly and fairly. There is a calm atmosphere around the school. Staff are skilled in managing pupils’ sometimes challenging behaviours. Relationships are warm and positive. Staff know and care for the pupils very well.

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What is it like to attend this school?

Leaders and staff have high expectations. Pupils rise to this challenge. They have positive attitudes to their learning. They work hard and take an active role in lessons. Pupils earn appropriate qualifications and move onto college or further training. They are ready for their next steps.

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What is it like to attend this school?

Many parents and carers have positive views of the school. Parents typically commented that ‘there are very supportive, understanding and knowledgeable staff’ and that ‘We’ve got our child back. They are so happy now.’

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better?

Leaders have begun to design an appropriate and well-sequenced curriculum. In key stages 3 and 4, in each subject, it is clear what pupils should learn and when. In key stage 2, pupils learn appropriate content. However, leaders have yet to precisely link pupils’ learning in the key stage 2 subjects with what is to come in key stage 3.

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better?

Teachers have good subject knowledge. They explain tasks calmly and carefully. Pupils respond well to the very small class sizes. They like the attentiveness of staff, who are quick to help if they need extra support or resources.

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better?

Pupils often arrive having missed significant parts of their previous education. Therefore, teachers spend time finding out what pupils know and where their knowledge gaps are. This assessment work is well thought out and done well.

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better?

Teachers regularly check how well pupils are progressing through their current curriculum. They do this through careful questioning in lessons and the frequent revisiting of learned material. Through this careful checking, the appropriate curriculum and effective teaching, pupils achieve well.

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better?

Not all pupils enjoy reading. However, they can all read effectively. This enables them to access the full curriculum. Pupils’ reading books are at an appropriate level of challenge. In English, for example, pupils are successfully learning about ‘Animal Farm’, ‘Macbeth’ and ‘An Inspector Calls’. There are frequent opportunities to read, including during tutor time or after lunch. Leaders are developing pupils’ love of reading and books through updating the school library. 28 to 30 March 2023 Pupils’ behaviour and attendance improve considerably when compared to their experiences in their previous school or setting. Leaders have robust procedures in place for checking on any absences. They undertake home visits to follow up any unexplained absences. This work helps to ensure that pupils are safe.

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better?

Leaders consider pupils’ personal development as a priority. The related curriculum is strong. There are opportunities for pupils to learn about different faiths and cultures and how to stay physically and mentally healthy. Pupils learn how to contribute positively to the local community and the wider world. Pupils have an age-appropriate understanding of healthy relationships. They receive effective careers advice and guidance. This work is preparing them well for life in modern Britain. However, there are limited opportunities for pupils to develop their talents and interests.

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better?

Leaders ensure that detailed work is undertaken to determine pupils’ specific learning and behaviour needs. Staff, including the clinical staff, are involved in deciding about any extra help that pupils require. This carefully considered approach means that pupils receive the support and guidance that they need.

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better?

Senior leaders are knowledgeable and committed. They lead by example. They are each clear about their roles and responsibilities. They lead their specific area with confidence and self-assurance. Decisions have a clear rationale and are made with the best interests of the pupils at heart.

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better?

The proprietor carefully checks the work of the principal and other leaders. There are robust procedures in place that mean leaders are held fully to account for their actions. The proprietor has ensured that all the independent school standards are met. For example, the building is maintained to a good standard and rigorous checks are in place to ensure the health and safety of staff and pupils. The school complies with schedule 10 of the Equality Act 2010. The safeguarding policy is available on the school website.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have received effective safeguarding training. They are aware of the potential signs of abuse and neglect. Safeguarding concerns and the actions taken are recorded well. When it is required, safeguarding leaders are tenacious in chasing up outside agencies so that pupils get the right support. Consequently, pupils and their families receive the help that they need.

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Safeguarding

Leaders have rigorous recruitment procedures in place.

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Safeguarding

Pupils are taught to keep themselves safe in a variety of situations. These include when online. They are knowledgeable regarding the dangers of alcohol and drug misuse. 28 to 30 March 2023

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(Information for the school and proprietor)

 Leaders have yet to link the precise subject knowledge, skills and vocabulary the pupils learn in key stage 2 with the subject content that is to come in key stage 3. Leaders are therefore unclear how each subject curriculum progresses as pupils travel through the school. Leaders should ensure that the subject content in key stage 2 is clearly mapped and sequenced so that pupils’ progression in each subject is clear as they move into key stage 3.  Pupils do not benefit from a wide enough variety of experiences. They are limited in the number of opportunities available to them to follow their passions. This can limit how well pupils progress in their personal development. Leaders should seek to provide increased opportunities for pupils to follow their talents and interests, therefore improving their overall educational experience during their time at the school.

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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.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 28 to 30 March 2023

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School details

Unique reference number 122136 DfE registration number 941/6039

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School details

Inspection number 10266723 Type of school Other independent special school

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School details

Annual fees (day pupils) £67,779 to £87,484

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School details

Website www.cambiangroup.com/specialist- education/our-schools/asperger- schools/potterspury-lodge-school/ Email address jenny.nimmo@cambiangroup.com

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School details

Date of previous inspection 25 to 27 February 2020

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Information about this school

 The school is registered to provide education for up to 64 pupils aged eight to 18. There are currently 36 pupils on roll.  At the time of the inspection there were no sixth-form students on roll.  The school caters for pupils who have special educational needs and/or disabilities. Many pupils have autism spectrum disorder and a range of behavioural, social, emotional and mental-health difficulties.  The school’s previous standard inspection was from 25 to 27 February 2020. The school was judged to be good in all areas. The school underwent an emergency 28 to 30 March 2023 inspection in February 2022. All the independent school standards that were checked were met during this inspection.  The school uses the services of two unregistered providers.

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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 has 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.  The Department for Education commissioned Ofsted to carry out the standard inspection earlier in the inspection cycle than previously planned. This was due to concerns raised with the DfE related to pupils’ welfare.  Inspectors held various meetings with the principal and other school leaders. A telephone call was held with the proprietor. Other meetings were held with a selection of staff and pupils from all key stages.  Inspectors carried out deep dives into reading, mathematics, science and the key stage 2 curriculum. For each deep dive, inspectors met with subject leaders, looked at curriculum documents, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.

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Information about this inspection

 Curriculum documents and pupils’ workbooks were scrutinised in some foundation subjects.  To inspect safeguarding, the lead inspector checked the single central record and scrutinised safeguarding records. Checks were made on staff training and staff’s knowledge of the school’s safeguarding procedures.  Inspectors considered responses to Ofsted’s staff, parent and pupil questionnaires.

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Inspection team

Peter Stonier, lead inspector His Majesty’s Inspector

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Inspection team

Simon Hollingsworth His Majesty’s Inspector 28 to 30 March 2023 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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