Hopedale School

Inspection of Hopedale School Hopedale House, Off West Drive, Cheddleton, Staffordshire ST13 7ED

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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?

Hopedale school is a very special school where pupils thrive. Many pupils arrive at the school after significant periods of disrupted education. Staff know and understand this, so they take the time to get to know the pupils individually. They develop strong and trusted relationships.

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What is it like to attend this school?

Leaders have the highest expectations of pupils’ achievement and behaviour. After pupils arrive, staff quickly identify pupils’ interests and gaps in their knowledge, and put in place a highly personalised learning programme. Pupils rise to these expectations because staff carefully support each pupil to help them achieve their very best.

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What is it like to attend this school?

Pupils feel very safe in school because they know that staff care for them. Leaders have put in place strong pastoral systems that help to keep pupils safe. Pupils say that bullying can sometimes happen, but if it does adults ensure it is dealt with quickly.

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What is it like to attend this school?

All staff are relentless in developing pupils’ independence and resilience. They carefully identify gifts and talents that pupils did not realise they had. For example, pupils learn to play piano, drums and sing, and then perform at a local hall. Pupils are incredibly proud of their achievements and proudly shared these with inspectors.

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better?

Leaders have carefully designed a broad and engaging curriculum that meets the individual needs of all pupils. Staff are highly skilled in identifying the important knowledge that pupils need to know, and build a curriculum around this. All pupils in the school have special educational needs and/or disabilities (SEND). Staff carefully break down the targets from pupils’ education, health and care (EHC) plan into small achievable steps. Staff carefully check if the pupils retain their learning, then adapt activities if pupils need additional practice. This approach ensures that all pupils make excellent progress through their individual curriculums during their time in the school.

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better?

Leaders have prioritised the teaching of reading. They are passionate about helping pupils to overcome their negative attitudes to reading. Staff plan numerous opportunities throughout the day for pupils to listen to stories, read books and to practise the skills of reading. Leaders carefully identify pupils who need additional support. A well-structured phonics programme is in place for all pupils who have gaps in their phonic knowledge. All staff are highly skilled in delivering this approach. As a result of reading being such a high priority, pupils are able to access the full curriculum. A typical pupil comment was, ‘I did not like reading before, but I have got so much better. I could not read before I came here and now I can.’

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better?

The school’s curriculum is aspirational both academically and pastorally. Pupils have a wealth of opportunities available to support their social development. The school’s 16 to 18 May 2023 expert therapeutic team ensures that all pupils receive regular and very appropriate support. For example, pupils have access to relaxation sessions with a trained therapist.

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better?

Pupils’ behaviour in the school is excellent. Most pupils arrive at the school having found it difficult to manage their own behaviour. All staff are experts in supporting and teaching pupils to manage their own behaviour. They skilfully work with pupils to help them to understand potential triggers and support them to regulate their emotions. As a result, there is a notable improvement in pupils’ behaviour during their time in school.

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better?

Pupils are kind and tolerant. They learn about equality and diversity. They show an understanding of different religions, sexuality and beliefs. In relationships and sex education, pupils learn about topics such as consent, substance abuse, gaming and gambling and appropriate touch.

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better?

Pupils’ personal development is first rate. Leaders recognise that some pupils have limited access to opportunities before coming to school. Therefore, they make sure that pupils access a rich set of experiences. For example, the whole school stayed at a hotel together. This stay was the culmination of a carefully sequenced programme of learning, where pupils learned how to behave at dinner, how to act in public areas and also how to access a breakfast buffet appropriately.

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better?

Pupils access a high-quality careers programme. They receive regular, impartial advice that begins in Year 7. Pupils are well prepared for life beyond school in innovative ways. For example, pupils in Years 10 to 13 learn how to take care of themselves during ‘independence fortnight’. During this time, pupils are taught how to complete certain tasks needed when living independently. For example, pupils learn to use a washing machine, how to use an iron safely and how to apply for a provisional driving licence. This ensures that pupils are equipped with the knowledge and skills to help them to flourish in adulthood.

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better?

Staff are overwhelmingly positive about working at the school. Staff morale is high. They said that this is because leaders ensure they consider workload and well-being when making decisions about the school.

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better?

Proprietors, leaders and staff share a moral purpose to improve the life chances of pupils in their school. Proprietors are skilled and bring a wealth of expertise to the management of the school. They effectively hold school leaders to account and ensure that the school meets all the independent school standards in full and complies with schedule 10 of the Equality Act 2010.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have established a culture where safeguarding is at the heart of what they do. Staff are vigilant and aware of safeguarding at all times. They understand the 16 to 18 May 2023 additional vulnerabilities that pupils at the school may face. Leaders work with external agencies to ensure that pupils and families get the support they need.

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Safeguarding

Pupils learn how to keep safe through a well-planned curriculum. The curriculum includes a range of topics that teach pupils about how to stay safe. For example, pupils learn about how to keep safe online, knife crime and gang culture.

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Safeguarding

The safeguarding policy meets current government guidance. This policy is published on the school’s website.

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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. 16 to 18 May 2023

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School details

Unique reference number 138243 DfE registration number 860/6040

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School details

Inspection number 10267659 Type of school Other independent special school

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School details

Proprietor Hopedale Children & Family Services Ltd

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School details

Annual fees (day pupils) £42,276 (average)

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School details

Date of previous inspection 21 to 23 May 2019 16 to 18 May 2023

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Information about this school

 The school provides education for pupils with significant social, emotional and mental health needs. All pupils have an EHC plan.  An unannounced emergency inspection commissioned by the Department for Education (DfE) was carried out in September 2022. The last independent standard inspection of the school took place in May 2019. The overall effectiveness was judged as outstanding.  Leaders do not make use of any alternative provision.

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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 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.

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Information about this inspection

 Inspectors held a wide range of meetings with the head of school, the executive headteacher, curriculum leaders and teaching and support staff.  Inspectors carried out deep dives in these subjects: reading, mathematics, physical education and personal, social, health and economic education. For each deep dive, inspectors met with subject leaders, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The lead inspector met via video call with the chair of the proprietorial board and met with representatives of the ‘critical friends’ group.  Inspectors toured the premises and accommodation of the school. They checked a range of policies and documents, including the school’s single central record. They also reviewed the school’s website and other records regarding the welfare, and health and safety of pupils and staff, linked to the independent school

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Information about this inspection

standards.  Inspectors talked to pupils throughout the inspection to gain their views about the school. This included two formal meetings with groups of pupils.  Inspectors considered the views of parents submitted through Ofsted’s online parent survey. Ofsted’s staff survey was also taken into account.  The school has applied to the DfE to make a ‘material change’ to its registration. At the DfE’s request, inspectors checked whether the school is likely to meet the 16 to 18 May 2023 relevant independent school standards if the DfE decides to approve the change. This part of the inspection was carried out under section 162(4) of the Education Act 2002.  The school’s proposed change is twofold. Firstly, to broaden the age

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range from 5 to 18, to 4 to 18. Secondly, to increase the number of

pupils on roll from 58 to 70.  The outcome of this part of the inspection is: the school is likely to meet the

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Inspection team

Eve Morris, lead inspector His Majesty’s Inspector

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Inspection team

Stephanie Moran Ofsted Inspector 16 to 18 May 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

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