Henry David Learning Woodfield School

Inspection of Henry David Learning Woodfield School The Dutch Barn, Main Street, Frolesworth, Lutterworth, Leicestershire LE17 5EE

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Inspection dates: 30 January to 1 February 2024

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Overall effectiveness Requires improvement

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

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Overall effectiveness Requires improvement

Does the school meet the independent school standards?

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What is it like to attend this school?

This is a school that is rooted in positive relationships. Staff know pupils well and take good care of them. As a result, pupils enjoy attending. As one pupil told an inspector: ‘School is my safe place. Everything about it is good.’

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What is it like to attend this school?

The school is ambitious for pupils. Everyone is expected to ‘ASK’: be ambitious, supportive and show kindness. Pupils report that, in the vast majority of cases, everyone lives up to these expectations.

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What is it like to attend this school?

Pupils are helped to behave well. They are taught to understand their emotions and feelings. They seek help when needed. Staff ensure that instances of dysregulation do not interrupt lessons. Pupils value earning ‘behaviour points’ and the associated weekly rewards. Going to the cinema and visiting theme parks are particular favourites.

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What is it like to attend this school?

Pupils benefit from learning outside the classroom. Younger pupils say that ‘walking Wednesdays’ helps them to concentrate. Older pupils enjoy looking after animals, including horses, goats and chickens, at a local farm.

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What is it like to attend this school?

Teachers make lessons interesting and engaging. However, some parts of the school’s curriculum are not as well planned as they should be. As a result, the quality of education that pupils receive is not yet good.

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better?

The school is at an early stage of developing the curriculum. Some subjects are planned in detail and the curriculum plans make clear what pupils are expected to know and remember at each stage of their education. However, there is still much to do. Most subjects are at an early stage of implementation. Some are not fully planned and sequenced. In some cases, the school has not thought carefully enough about how pupils’ learning will build cumulatively over time.

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better?

The school prioritises reading. Pupils study a broad range of books and authors. They develop an appreciation of reading. They value the regular visits to the local library. However, those who are at an early stage of learning to read are not supported as well as they should be. The school’s approach to teaching phonics is inconsistent. Teachers use a range of resources and materials. However, pupils are not taught a continuous and joined up phonics programme. As a result, pupils who are at an early stage of reading do not progress as well as they should.

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better?

Teachers consider pupils’ special educational needs and/or disabilities (SEND) carefully. They adapt lessons well. They pay close attention to the targets contained in pupils’ education, health and care plans (EHC plans). However, the school has not ensured that these targets are consistently broken down in to smaller, more manageable steps. This means that staff do not always know what support needs to be put in place. 30 January to 1 February 2024 Pupils learn about different cultures and beliefs from around the world. They understand the importance of equality, diversity and inclusion. Older pupils know what discrimination is and the forms that it can take. They know why it cannot be tolerated. However, the school’s personal, social and health education (PSHE) curriculum is not fully sequenced. It does not make clear how pupils’ knowledge will build over time.

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better?

The school has been slow to address the weaknesses found at the last inspection. While there have been some improvements, the quality of education at the school is still not good. There is a lack of clarity about roles and responsibilities. For instance, the precise role of the subject leader is not consistently understood among staff. However, very recent changes in the school’s leadership have significantly strengthened capacity for improvement. The school has the leadership experience and knowledge needed to secure improvements more rapidly. While there are already some green shoots of success, more time is needed for these leadership changes to have the full, desired impact.

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better?

The proprietor has ensured that all the independent school standards are met. School policies reflect current statutory guidance. The school complies with schedule 10 of the Equality Act 2010. The school has effective health and safety systems in place. Staff implement these systems consistently. The school building is maintained to a good standard.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Overall, safeguarding records provide a clear account of the concerns that have been raised. They show how these have been followed up. However, in a small number of cases, the actions taken are not recorded in sufficient detail.

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(Information for the school and proprietor)

 In some aspects, including PSHE, the school’s curriculum is not fully planned and sequenced. It does not make clear how pupils’ learning will build cumulatively over time. This means that pupils do not make as much progress as they could. The school should ensure that the curriculum is fully planned and sequenced, across all subjects, and that content builds incrementally on what pupils know and remember.  The school’s approach to teaching phonics is inconsistent. Teachers use different approaches and resources. There is a lack of fidelity. This means that pupils do not experience a continuous and joined up phonics programme. As a result, pupils who are at an early stage of learning to read do not progress as well as they should. The school should ensure that a fully planned and sequenced phonics programme is implemented and taught consistently. 30 January to 1 February 2024  The targets contained in pupils’ EHC plans are not consistently broken down in to

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(Information for the school and proprietor)

smaller, more manageable, measurable steps. This means that staff do not always know how best to support pupils. The school should ensure that the targets in EHC plans are consistently distilled into more achievable and measurable short term expectations.  The role of a subject leader is not consistently understood and applied. Some subject leaders lack the knowledge they need to secure improvements. The school should ensure that there is a consistent understanding of the role of the subject leader and that staff are appropriately trained to undertake their roles effectively.  In a small number of cases, the actions taken to keep pupils safe are not recorded in sufficient detail. As a result, safeguarding records are not as consistent or comprehensive as they should be. The school should ensure that safeguarding records consistently and accurately document the actions that have been taken to keep pupils safe.

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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. 30 January to 1 February 2024

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School details

Unique reference number 148245 DfE registration number 855/6054

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School details

Inspection number 10312798 Type of school Other Independent Special School

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School details

Annual fees (day pupils) £68,000 to £70,000

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School details

Email address principal@henrydavidlearning.co.uk

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School details

Date of previous inspection 14 to 16 June 2022 30 January to 1 February 2024

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Information about this school

 Henry David Learning Woodfield School is an independent special school that provides education to pupils aged seven to nineteen who have a range of special educational needs and/or disabilities. These include: autism; social, emotional and mental health needs; and moderate learning difficulties. There is also provision for pupils with a diagnosis of attention deficit hyperactivity disorder and those who have had adverse childhood experiences. All pupils have EHC plans.  Pupils who are above the compulsory school age study a curriculum that is appropriate to their stage of education.  The newly appointed headteacher took up post on the day when the inspection commenced. At this point, a new deputy headteacher had been in post for two weeks.  The school makes use of one, unregistered alternative education provider.

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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

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the second routine inspection that the school received since the COVID- 19 pandemic began. Inspectors discussed the ongoing impact of the pandemic with the school and have taken that into account in their evaluation.  Inspectors carried out deep dives in English, science, music, and personal, social and health education (PSHE). For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors looked at individual pupils’ support plans and spoke with the special educational needs coordinator (SENCo) and those with responsibility for looked after pupils.  The lead inspector met with the proprietor.  Inspectors considered a wide variety of school documents, including the school

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Information about this inspection

development plan.  Inspectors considered parental responses, including free-text comments, to Ofsted Parent View. Inspectors reviewed responses to Ofsted’s survey for school staff. Inspectors met with small groups of pupils to gather their views. 30 January to 1 February 2024  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff, and pupils; and considered the extent to which the school has created an open and positive culture of safeguarding that puts pupils’ needs first.  Inspectors considered relevant documentation and reviewed the school facilities, to check the school’s compliance with the standards.

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Inspection team

Vic Wilkinson, lead inspector His Majesty’s Inspector

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Inspection team

Aileen King Ofsted Inspector 30 January to 1 February 2024 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

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

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