Welden School

Inspection of Welden School Whispering Trees CIC, Shardlow Road, Aston-on-Trent, Derby DE72 2AN

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils are proud to be part of Welden School. They are happy and feel safe. They know that staff listen to any worries that they have and will do the right thing. Pupils are cared for very well. They are known individually. They are polite. Relationships are respectful. Visitors are made to feel very welcome.

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What is it like to attend this school?

The school sets high expectations of behaviour. Pupils strive to meet these expectations. They are supported to understand and manage their behaviours. Pupils’ behaviour and attitudes improve significantly during their time at the school. They behave well. All pupils attend very well. Their attendance improves over time and is significantly better than in their previous educational setting. Pupils want to be at the school. They appreciate the support given by staff.

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What is it like to attend this school?

Pupils are nurtured to be self-confident, resilient and to develop their character. They enjoy the horticulture and animal care opportunities provided. Peter, the rabbit, is particularly liked.

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What is it like to attend this school?

All parents and carers value what the school offers. A parent, typical of others, commented, ‘The school has made my child feel safe and secure, encouraged them academically and also responded to their struggles. They have provided lots of educational opportunities while also providing a nurturing environment.’

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better?

The quality of education is good. The school has prioritised personal, social, health and economic (PSHE) education, English and mathematics as its core curriculum. The curriculums in these subjects are ambitious and well planned to build pupils’ learning over time. Pupils revisit previous learning and consolidate their knowledge, understanding and skills well. They are appropriately challenged and build confidence in their learning. The school helps pupils remember what has been learned. For example, in mathematics, pupils use their knowledge of number and multiplication tables to multiply fractions. The school regularly checks pupils’ learning. Assessment information is used to identify any gaps and misconceptions that pupils may have in their learning.

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better?

The school has identified the key learning that they want pupils to develop through the theme-based approach in other subjects. Some subject curriculums are very well thought through. For example in art, pupils learn key knowledge and develop their skills well over time. They learn about artists and build their creative skills using a range of media, such as watercolour, clay, textiles and collage. However, some subject curriculums, are not consistently well taught to meet the ambition of the planned curriculums.

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better?

The school identifies and meets the needs of pupils’ special educational needs and/or disabilities (SEND) very well. Teaching is adapted to enable all pupils to learn. For example, teachers break down, scaffold and model tasks. They ask 21 to 23 May 2024 pertinent questions that extend and deepen pupils’ learning. The school skilfully enables pupils to learn. It support pupils’ social and emotional development and helps address barriers to learning. Pupils develop very positive attitudes to learning.

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better?

The school successfully prioritises pupils’ personal development. Pastoral care is strong. The PSHE curriculum is comprehensive and prepares pupils well for life in Britain. Pupils deepen their understanding of right and wrong. They learn to respect and celebrate differences in others. They learn about different faiths and cultures. Pupils recall with affection, their visits to a church, gurdwara and mosque. They learn about emotional and physical health and age-appropriate relationships and sex education. Pupils learn about the world of work. They are prepared well for their next steps.

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better?

Pupils gain from many coherently planned opportunities that enrich their experiences. For example, they visit theatres and places of interest. The school is involved in the local community. Pupils have their aspirations raised and their horizons broadened.

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better?

Staff enjoy working at the school. They are proud to be part of the ‘school family’. They believe that workload is mostly fair. They value the opportunities provided for their professional development. There is a strong team ethos.

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better?

Leaders, including those responsible for governance, know and understand their responsibilities well. They lead with a strong pupil-focused moral purpose. They focus on pupils’ welfare, health and safety, and the school’s educational provision. They make sure that the independent school standards are securely and consistently met. The school site is well-maintained. Risk assessments reflect the school’s policy. The school complies with schedule 10 of the Equality Act 2010. Leaders make sure that policies and key information are available on request. Leaders know the school’s strengths and priorities for improvement.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 There is some inconsistency in the expectations for pupils’ learning in some foundation subjects. As a result, pupils do not have the opportunities to gain knowledge and skills fully in these subjects. Leaders need to ensure that all foundation subject curriculums are consistently implemented well. Thus enabling pupils to know and remember more in all these subjects. 21 to 23 May 2024

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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. 21 to 23 May 2024

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School details

Unique reference number 149820 DfE registration number 830/6056

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School details

Inspection number 10322529 Type of school Other Independent Special School

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School details

Email address g.pearson@whisperingtrees.co.uk 21 to 23 May 2024

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Information about this school

 The school was registered by the Department for Education in June 2023. This is the school’s first standard inspection.  The school is located in Aston-on-Trent, Derbyshire DE72 2AN. It provides full- time education for pupils with SEND aged ten to 16 years. The school caters for pupils with high anxiety and social, emotional and mental health needs. All pupils have an education, health and care plan.  Pupils attend the school from 9am to 4 pm from April to September and from 9am to 3pm from October to March. They attend for three full days on Mondays, Wednesdays and Fridays and for half a day on Tuesday morning from 9am to 12:30pm. Pupils attend for 41 weeks of the year and have a shorter summer holiday. Pupils average just over 24 hours per week.  The school does not use any alternative provision.  The proprietor operates an unregistered alternative provision on part of the site at which the school is be located. This alternative provision, called Whispering

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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 the school’s educational provision.

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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.  Inspectors met with the headteacher and other leaders. They met with a range of staff. The lead inspector met with the director.  Inspectors carried out deep dives in these subjects: mathematics, PSHE and science. For each deep dive, inspectors held discussions about the curriculum, looked at curriculum plans, visited sample lessons, spoke to teachers, spoke with some pupils about their learning and looked at samples of pupils’ work.  Inspectors also visited lessons in other subjects, including English and physical education. They reviewed curriculum planning and samples of pupils’ work in other subjects, including art, geography, history, religious education and design technology.

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Information about this inspection

21 to 23 May 2024  To evaluate the effectiveness of safeguarding, inspectors: met with leaders; reviewed the single central record; took account of the views of leaders, staff and pupils; reviewed safeguarding records; and considered the extent to which the school has created a positive culture around safeguarding that puts pupils’ interests first.  Inspectors spoke with pupils about various aspects of school life.  Inspectors scrutinised a range of documentation. They reviewed a range of policies including those related to health and safety, risk assessments, curriculum and complaints.  The lead inspector toured the school premises to review the suitability of the accommodation.  Inspectors considered the views of parents who submitted text responses to Ofsted Parent View, as well as correspondence received during the inspection.

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Inspection team

Chris Davies, lead inspector His Majesty's Inspector

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Inspection team

Janis Warren Ofsted Inspector 21 to 23 May 2024 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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