Willow Park School

Inspection of Willow Park School 8 Danbury Court, Linford Wood, Milton Keynes, Buckinghamshire MK14 6LJ

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not previously inspected

p.1

Overall effectiveness Good

Does the school meet the independent school standards?

p.1

What is it like to attend this school?

Pupils enjoy coming to this school, where they feel accepted and comfortable to be themselves. Positive and supportive relationships with pupils and their families are at the heart of the school’s vision. Pupils are welcomed by the staff team every morning, which helps get everybody’s day off to a great start.

p.2

What is it like to attend this school?

Many pupils did not attend their previous schools for long periods of time and arrive here with negative associations with education. Staff get to know pupils and help them to feel safe. This enables pupils to make the most of the education on offer.

p.2

What is it like to attend this school?

Tutor rooms are calm and inviting, designed with pupils’ specific interests and preferences in mind. As a result, pupils feel comfortable, they respect adults and they apply themselves well in lessons. At social times, pupils relish playing games in small groups or with adults, which nurtures their self-worth as valued members of the school community. As one parent put it: ‘Our child is happy, wants to be at school and is growing in confidence.’

p.2

What is it like to attend this school?

Pupils enjoy going swimming and shopping together to experience involvement in the local community. Pupils’ views are valued through contributions to new developments, such as the school library and the outdoor area.

p.2

better?

Staff build trusting relationships with pupils right from the start and focus on building a deep and accurate understanding of what is causing pupils’ barriers to education. Staff work together so that pupils’ therapeutic support is intrinsically integrated into their learning. Specialist input from clinical, therapeutic and speech and language professionals plays a key role, providing staff with useful knowledge that enables them to carry out their work with confidence. Staff are highly skilled at giving pupils just the right balance of therapeutic support and academic challenge. They carefully foster a sense of success, which gradually builds the longer pupils attend. This helps pupils to develop the confidence and resilience to attend school much more often than they did at their previous settings.

p.2

better?

Pupils quickly get hooked on books because teachers carefully choose texts which ignite their interest. Pupils enjoy reading quietly by themselves or listening to adults read to them. Where pupils need support to learn to read, their barriers to learning are identified precisely and expert support is put in place. Teachers skilfully weave phonics throughout the curriculum, so pupils recognise, and practise, sounds frequently in different contexts.

p.2

better?

The school has developed a broad and interesting curriculum which motivates pupils to explore a wide range of interests, develop independence and achieve academic or vocational awards. As soon as pupils are ready, they study the school’s full, ambitious curriculum and achieve academic success. Pupils are encouraged to build 11 to 13 June 2024 relationships with their peers through deliberately planned interactions in their tutor groups, which builds their confidence and social skills.

p.2

better?

Teachers identify pupils’ starting points accurately and adapt future learning carefully in response. As a result, pupils enjoy their learning and grow in confidence. Adults incorporate opportunities to further build their understanding of pupils’ needs and interests. For example, when learning about the artist Gustave Klimt, pupils in key stage 2 were first taught how to use pencils and different sized brushes to create tone and shade. They were then able to draw and paint their own tree of life in the style of Klimt. Pupils painted images of their interests and experiences into the tree, expressing their individuality and celebrating their identity.

p.3

better?

As pupils progress through the taught curriculum, teachers build a fuller picture of pupils’ interests and learning needs. This helps identify useful next steps for pupils’ learning. Currently, assessments of pupils’ academic needs are not as consistently precise as the checks on and oversight of their social, emotional and mental health needs.

p.3

better?

Personal development runs through each pupil’s individually tailored curriculum. The school uses trips in the local area to help equip pupils for the future. They learn practical life skills, such as how to keep safe on the internet and how to cook a healthy meal for themselves. During a recent visit by the police, pupils explored thoughtful questions about equalities and human rights for people with protected characteristics within the police force.

p.3

better?

The proprietor and governing body are highly effective in fulfilling their roles. They challenge and support the school well through regular visits and monitoring so that the independent school standards are met successfully and consistently. Ongoing staff development sessions focus successfully on supporting everyone to continually improve outcomes for pupils.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and proprietor)

 Currently, checks on pupils’ wider personal development needs are more precise than those made on their academic learning. As pupils engage increasingly with the subject-based curriculum, the school should ensure that teachers use assessment information with consistent precision to inform future learning, enabling pupils to make rapid progress through the taught curriculum so that they are even better prepared for the next stage of their education. 11 to 13 June 2024

p.3

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.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 11 to 13 June 2024

p.4

School details

Unique reference number 149662 DfE registration number 826/6021

p.5

School details

Inspection number 10322077 Type of school Special school

p.5

School details

Annual fees (day pupils) £57,680 to £86,915

p.5

School details

Email address admin@willowparkschool.co.uk

p.5

School details

Date of previous inspection Not previously inspected 11 to 13 June 2024

p.5

Information about this school

 Since opening, there have been several changes to the leadership of the school.  The school provides full-time education for pupils aged nine to 14 years. Pupils are referred to the school by their local authority. All pupils have an education, health and care plan. Many pupils have social, emotional and mental health needs.  The school currently uses one unregistered alternative provision setting.

p.6

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.

p.6

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.

p.6

Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision.

p.6

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, the regional director and other leaders and staff. The lead inspector held meetings with the chair of the proprietor body and the chair of the governing body. She held telephone calls with one alternative provider.  The inspection team carried out deep dives in reading, mathematics, PSHE and art. To do this, they met with subject leaders, looked at curriculum planning, had discussions with staff and pupils, visited lessons and looked at pupils’ work.  To evaluate the effectiveness of safeguarding, inspectors reviewed the single central record; took account of the views of leaders and staff; and considered the extent to which the school has created an open and positive culture around

p.6

Information about this inspection

safeguarding that puts children’s interests first.  The lead inspector toured the school site to gather evidence about compliance with the independent school standards. Inspectors also reviewed a range of other documents and policies, including on the school’s website.

p.6

Inspection team

Jo Brinkley, lead inspector His Majesty’s Inspector Kate Fripp His Majesty’s Inspector 11 to 13 June 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 looked after children, safeguarding and child protection.

p.6

Inspection team

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection team

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Inspection team

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection team

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

p.7