Fields Rise School

Inspection of Fields Rise School Fields Rise, Kirkeaton, Huddersfield, West Yorkshire HD5 0LZ

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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 Not previously inspected

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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 enjoy attending Fields Rise Independent School. They believe that it has made a positive impact on their lives. Many pupils joined Fields Rise with negative attitudes towards school. Staff and leaders help to change pupils’ feelings towards education and support them to experience success through their time in school.

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What is it like to attend this school?

All pupils have special educational needs and/or disabilities (SEND). Staff know the pupils well. They work skilfully to overcome pupils’ barriers to learning. The school has high ambitions for what pupils can achieve. The school has identified the most important knowledge that it wants pupils to achieve across a broad range of subjects. Pupils develop the skills and knowledge that they need to study a range of academic and vocational qualifications.

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What is it like to attend this school?

Since the school opened, leaders have improved pupils’ behaviour. Systems to promote good behaviour have been embedded. They are well understood by staff and pupils. Pupils feel safe and well supported.

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What is it like to attend this school?

Pupils are prepared for life in modern Britain. They learn about being tolerant of people from different backgrounds. Promoting pupils’ wider development is a sharp focus for the school. Pupils are experiencing a growing range of opportunities, such as plumbing and first-aid workshops, trips to museums and charitable work.

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better?

Leaders have developed an ambitious curriculum. When designing the curriculum, leaders have ensured that new content connects to what pupils already know. For example, pupils in key stage 4 learn about the important historical context of the play ‘An Inspector Calls’. They then study views on social class at the time of the play.

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better?

Leaders have identified the gaps in knowledge that some pupils have, across the curriculum. In many lessons, teachers focus on the gaps and ensure that pupils catch up with their peers. Leaders are aware that this is more successful in some lessons than others. In these subjects, staff have not accessed sufficient training to support them to plan and deliver the curriculum more effectively.

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better?

Pupils are starting to read more frequently. The English curriculum uses carefully chosen texts to expose pupils to a wide range of authors and genres. Pupils’ reading ability is assessed when they join the school. Leaders provide appropriate support for pupils at the earlier stages of reading.

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better?

Staff and pupils spoke to inspectors about how behaviour has improved since the school opened. Staff use a consistent approach to managing pupils’ behaviour. Staff know the pupils well and intervene quickly when necessary. This means that pupils get the support that they need. As such, pupils are starting to self-regulate more and their behaviour is much improved. 11 to 13 June 2024 Attendance and admissions registers are kept correctly. In those cases where leaders have concerns about pupils’ attendance, they act promptly and sensitively to support pupils’ social, emotional and mental health needs to ensure continued learning.

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better?

Promoting pupils’ wider personal development is built into the school’s curriculum. Pupils learn about tolerance and respect. The school ensures that pupils are taught effectively about the protected characteristics under the Equalities Act 2010. In addition, pupils have separate personal, social and health education (PSHE) lessons. The taught PSHE curriculum is comprehensive and based on the needs of pupils who attend the school. Pupils learn about different religions, healthy relationships and finance. The curriculum enables pupils to discuss and debate sensitive topics such as immigration in a mature manner.

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better?

Leaders have established a programme of careers education, information, advice and guidance (CEIAG). All pupils receive independent advice and guidance. However, leaders recognise that they need to further develop their careers programme. At present, pupils do not have enough opportunities to engage with the world of work to be prepared for their next steps in education, employment or training.

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better?

The chair of the proprietary board and school leaders are aligned in their aspirations for the school. The commitment to providing an effective education for pupils with SEND is tangible. The school engages effectively with external agencies to ensure that the needs of all pupils are met.

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better?

The proprietor body ensures that the independent school standards are met. Staff are positive about the school and enjoy working there. Staff appreciate the high level of care and attention to their well-being that leaders at all levels provide.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 In some subjects, staff do not have enough knowledge of the school curriculum. Their knowledge impacts on how well they can plan and deliver the curriculum subjects that they teach. The school must ensure that staff receive regular training to further develop their knowledge to plan and deliver effectively the whole curriculum.  The school’s careers programme is new. As such, pupils do not have regular opportunities to engage with the world of work. The school must ensure that its 11 to 13 June 2024 careers programme becomes embedded and pupils have more opportunities for work experience.

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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. 11 to 13 June 2024

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School details

Unique reference number 149574 DfE registration number 382/6032

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School details

Inspection number 10321507 Type of school Other Independent Special School

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School details

School category Independent special school

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School details

Annual fees (day pupils) £50,760 to £72,360

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School details

Email address Fieldsrise.headteacher@hexagoncare.com

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School details

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

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Information about this school

 The school is registered to admit 24 pupils.  The school does not use any alternative providers of education.  Fields Rise School provides education for pupils with social, emotional and mental health needs, pupils with attention deficit hyperactivity disorder, and pupils with autism. All pupils have an education, health and care (EHC) plan.

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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.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and senior leaders responsible for safeguarding, behaviour, attendance and personal development.  Inspectors met with the proprietor, head of education, deputy head of education of the proprietary body and some staff and pupils.  Inspectors met with the special educational needs and/or disabilities coordinator. They reviewed pupils’ EHC plans. Inspectors visited lessons to see how pupils with SEND are supported to learn.  Inspectors carried out deep dives in English, mathematics, computing and PSHE. Inspectors looked at curriculum plans, visited lessons, spoke to teaching staff and spoke to some pupils about their learning.  Inspectors scrutinised leaders’ planning and looked at samples of pupils’ work for

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Information about this inspection

history and creative subjects.  The lead inspector toured the school’s site with the headteacher to check on the relevant independent school standards relating to the school premises.  To evaluate the effectiveness of safeguarding, the 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 11 to 13 June 2024 culture around safeguarding that puts pupils’ interests first. Checks were made on staff training and safeguarding procedures.  Inspectors checked the implementation of risk assessment and health and safety policies, including the Regulatory Reform (Fire Safety) Order 2005.  Inspectors considered the responses to Ofsted’s surveys for parents, pupils and staff.

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Inspection team

Stuart Voyce, lead inspector His Majesty’s Inspector

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Inspection team

David Mills His Majesty’s Inspector 11 to 13 June 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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