Wildwood Nature School

Inspection of Wildwood Nature School St Mary Brookfield Hall, York Rise, London NW5 1SB

p.1

Overall effectiveness Inadequate

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

p.1

What is it like to attend this school?

Pupils are happy and are kept safe. The school has done much to build the sense of community among pupils, for example, through daily ‘community time’ each morning. Pupils value the friendships that they have here and the social time that they have together.

p.2

What is it like to attend this school?

Since opening, the school has focused, in the main, on making sure that pupils’ emotional well-being is well supported. However, ambitions for pupils’ academic achievement have not been given adequate priority. Plans for what pupils should learn have not been implemented. As a result, the school’s aims for pupils’ learning have not been realised. Pupils’ achievement across the curriculum is poor. Across subjects, including early reading, the curriculum does not support pupils’ learning effectively.

p.2

What is it like to attend this school?

The school prioritises giving pupils autonomy over their learning. Typically, when pupils make decisions for themselves about what they learn, they approach tasks sensibly and with focus. However, the school’s work to ensure that pupils conduct themselves appropriately and participate in all aspects of their education is not well established. As a result, pupils’ behaviour and, in particular their attitudes to learning, are too variable.

p.2

better?

The school’s well-being curriculum is at the centre of leaders’ aim for pupils’ educational experience. This curriculum is focused on building pupils’ sense of worth and giving them a say in all aspects of school life. However, the school’s expectations for pupils’ academic achievement are low. Pupils do not follow a broad curriculum in line with the requirements of the independent school standards.

p.2

better?

The school’s curriculum thinking is broadly underpinned by the ambition of the national curriculum. In practice, the school has not drawn up suitable programmes of study for all areas of learning that independent schools must offer. The school has not identified clearly enough what they want pupils to know, and how pupils’ knowledge and skills should be developed step by step from the early years upwards.

p.2

better?

In many subjects, the planned curriculum is not being taught. For example, pupils have not been taught the planned computing curriculum, including learning about how to keep safe online. In addition, apart from three short sessions of phonics and mathematics teaching each week, the school enables pupils to choose which lessons and learning activities they want to take part in. As a result, pupils often miss the opportunity to benefit from the teaching of important subject content in the subjects they do not choose to study. This limits pupils’ ability to learn, practise and build new knowledge and skills across the curriculum. As a result of these shortcomings, pupils do not achieve well. They consistently experience learning that is poorly sequenced and does not enable them to build on prior learning. 9 to 11 July 2024 The school adopts a flexible and individualised approach to meeting pupils’ needs,

p.2

better?

including pupils with special educational needs and/or disabilities (SEND). These approaches focus primarily on planning for and supporting pupils’ well-being and emotional needs. The school gives too little consideration to other aspects of pupils’ learning and development. The ambition for what pupils with SEND can achieve academically is not high enough.

p.3

better?

The curriculum for mathematics and the curriculum for early reading are more clearly set out and established than they are in other subject areas. For example, over time, the school’s phonics programme helps pupils to build their knowledge of the sounds that letters make. Pupils read books that are matched to their stage of learning phonics. However, the curriculum provides pupils with insufficient time to practise what they have been taught and embed their understanding of foundational knowledge in reading and mathematics. The teaching of phonics lacks appropriate rigour. Those pupils who have difficulties in learning to read are not helped to catch up. Pupils are not supported well to become confident, fluent readers.

p.3

better?

The school does not regularly check what pupils know and can remember across the curriculum. This means that gaps in learning and misconceptions are not identified and addressed.

p.3

better?

The school has appropriate oversight of pupils’ attendance. It takes appropriate action when this becomes a concern.

p.3

better?

Outdoor learning and time spent in nature are core aspects of the school’s provision. This approach provides pupils with plentiful opportunities to play and explore in forest areas and outdoor spaces. Through these activities, pupils experience a range of activities which aim to promote teamwork as well as their independence and resilience. Pupils learn about risks in the outdoor spaces and how to manage them. However, beyond this, opportunities for pupils to develop their wider talents and interests are more limited.

p.3

better?

Pupils’ wider development is supported through educational visits, such as recent outings to Kew Gardens and the postal museum. Every pupil is allocated a job to complete each week. This contributes to their sense of community and responsibility. Pupils have daily opportunities during ‘my time’ sessions to reflect on and develop their understanding of themselves and their feelings.

p.3

better?

However, expectations for pupils’ behaviour are not well established. Pupils are not taught to conduct themselves appropriately in different contexts, including in the classroom. For example, when staff direct pupils to learning tasks and activities, pupils do not show routinely positive attitudes. Sometimes, pupils refuse to take part and become disruptive to others around them.

p.3

better?

The proprietor and leaders do not have sufficient oversight of the school’s work. The school has not demonstrated securely that it can develop the provision sufficiently so that the standards are met consistently. The proprietor has not put in place 9 to 11 July 2024 appropriate arrangements to check, evaluate and improve the quality of education that pupils receive. The proprietor and leaders have identified some key actions that they wish to take to develop the school, and these are broadly appropriate. However, this work is only just starting.

p.3

better?

The school complies with schedule 10 of the Equality Act 2010. The statutory requirements of the early years foundation stage are also met.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

(Information for the school and proprietor)

 The proprietor and school leaders have not ensured that the quality of education is ambitious enough, including for pupils with SEND. The curriculum lacks appropriate breadth. In some subjects, what pupils should learn and remember has not been thought through. In others, teaching does not follow the planned programmes of study. What pupils know and understand is not checked routinely. Consequently, pupils do not learn well enough and are not prepared for the next stage in their education. The proprietor and school must ensure that all pupils, including pupils with SEND, follow a broad and ambitious curriculum. In each curriculum area, from the early years up, the knowledge and skills that pupils should develop need to be identified clearly, delivered and their understanding and recall checked regularly. The school also needs to ensure that this curriculum is implemented as planned so that pupils receive well-sequenced and coherent

p.4

(Information for the school and proprietor)

progression of lessons that develop their skills and knowledge over time.  The school’s curriculum does not place a sharp enough focus on ensuring that pupils learn to read with fluency and accuracy. Pupils are not supported well with their reading development. Leaders need to prioritise teaching pupils to read and supporting any that are falling behind to catch up quickly.  The school has not made sure that pupils’ behaviour and attitudes contribute consistently well to their learning. Pupils sometimes refuse to complete learning or become a distraction to others. They are not encouraged to participate in all aspects of their education. These things are barriers that prevent pupils from learning well. The school needs to ensure that pupils are consistently well supported to engage positively with all aspects of their learning.  The proprietor and school leaders have not had adequate oversight of the

p.4

(Information for the school and proprietor)

school’s work, including the implementation of the curriculum and whether the school is meeting all requirements of independent schools. The independent school standards are not met. The proprietor must ensure there are robust systems for assessing, monitoring and evaluating the quality of the school’s education and the implementation of the curriculum, and for assuring and ensuring that the school complies consistently with the independent school standards. 9 to 11 July 2024

p.4

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.5

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 9 to 11 July 2024

p.5

School details

Unique reference number 150298 DfE registration number 202/6010

p.6

School details

Inspection number 10322629 Type of school Other Independent School

p.6

School details

Gender of pupils Mixed Number of pupils on the school roll 15

p.6

School details

Email address info@wildwoodnatureschool.org.uk 9 to 11 July 2024

p.6

Information about this school

 The school opened in August 2023. This was the school’s first standard inspection.  The school uses various outdoor sites at: Queen’s Wood, Muswell Hill Road, London N10 3JP; Mortimer Terrace Nature Reserve, Wesleyan Place, London NW5 1LG and Parliament Hill, Hampstead Heath, London NW5 1QR.  The school does not use any alternative provision.  The school currently has pupils in Reception, Year 1 and Year 2. Due to small numbers of Reception-age children, a separate judgement for the early years provision was not made.

p.7

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.7

Information about this inspection

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

p.7

Information about this inspection

The school has failed to meet the independent school standards. These are the requirements of the schedule to the Education (Independent School Standards) Regulations 2014.

p.7

Information about this inspection

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the proprietor, leaders and staff.  Inspectors carried out deep dives in these subjects: early reading, mathematics and physical education. For each deep dive, inspectors held discussions about the curriculum, 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.  Inspectors also looked at the curriculum in some other subjects. This included looking at curriculum plans and speaking to leaders about pupils’ learning in these subjects.  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

p.7

Information about this inspection

culture around safeguarding that puts pupils’ interests first.  To check the school’s compliance with the independent school standards, inspectors carried out a range of activities, including meeting with leaders, a site 9 to 11 July 2024 walk to check the premises, looking at the content on the school’s website and reviewing the school’s records and documentation.  Inspectors considered the responses to Ofsted’s surveys for parents and carers and staff.

p.7

Inspection team

Julie Wright, lead inspector His Majesty’s Inspector

p.8

Inspection team

Samantha Ingram His Majesty’s Inspector 9 to 11 July 2024

p.8

Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if- – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and

p.9

Part 1. Quality of education provided

 2(2) For the purposes of paragraph (2)(1)(a), the matters are- – 2(2)(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education; – 2(2)(h) that all pupils have the opportunity to learn and make progress;

p.9

Part 1. Quality of education provided

 3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; – 3(b) fosters in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for themselves; – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; – 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress;

p.9

Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school- – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and 9 to 11 July 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

p.9

Part 8. Quality of leadership in and management of schools

for children looked after, safeguarding and child protection.

p.10

Part 8. Quality of leadership in and management of schools

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.10

Part 8. Quality of leadership in and management of schools

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.10

Part 8. Quality of leadership in and management of schools

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

p.10

Part 8. Quality of leadership in and management of schools

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

p.10