Rainbow Hub School

Inspection of Rainbow Hub School Rainbow Hub, Salt Pit Lane, Mawdesley, Ormskirk, Lancashire L40 2QX

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Inspection dates: 19 to 21 November 2024

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Overall effectiveness Outstanding

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

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What is it like to attend this school?

At the Rainbow Hub school, every pupil is uniquely understood, valued and recognised for who they are. They flourish as a result of the expert support that they receive for their special educational needs and/or disabilities (SEND). The way in which pupils are nurtured to explore the world around them helps them to develop their own individuality. They love being part of the school. They are happy and enjoy the strong relationships that they have with staff.

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What is it like to attend this school?

Staff have high expectations of what pupils can achieve. Pupils are challenged exceptionally well to accomplish their next steps in learning. The way in which pupils are enabled to develop their independence is exemplary.

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What is it like to attend this school?

Pupils’ days are filled with humour and fun. Their behaviour is excellent. They are encouraged to be respectful and share with others. As a result, pupils work well alongside each other. They settle well to routines and participate well in lessons with increasing independence and concentration.

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What is it like to attend this school?

Parents and carers are full of praise for the way in which the school goes the extra mile for pupils. For example, the school provides specialist clubs that run in the school holidays. Pupils also enjoy trips to local places of interest to add to their learning.

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better?

The proprietor has ensured that all stakeholders are committed to the pursuit of excellence for the pupils in their care. The school has recruited knowledgeable staff to bring its ambitious vision to fruition.

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better?

The school has ensured that staff are highly skilled at identifying pupils’ abilities and specific needs precisely when they join the school. Staff take time to get to know each pupil’s abilities fully before setting ambitious targets for their development. This forms the basis of an individualised curriculum for each pupil. It also ensures that the curriculum is well matched to pupils’ needs and next steps in learning.

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better?

The school develops pupils’ early communication and language as a priority. The curriculum is precisely matched to the needs of each pupil so that staff know how to build effectively on pupils’ prior learning. Staff continually reinforce key vocabulary to develop pupils’ knowledge of letters and sounds. Staff provide many opportunities for pupils to practise and consolidate their knowledge of early phonics. As a result, pupils achieve exceptionally well from their starting points.

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better?

The school’s approach to matching learning to pupils’ individual needs is replicated across all subjects to provide a broad and rich curriculum. The school’s identification of pupils’ needs incorporates expert health advice as an integral part of the school’s curriculum, for example in their physical development. Pupils become increasingly independent during their time at the school, such as demonstrating greater 19 to 21 November 2024 awareness of their own self-care. Staff skilfully follow pupils’ interests to make the very best of each opportunity to learn.

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better?

Pupils behave well throughout the school day. Where they become distracted or dysregulated, staff quickly intervene to ensure that there are no disruptions to learning.

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better?

The school sets high expectations for pupils’ attendance. The reasons for absence are well known by the school. It works well with parents and other agencies to successfully address significant barriers to attendance, such as complex health needs. Notably, those pupils that have been at the school for the longest time have high rates of attendance because their needs have been met well.

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better?

Throughout all aspects of pupils’ learning, staff ensure that there are opportunities to learn about other cultures, languages and faiths. Pupils’ personal, social, health and economic (PSHE) education is well thought out to enable them to learn more about the world around them. Pupils enjoy outdoor learning alongside other pupils from a local primary school. This helps to develop their social and communication skills. The way in which pupils’ personal development runs throughout the curriculum ensures that there is exceptional development of pupils’ social skills.

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better?

The school has strong oversight in place to ensure that the proprietor is well informed about the curriculum that each pupil studies. The proprietor holds the school to account effectively for how well pupils are progressing. This ensures that the proprietor makes informed decisions that help to improve the quality of provision for pupils.

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better?

The proprietor ensures that leaders have the knowledge and skills to ensure that all of the independent school standards (‘the standards’) are met. The design of the newly built school has been informed by staff so that all details of how the spaces are to be used have been well thought through. This has not only ensured that the standards for the premises are met but that pupils benefit from high-quality resources to access the whole curriculum offer. For example, all classroom spaces have hoists in them so that all areas are accessible to all pupils.

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better?

The proprietor has ensured that the school meets the requirements of schedule 10 of the Equality Act 2010. Policies, including a safeguarding policy that meets current statutory requirements, are available to parents on request.

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better?

Staff feel valued and recognised for their efforts. They are supported well by the school with their workload and targeted professional development. This helps to ensure that staff make the best possible difference to pupils.

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Safeguarding

The arrangements for safeguarding are effective. 19 to 21 November 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. 19 to 21 November 2024

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School details

Unique reference number 149881 DfE registration number 888/6131

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School details

Inspection number 10342204 Type of school Other independent special school

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School details

Annual fees (day pupils) £63,000 to £95,000

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School details

Date of previous inspection Not previously inspected 19 to 21 November 2024

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Information about this school

 The new school has been designed purposefully for the education of pupils who have some form of physical disability arising out of neurological conditions or brain injury. All pupils have an education, health and care plan.  The school’s pre-registration inspection took place on 18 July 2023. The school was registered by the Department of Education (DfE) on 13 September 2023. This is the school’s first standard inspection.  The school does not use any alternative provision.  The school is located at premises at Rainbow Hub, Salt Pit Lane, Mawdesley, Ormskirk, Lancashire L40 2QX.  Members of the proprietor body are also trustees for a separately registered nursery school and a therapeutic centre that is located on the same site as the school.  The proprietor is a limited company called Rainbow Hub NW Limited. The proprietor body is made up of eight directors, including the chair of the proprietor

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Information about this school

body. A chair of governors has also been appointed and an oversight committee established since the pre-registration inspection.

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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 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 carried out deep dives in these subjects: early communication, physical education and PSHE. For each deep dive, inspectors held discussions about the curriculum, looked at curriculum plans, visited a sample of lessons, spoke to teachers and looked at samples of pupils’ work.  Inspectors also looked at curriculum documentation, visited lessons and spoke to leaders about some other subjects.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and 19 to 21 November 2024 considered the extent to which the school has created an open and positive

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Information about this inspection

culture around safeguarding that puts pupils’ interests first.  Inspectors made a tour of the school premises, reviewed policies and spoke with leaders to assess compliance with the standards.  Inspectors gathered parents’ views by reviewing responses, including free-text responses, submitted to the Ofsted Parent View survey. They also spoke to parents during the school day.  Inspectors met with groups of staff and also considered the views expressed through Ofsted’s online survey for staff.  Inspectors observed pupils’ behaviour during lessons, looked at records for behaviour and bullying and spoke with leaders and staff.  Inspectors discussed the provision in place for pupils’ personal development.  It was not possible to speak to pupils during this inspection because all are largely pre-verbal. This did not impact in the quality of evidence gathered or the inspection outcomes. Inspectors spent more time visiting lessons to observe the

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Information about this inspection

way in which pupils interact with staff and communicate their preferences and needs. Inspectors also used gestures and signs to communicate with pupils in lessons.  As part of this standard inspection, the DfE commissioned Ofsted to carry out a material change inspection to consider a proposed increase in pupil numbers at the school and a proposal to extend the age range to include children as young as four years old.

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the maximum number of pupils

The school has applied to the DfE to make a ‘material change’ to its registration. At the DfE’s request, we checked whether the school is likely to meet the relevant independent school standards if the DfE decides to approve the change. This part of the inspection was carried out under section 162(4) of the Education Act 2002  The outcome of this part of the inspection is that the school is likely to meet the relevant independent school standards if the material change relating to the school’s provision is implemented.  The school has requested to extend the age range to include four-year-old children.  The curriculum that the school intends to offer to children in the early years is suitable. Staff have the expertise to deliver this curriculum. In addition, the school has experienced staff who have expertise in meeting the early years safeguarding and welfare requirements.  The school has also proposed to increase the number of pupils on roll from six to

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the maximum number of pupils

32. The school now occupies a newly constructed building that has been purpose- built for the education of the pupils at the school. This building provides the space to ensure that it caters for the increased numbers of pupils. 19 to 21 November 2024  The school building meets all aspects of Part 5 of the standards. The spaces for teaching are well lit and provide ample space for pupils’ learning. The premises include an appropriate medical room and the provision of clearly signed drinking water in classrooms. There are appropriate toilet facilities for pupils and for staff.  Policies, including a safeguarding policy that meets current statutory requirements, are available to parents on request. The proprietor is in the process of developing a new website and is aware of the requirements of the standards to publish this information on its website.  The proprietor and leaders at the school demonstrate the expertise required to

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Information about the material change inspection

 Inspectors considered the school’s proposal to increase the age range of pupils and increase its the capacity as part of the standard inspection. They considered the early years welfare requirements and reviewed the suitability of the premises.

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Inspection team

Steve Bentham, lead inspector His Majesty’s Inspector

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Inspection team

Lindy Griffiths Ofsted Inspector 19 to 21 November 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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