Compass Community School Wheatley Park

Inspection of Compass Community School Wheatley Park 25-27 Moredon Road, Rodbourne Cheney, Swindon SN25 3DF

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Inspection dates: 26 to 28 November 2024

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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?

This is a nurturing and friendly school. Pupils arrive having experienced significant disruption to their schooling. Dedicated staff take time to build pupils’ confidence and self-esteem. As a result, pupils feel valued and cared for.

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What is it like to attend this school?

The school has high expectations for what all pupils can achieve, both academically and personally. Pupils benefit from the highly bespoke curriculum they receive. This helps them to enjoy their learning and begin to close any gaps that may exist in their knowledge.

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What is it like to attend this school?

Staff promote positive behaviour. Most pupils are polite and respectful. They respond well to the routines that are in place. Pupils take pride in earning ‘points’ when they behave well or show positive attitudes to their learning. Relationships are strong between adults and pupils. Staff know pupils’ individual needs well. As a result, pupils trust adults to listen and help them with any worries or concerns that may arise.

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What is it like to attend this school?

The school provides pupils with a rich array of opportunities to develop personally. This includes visits to the local community or abroad. Pupils enjoy taking part in activities, such as boxing and swimming. They understand how their roles, which include science technician or car mechanic, give them a purpose and opportunities to pursue their passions and interests.

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better?

The school is well led. It has a clear vision for what pupils, all of whom have special educational needs and/or disabilities (SEND) and an education, health and care (EHC) plan, can achieve. With the support of the proprietor, it has put in place a broad and balanced curriculum that considers carefully what pupils need to learn and when. The checks that the school makes when pupils arrive enable staff to design activities that meet their specific SEND needs.

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better?

The school’s provision for pupils’ personal development is a strength. Pupils learn about the importance of keeping themselves safe. They learn about different relationships. Pupils listen to and debate news stories during tutor times, which help them to understand concepts such as tolerance. They develop their character well, for example by taking part in a litter collection in their local environment.

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better?

The school has put in place a comprehensive careers programme. Pupils learn how to complete job applications when applying for roles in school, such as kitchen manager or car valet. They undertake work experience, for example by volunteering at a local shop or by working in a community cafe. Pupils learn about what qualifications they need during talks by people from different places of work. This prepares pupils well for their next stage. 26 to 28 November 2024 Pupils learn a wide range of subjects. Teachers use their subject knowledge well to deliver the curriculum effectively. They present new themes and topics clearly and revisit previous learning to check on what pupils know. Most pupils respond well to this. For example, in English, older pupils talk with maturity about key themes in ‘A Christmas Carol’, such as wealth and status. In science, younger pupils use their knowledge of living things when learning about the heart.

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better?

There is a deliberate focus on ensuring that pupils learn to read well. The school ensures that pupils have opportunities to listen to and read a range of texts. Pupils understand the importance of reading. They read with increasing accuracy and fluency. The school is quick to identify any pupils who struggle. Books are well matched to the sounds they know. This helps pupils to gain the confidence they need to become fluent and avid readers.

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better?

Each pupil follows a bespoke learning plan with targets linked to their EHC plan. However, in some cases, they are too broad and not precisely matched to pupils’ individual needs. This prevents staff from having the necessary information they need to ensure that pupils meet their long-term targets effectively.

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better?

Pupils benefit from the therapeutic support they receive. As a result, most pupils behave well. In lessons, they sustain their focus and are eager to share their ideas. When pupils find it difficult, staff give them the time and support they need to manage their emotions successfully.

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better?

Attendance is a high priority. Many pupils arrive with significant periods of absence from their previous settings. The school monitors attendance rigorously. It works closely with pupils and their families where attendance causes concern. As a result, pupils’ attendance is high.

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better?

The proprietor body is ambitious for what the school can achieve. It uses the robust systems that are in place to hold the school to account for the quality of education pupils receive. Staff enjoy working at the school. They appreciate the team spirit and the opportunities they have to collaborate with other schools operated by the proprietor body.

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better?

The proprietor body has clear processes in place to ensure that the school continues to meet the independent school standards in full. The checks that it makes ensures that the school building and grounds are well kept and safe. The proprietor board ensures that the school complies with schedule 10 of the Equality Act 2010.

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better?

Parents and carers comment positively about the school’s pastoral care and how this helps pupils to settle quickly.

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Safeguarding

The arrangements for safeguarding are effective. 26 to 28 November 2024

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(Information for the school and proprietor)

 Some targets set in pupils’ bespoke learning plans are not precise enough. As a result, some aspects of pupils’ academic needs across the curriculum are not as well met as well as they could be. The school should ensure that staff make effective use of pupils’ short-term targets to ensure that pupils meet their long- term goals securely.

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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. 26 to 28 November 2024

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School details

Unique reference number 149871 DfE registration number 865/6064

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School details

Inspection number 10342203 Type of school Other independent special school

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School details

Website www.compass- schools.org/schools/public/wheatley-park Email address lizzie.upton@compass-schools.org

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School details

Date of previous inspection Not previously inspected 26 to 28 November 2024

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Information about this school

 The school opened in September 2023. The headteacher has been in their post since June 2023.  The school caters for pupils with social, emotional and mental health needs and/or autism.  All pupils have an EHC plan and their places are funded by a number of local authorities. The school currently works with Wiltshire and Hampshire local authorities. The school is not approved under section 41.  The school meet the requirements of the provider access legislation, which requires schools to provide pupils in Years 7 to 13 with information and engagement about approved technical education qualifications and apprenticeships.  The school uses one unregistered alternative provision.

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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 evaluation 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 the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, deputy headteacher, subject leaders and the special educational needs coordinator. They also met with groups of staff, including the therapies team and pupils.  The lead inspector met with the chief executive officer, the director of education services and assistant director, and the group head for teaching, learning and curriculum of the proprietor body as well as the chair of governors. He also held a telephone conversation with a representative from a local authority.  Inspectors carried out deep dives in the following subjects: English, mathematics,

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Information about this inspection

and personal, social and health education. For each deep dive, the inspector discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, looked at samples of pupils’ work and spoke to pupils about their learning.  The lead inspector spoke to leaders about the curriculum in some other subjects. 26 to 28 November 2024  To evaluate the effectiveness of safeguarding, 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 culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour in lessons and around the school site. Additionally, the inspector spoke to pupils to discuss their views about the school.  Inspectors considered the responses to the online survey, Ofsted Parent View, including the free-text comments. They also took into consideration the online

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Inspection team

Ben Jordan, lead inspector His Majesty’s Inspector

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Inspection team

Richard Vaughan Ofsted Inspector 26 to 28 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 looked after children, 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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