Roehampton Hospital School

Inspection of Roehampton Hospital School The Priory Hospital Roehampton, Priory Lane, London SW15 5JJ

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Inspection dates: 26 to 28 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 Sixth-form provision Outstanding Overall effectiveness at previous inspection Outstanding

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Overall effectiveness Outstanding

Does the school meet the independent school standards?

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What is it like to attend this school?

The school is a happy, calm and welcoming space. Pupils, and students in the sixth form, enjoy their time in the school. The school’s approach expertly blends excellent provision for pupils’ academic education and well-being. In turn, this provides an oasis for pupils and enables them to flourish in their education here.

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What is it like to attend this school?

The school is highly ambitious for all pupils. They rise to these expectations and achieve exceptionally well during their time at the school. They have positive attitudes to their education and they take their learning very seriously. The school provides clear routines and expectations. This, alongside the respectful culture and the nurturing relationships between staff and pupils, helps pupils to feel safe. Pupils are kind and caring. They form strong bonds with each other.

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What is it like to attend this school?

Pupils and students highly value the opportunities and support that they get from the school to develop their skills and talents. For example, many pupils learn to play the guitar or develop skills in sewing and crochet. They also take part in regular yoga sessions. Visitors enrich the learning and focus on important themes, such as keeping safe in the community. As part of the school’s work to foster pupils’ connections with the wider world, pupils access a range of off-site opportunities. These include visits to the cinema, museums and restaurants.

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better?

The school makes sure that its provision responds sensitively and effectively to pupils and students who join at different points through the year and with very different experiences of education. The school’s aspirational curriculum is at the core of the provision. It is highly successful in supporting young people to engage with and achieve well in their learning. As part of this, the school quickly identifies the starting points and needs of each individual. This includes those with special educational needs and/or disabilities (SEND). Careful curriculum design means that each individual pupil’s academic and emotional needs are considered and met fully. This supports pupils to successfully transition back into their home-school or training when they leave here.

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better?

The school has set out and implemented an ambitious and broad curriculum across subjects. It has identified the core knowledge, skills and vocabulary that need to be learned. This includes ensuring that the curriculum enables those pupils who remain registered at their home-school to build seamlessly on their prior knowledge and skills. The school is acutely aware of the role it plays in ensuring that pupils and students do not fall behind. As a result, there is a sharp focus on ensuring that any gaps in learning or errors are identified and addressed. This includes, where needed, daily reading sessions to support pupils who are struggling, so that they become confident and fluent readers. Pupils with SEND are expertly supported to work on and achieve their individual targets. The school uses a range of strategies, for example video lessons and online classrooms, to help pupils to feel connected with

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better?

their home-schools and their peers as much as possible. 26 to 28 November 2024 Staff are extremely skilled and have the highest expectations of pupils’ learning. They have strong subject knowledge and skilfully break learning down in a way that pupils find manageable to understand. Teaching sessions provide opportunities to recap and recall what has been learned before. This supports pupils and students to remember what they are being taught. Timely feedback, skilled questioning and a focus on vocabulary and the meaning of words all deepen pupils’ understanding. Staff help pupils and students to see what they can achieve. This builds their confidence and supports them in being aspirational for their future.

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better?

The school prioritises reading. Reading widely and for pleasure are promoted through regular reading sessions. Pupils and students also enjoy sharing book reviews and taking part in writing competitions.

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better?

Pupils display high levels of focus. They are trusted to work flexibly and are supported, where needed, with organisational skills. This helps them manage times when they might feel overwhelmed, or when they are finding it hard to concentrate. Pupils and students appreciate it when their diligence is acknowledged through the reward system, which enables them to earn prizes for achieving their targets.

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better?

The provision for pupils’ personal development is thoughtful and well planned. It is entwined with the taught curriculum. Pupils and sixth-form students learn about essential aspects of personal development, such as healthy relationships and consent. The school’s ethos places pupils’ views at its heart. For example, pupils have a voice in deciding what it is important for them to learn and experience. They have regular opportunities to learn about, discuss and debate topics that are relevant to them, including current affairs. The school helps pupils to think about others, for example pupils nominate charities that they support each year. For example, pupils make and sell crafts to raise money for other children in challenging circumstances.

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better?

The school organises its personal development offer to ensure that the opportunities and experiences provided are regularly revisited. This ensures that pupils and sixth- form students who arrive at different times of the year all benefit from the rich provision offered. This includes essential input on careers education and guidance. As a result, pupils are well prepared for their next stage of education, training or employment.

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better?

Proprietor oversight and governance arrangements are robust. This ensures that the school is held to account while also being provided with helpful support. All the independent school standards are met and the school is compliant with schedule 10 of the Equality Act 2010.

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better?

The school works closely with medical teams, external agencies and parents and carers to support its work to provide the highest quality of education and care to pupils. It makes sure that information is shared and discussed appropriately, in order to best meet pupils’ needs. Staff feel well supported and appreciate the training, 26 to 28 November 2024 guidance and supervision that the school provides. This ensures that they have the skills needed to fulfil their roles in a highly effective manner.

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Safeguarding

The arrangements for safeguarding are effective.

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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 147547 DfE registration number 212/6005

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School details

Inspection number 10322603 Type of school Other independent school

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School details

Gender of pupils in the sixth form Mixed

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sixth form

Email address roehamptonhospitalschool@priorygroup.com

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sixth form

Dates of previous inspection 13 to 15 July 2021 26 to 28 November 2024

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Information about this school

 The school provides for pupils who are admitted to the hospital as inpatients for support with eating disorders and other mental health needs. Thirty places are funded by the NHS and there is a further six-bed provision for privately funded patients.  A few pupils have an education, health and care plan.  The school does not use any 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.  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 those responsible for governance, including the proprietor, director of education and headteacher.  Inspectors carried out deep dives in these subjects: reading and personal, social and emotional development and well-being. 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 for other subjects, including, for example, considering curriculum documentation and through speaking to leaders.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

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Information about this inspection

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.

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Inspection team

Julie Wright, lead inspector His Majesty’s Inspector

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Inspection team

Karen Matthews 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

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

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