Cressex Lodge School

Inspection of Cressex Lodge School Cressex Lodge, Terrace Road South, Binfield, Reading, Berkshire RG42 4DE

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Good

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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?

Pupils appreciate the opportunities that Cressex Lodge gives them. Many pupils at the school have missed significant periods of their education in the past. Pupils settle well into this school because of the sensitive and skilful support staff give them. Staff take time to get to know pupils, understand their needs and make them feel safe. Staff ensure pupils’ emotional well-being is at the centre of every decision made. The teaching, support and clinical teams work collectively to deliver their high ambition for pupils’ achievements with great success.

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What is it like to attend this school?

When pupils join the school, staff carefully check the knowledge and skills they already know. Staff then provide pupils with a curriculum that matches their individual needs. This new learning is regularly checked to ensure that pupils consistently receive the precise teaching they need. Consequently, pupils gain much new knowledge and deep understanding.

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What is it like to attend this school?

The school is a very calm, positive and orderly environment. The high level of adult- to-pupil supervision supports pupils’ self-regulation positively. This enables pupils to maintain concentration on their work for sustained periods of time. Staff spot immediately if a pupil shows signs of distress and act swiftly to support them. As a result, incidents are often resolved before they escalate.

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better?

The school has created a culture of high expectations that motivates and inspires both pupils and staff. The curriculum allows pupils to develop their skills and knowledge very successfully. There is no glass ceiling on pupils’ learning. Staff use their strong subject knowledge to make regular checks on what pupils know and remember. They help pupils expertly to address any gaps or misconceptions that they have. This is demonstrated in all subjects, across the ambitious broad and very rich curriculum. As a result, pupils achieve the qualifications that they are capable of.

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better?

Leaders have a detailed knowledge of each pupil’s needs and barriers to learning. Most pupils at the school have special educational needs and/or disabilities (SEND). Staff identify pupils’ needs swiftly and quickly put any required further support in place. Where staff need additional training, this is provided as soon as possible. As a result, pupils with SEND make very strong progress through the school’s curriculum.

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better?

Reading is a high priority for the school. The school checks how well pupils can read as soon as they start at the school. If pupils have fallen behind, staff put effective and timely support into place to help them to increase their fluency and accuracy. This promotes pupils’ love for reading. Pupils find the texts that they study in class engaging and thought-provoking. The school cherishes it’s end of day routine as all pupils and staff come together to read quietly in the school’s well-stocked library.

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better?

Behaviour at the school is exceptional. Staff ensure the school’s high expectations are met calmly and consistently. Staff are extremely well trained and supported by 3 to 5 December 2024 the school to manage pupils’ behaviour effectively. For instance, staff work closely with wider professionals to ensure that pupils receive effective therapeutic support. This has a considerable impact on the pupils. Pupils support each other well and are respectful of other pupils’ individual needs. The school ensures high attendance. It is determined to support pupils who found attending their previous school a challenge. This strategy is very successful and pupil absence is rare.

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better?

Through the personal, social, health and economic (PSHE) programme, pupils are taught about wide-ranging issues. This is delivered in ‘lesson 33’ at the end of each week. The school ensures that every pupil develops their teamwork and leadership skills effectively. Each pupil has an area of responsibility, whether this is to help with the computers, library, watering plants or to be the ‘head's PA’. The school provides regular careers advice and work experience for its pupils. Pupils regularly get the opportunity to take part in community events or develop their enterprise skills by working in a charity shop. Pupils’ cultural experiences are enhanced well. This includes a number of trips to London to visit galleries, museums or complete a Charles Dickens themed walk. There is a strong sports offer. Individual sports are provided very well. Staff are also very willing to make team games run effectively

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better?

All staff spoke highly of the training and support that they receive. They are proud to work at this school. They appreciate the thought that goes into supporting their well-being and workload. They can see the difference they make, both collectively and as individuals, to each pupil. This sentiment is not lost on the pupils. Pupils say the strong relationships with the staff are so important to them.

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better?

The proprietor body is very knowledgeable about the school. It is relentless in its determination to ensure that pupils receive the highest quality of education and support. Members bring a range of skills to the advisory board and hold leaders to account well. They have robust systems in place to assure itself that the independent school standards are met consistently. This includes with safeguarding and by complying with schedule 10 of the Equality Act 2010.

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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. 3 to 5 December 2024

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School details

Unique reference number 110178 DfE registration number 867/6580

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School details

Inspection number 10341995 Type of school Other Independent Special School

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School details

Date of previous inspection 5 to 7 October 2021 3 to 5 December 2024

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Information about this school

 Cressex Lodge (SWAAY) is an independent school for boys located in a village near Bracknell. It operates collaboratively as part of a therapeutic community provided by SWAAY Child and Adolescent Services Ltd.  The school is registered for up to 24 boys, aged between 11 and 17 years, who have specific behavioural, emotional, and social difficulties. Most pupils join the school with a history of interrupted schooling. Some pupils remain at the school after Year 11 to complete GCSEs or other statutory school-age qualifications.  There are currently 12 boys on roll aged between 11 and 17 years, some of whom have moderate, specific and complex learning difficulties. All pupils have been placed by their local authority.  Approximately three quarters of the school’s population are in receipt of 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 judgement 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 senior leaders and staff, including the company’s therapy team. The lead inspector met with one member of the proprietor body. He also met with representatives from three local authorities who commission places at the school.  The inspection team carried out deep dives into these subjects: reading, science, PSHE, and art and design. To do this, they met with subject leaders, looked at curriculum planning, had discussions with staff and pupils, visited lessons and looked at pupils’ work. They also considered 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

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Information about this inspection

considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first. 3 to 5 December 2024  Inspectors talked to pupils about their learning and experiences at school. They observed pupils’ behaviour and attitudes through the school day.  The views of staff and parents and carers were gathered through discussions and Ofsted’s online surveys.  The lead inspector toured the school site to gather evidence about compliance with the standards. Inspectors also reviewed a range of other documents and policies, including on the school’s website. They scrutinised school records, including attendance and behaviour records.

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Inspection team

Chris Parker, lead inspector His Majesty's Inspector

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Inspection team

Shaun Jarvis Ofsted Inspector 3 to 5 December 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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