Rosa House School

Inspection of Rosa House School Bronte Farm, Halifax Road, Briercliffe, Burnley, Lancashire BB10 3RB

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Inspection dates: 21 and 22 January 2025

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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 Good

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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?

Rosa House is a caring and warm school. Staff know pupils well. This helps them to ensure that pupils’ social and emotional needs are met well. Pupils are encouraged to contribute to all aspects of school life. For example, they lead fundraising projects and value sharing their views as part of pupil voice activities. Most pupils are happy and enjoy coming to school.

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What is it like to attend this school?

Most pupils live up to the high standards of behaviour that staff have of them. They respect staff and each other. They value the friendships and positive relationships that they forge here. This creates a safe and supportive environment for pupils to learn in.

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What is it like to attend this school?

The school has high expectations of pupils’ achievement. Pupils benefit from a well- considered curriculum that is designed to meet their needs and interests. This helps most pupils to progress well through their programme of study.

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What is it like to attend this school?

Pupils are prepared well for adulthood. They learn how to manage finances, travel independently and how to cook. Pupils relish taking part in the Duke of Edinburgh’s Award scheme through which they build their confidence and resilience. They appreciate the activities that promote a healthy lifestyle, for example visits to the gym and bouldering centre.

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better?

Before they join the school, many pupils have had disrupted learning experiences and struggled to engage with school life. They have low starting points and arrive with substantial gaps in their subject knowledge. The school swiftly and accurately identifies the additional needs of pupils. This enables staff to arrange suitable support for pupils. As a result, pupils engage with their learning better than they have done so in the past.

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better?

The school ensures that pupils access a broad and ambitious curriculum. The essential knowledge that pupils should learn is organised logically. This helps staff to ensure that pupils build on their prior learning well.

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better?

Teachers generally have strong subject knowledge and present subject content clearly. In some subjects, teachers check that pupils have understood the subject content before moving on to new learning. However, in other subjects, gaps in pupils’ knowledge are not identified as precisely as they could be. This limits how effectively staff shape new learning for pupils. Consequently, from time to time, pupils do not build on their knowledge as well as they could.

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better?

The school gives reading high priority. Staff effectively help pupils to close gaps in their phonics and reading knowledge. Reading is promoted throughout lessons and enrichment activities. As a result, pupils read with increasing competence and confidence. 21 to 23 January 2025 Most pupils understand and respond well to the school routines. Staff provide effective support for pupils who struggle to manage their emotions or behaviour. Over time, this helps some pupils to regulate their emotions. Most pupils rarely disrupt the learning of others. They are respectful and keen to learn.

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better?

The strategies that are used to help pupils to overcome barriers to attending school are implemented well. As such, the school effectively reduces absences for most pupils. However, for a small number of pupils who struggle to engage with their learning, these strategies are not effective. These pupils miss valuable learning experiences and do not achieve as well as they could.

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better?

The school has a comprehensive programme to promote pupils’ wider development. Pupils learn the statutory relationships and sex education curriculum. They gain a secure understanding of healthy relationships and keeping safe. Pupils also learn about the importance of respecting differences between people. For example, they are taught about the protected characteristics. Pupils have various opportunities to build on their interests and talents. For instance, pupils relish horse riding experiences and opportunities to compose music at a music studio. They also learn about the wider world and animal care through visits to the zoo and a donkey sanctuary. Pupils receive useful information and guidance about a broad range of career pathways. This helps them to develop aspirational goals and prepare well for their next stage in life.

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better?

The proprietor has appointed leaders with the required expertise to ensure that the independent school standards (‘the standards’) can be met consistently. The proprietor ensures that the school meets the requirements of schedule 10 of the Equality Act 2010. The school’s premises are maintained well and fit for purpose.

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better?

The proprietor ensures that the school is supported well to drive improvement. Staff value the consideration given to their workload and well-being. This keeps them motivated to offer the best learning experiences to pupils.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 In some subjects, gaps in pupils’ learning are not identified as precisely as they could be. At times, this leads to teachers moving on to new learning when pupils are not ready. This hampers how well some pupils develop their knowledge in these subjects. The school should ensure that teachers systematically check pupils’ understanding and use this to inform their teaching, so that pupils can achieve well. 21 to 23 January 2025  The school’s action s to improve attendance rates for some pupils have not had the intended impact. This means that a small number of pupils miss valuable learning experiences and this limits how well they achieve. The school should strengthen its approach to engage pupils in their learning, so that absence rates are minimised and pupils can thrive.

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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. 21 to 23 January 2025

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School details

Unique reference number 145296 DfE registration number 888/6079

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School details

Inspection number 10342134 Type of school Other independent school

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School details

Email address cerasela.raducanescu@educ8.org.uk

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School details

Date of previous inspection 7 to 9 December 2021 21 to 23 January 2025

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Information about this school

 The school is located at Bronte Farm, Halifax Road, Briercliffe, Burnley, Lancashire BB10 3RB. It operates from one site and the majority of teaching takes place on this site. Physical education is largely taught at a nearby gym and sports centre.  The previous standard inspection was in December 2021.  Since the previous inspection, the proprietor has changed its name from Care 4 Children Limited to Your Chapter Limited.  The school is part of the Educ8 therapeutic education organisation.  All pupils who attend this school have social, emotional and mental health needs.  The school is registered to admit up to 5 pupils aged 11 to 18. At the time of inspection, there were only Year 9 pupils on roll.  There were no sixth-form students on the school roll at the time of this inspection. Consequently, no judgement for the sixth form has been made.  The current headteacher and staff were appointed in September 2024.

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Information about this school

 The school uses two unregistered alternative provisions for a small number of pupils.

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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.  The inspectors discussed any continued impact of the COVID-19 pandemic with the school and have taken this into account in their evaluation of the school.  During the inspection, inspectors spoke to the chair of the proprietor body, the senior and regional headteacher from the Your Chapter Limited leadership team, the headteacher and school staff.  Inspectors also spoke with a representative from one of the local authorities who have placed pupils in the school.  There were no responses to Ofsted Parent View, Ofsted’s online questionnaire or to the free-text facility. Inspectors spoke to some parents and carers. There were no responses to the staff or pupil surveys.  Inspectors carried out deep dives in the following subjects: mathematics, English and humanities. They met leaders and teachers and visited a sample of lessons.

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Information about this inspection

21 to 23 January 2025 Inspectors spoke with pupils about their learning in these subjects. They also considered the curriculum across other subject areas and looked at examples of pupils’ work.  Inspectors also met with staff to review other areas of the curriculum.  The lead inspector made a tour of the school premises to check the suitability of the premises and accommodation against the relevant standards.  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 met with staff to discuss their workload and well-being.

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Inspection team

Amina Modan, lead inspector His Majesty’s Inspector

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Inspection team

Mark Hazzard Ofsted Inspector 21 to 23 January 2025 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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