Park View

Inspection of Park View 73 Grange Street, Clayton-le-Moors, Accrington BB5 5PJ

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Inspection dates: 28 and 29 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 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?

Pupils enjoy attending this welcoming school. Staff ensure that they get to know each pupil as an individual. This helps pupils to build up trusting relationships that make them feel safe and happy in school.

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What is it like to attend this school?

All pupils have special educational needs and/or disabilities (SEND). The school is ambitious for pupils’ personal and academic success. Pupils work hard and make the most of the opportunities that the school provides for them. These include volunteering at a shop, having their stories published in a book and learning to cook.

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What is it like to attend this school?

The school has high expectations of pupils’ behaviour. Pupils’ behaviour needs are understood well by staff. Well-established routines and appropriate resources help pupils to be settled and support them in being able to focus on their learning.

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What is it like to attend this school?

Pupils benefit from the work that the school does to develop their social skills and independence. For example, pupils explore what makes a positive relationship and how to communicate well with others. They learn how to access public services, such as the local library. Underpinning pupils’ experiences in school are bespoke therapy sessions which aid their emotional well-being.

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better?

The school’s curriculum identifies the important knowledge that pupils should learn. It accounts for pupils who join the school who are working well below what would be typically expected for their age. Staff accurately identify where pupils have gaps in their knowledge. In the main, they use the information from these checks to carefully design learning activities that build on what pupils already know. Effective staff training ensures that pupils’ SEND needs are well met, helping pupils to access the curriculum successfully. Across much of the curriculum, pupils achieve well from their varied starting points.

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better?

The school takes in pupils from eight-years-old. Recently, the curriculum has been developed to meet the needs of pupils who have gaps in their knowledge that stem from the early years. However, some staff are unfamiliar with the early years curriculum and how best to design suitable learning activities. As a result, some of the activities that a small number of pupils experience do not help them learn as well as they could.

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better?

Some pupils join the school with significant gaps in their phonics knowledge. Staff deliver the school’s phonics programme with accuracy. Pupils quickly learn sounds and the letters that represent them. The school provides pupils who are at the early stages of learning to read with books that are well matched to their knowledge. This helps them to experience success when reading. The school ensures that pupils have access to a range of books that capture their interests. 28 and 29 January 2025 Behaviour across the school is positive. Pupils needing extra support in managing their emotions are supported well by caring staff. Many pupils join the school with low attendance at their previous school. The school’s effective systems and processes help pupils make a smooth transition to their new setting. Pupils attend school regularly which means that they benefit from the good quality of education provided.

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better?

The school has developed a comprehensive personal, social, health and economic (PSHE) education programme which includes relationships and sex education. It pays regard to the protected characteristics as set out in the Equality Act 2010. Individualised programmes are in place which help pupils to understand themselves and the world around them. Pupils learn about the fundamental British values. As part of this, they develop an awareness of individual differences, as well as the need for tolerance and respect.

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better?

The school has designed an appropriate impartial careers information, education, advice and guidance programme. Pupils learn about potential careers available to them after they leave school. This helps them to plan well for their next steps.

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better?

The proprietor body is fully involved with the school. It has a clear oversight, coupled with a secure understanding and knowledge of the independent school standards (the standards). The proprietor body has ensured that the standards are consistently met, including compliance with schedule 10 of the Equality Act 2010. Staff are positive about what the school does to support their workload and well- being. This includes access to a broad range of professional development that helps them in their roles.

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better?

The school meets the health and safety and premises requirements of the standards. The building is maintained to a high standard and teaching spaces are bright, clean and well resourced. There is a safe outdoor area that pupils can spend time in.

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better?

Policies, including an effective safeguarding policy that meets the current statutory requirements, are made available to parents and carers on request.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 In a small number of subjects, the school has not ensured that staff have the knowledge they need to teach the intended curriculum effectively. Some of the learning activities that pupils complete do not enable them to learn as well as 28 and 29 January 2025 they could. The school should make sure that staff have the knowledge they need to deliver the curriculum effectively, so that pupils achieve well.

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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. 28 and 29 January 2025

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School details

Unique reference number 150272 DfE registration number 888/6133

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School details

Inspection number 10361096 Type of school Other independent special school

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School details

Proprietor Hexagon Care Services Limited

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School details

Annual fees (day pupils) £84,00 to £116,00

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School details

Email address parkview.headteacher@hexagoncare.com

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School details

Date of previous inspection Not previously inspected 28 and 29 January 2025

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Information about this school

 The school was registered by the Department for Education on 8 March 2024. This is the school’s first standard inspection.  The school is located at 73 Grange Street, Clayton-le-Moors, Accrington BB5 5PJ.  The school is part of the Hexagon Care Services group. The proprietor body is Hexagon Care Services Limited.  The school provides full-time education for up to five pupils aged between 8 and 18. All pupils have an education, health and care plan. At the time of the inspection, there were no students in the sixth form.  Most pupils have autism.  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.  This was the first routine inspection of the school following its pre-registration inspection in February 2024.  Inspectors discussed any continued impact of the COVID-19 pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors spoke with members of the proprietor body, the headteacher, and other school leaders and staff.  Inspectors reviewed a range of documentation, including those relating to the standards and the curriculum.  Inspectors carried out deep dives in English, mathematics and PSHE education. They looked at curriculum plans, met leaders and teachers and visited a sample of lessons. Inspectors spoke with pupils about their learning in these subjects. The lead inspector also explored the school’s approach to early reading.  Inspectors observed pupils’ behaviour at breaktime, in lessons and around the

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Information about this inspection

school.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record, took account of the views of leaders, staff and pupils; and 28 and 29 January 2025 considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors considered the responses to Ofsted Parent View, including the free- text comments. They also considered the responses from the Ofsted survey for staff. There were no responses from the Ofsted survey for pupils. However, inspectors spoke with a range of pupils during the inspection.  The lead inspector made a tour of the school premises to check the suitability of the premises against the relevant standards.

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Inspection team

David Robinson, lead inspector His Majesty’s Inspector

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Inspection team

Lindy Griffiths Ofsted Inspector 28 and 29 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

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

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