Castlefell School

Inspection of Castlefell School Silverhill Brake, Rudgeway, Bristol BS35 3NS

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Does the school meet the independent school standards?

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What is it like to attend this school?

Many pupils had negative experiences of education or missed a lot of school before they arrived at Castlefell. All pupils have an education, health and care plan (EHC plan). Staff build strong and effective relationships with pupils. The well-thought-out induction ensures pupils settle quickly and enjoy attending.

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What is it like to attend this school?

The school has high expectations of what pupils will learn. Pupils rise to these by working hard. They learn a lot. Typically, pupils behave well. Many recognise the positive difference this school is making in their lives. Bespoke support is on hand for pupils when they need it. For example, the school provides a range of therapies such as ‘talking therapy’ or occupational therapy to reduce anxiety and help pupils access everyday activities independently.

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What is it like to attend this school?

As the school is growing, more opportunities are available for extra-curricular activities at lunchtimes. Playing on the multi-use games area is a highlight for many. Staff support pupils in interacting with each other and making friends. When bullying happens, staff address this effectively.

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What is it like to attend this school?

Pupils build up their practical skills and confidence beyond the classroom. For example, when visiting London, pupils learn how to organise their public transport travel.

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better?

The proprietor and school leaders have an ambitious vision for the school and what pupils will achieve. The school is very well led and managed. There is a cohesive and effective staff team. Central staff from the Witherslack group provide a range of coordinated support. This includes regular oversight of the growth and effectiveness of the school. For example, the school is planning for a suitable range of GCSEs and vocational qualifications in readiness for the oldest pupils joining Year 10 in September 2025.

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better?

Any decisions staff make place pupils at the centre. For example, staff use the school’s multi-disciplinary teams to identify and plan for pupils’ special educational needs and/or disabilities (SEND) accurately. This ensures pupils can build up to a full-time timetable and see success right from the start. The clinical team provides notable therapies and support. Ongoing training is quick to develop staff’s understanding of pupils’ SEND. This ensures that the comprehensive and coordinated plans in place meet pupils’ academic and pastoral needs effectively.

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better?

There is a broad and ambitious curriculum in place that meets the requirements set out in the independent school standards (the standards). It includes the essential knowledge that pupils need to learn and when they need to learn it. Many work sequences staff deliver meet pupils’ academic, social, emotional and physical needs very well. For example, in art and design, pupils gain a deep understanding of how 4 to 6 March 2025 to use art techniques. They develop skills in critical evaluation and produce high- quality artwork.

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better?

The school prioritises reading. Pupils who need it receive additional phonics teaching. As a result, pupils learn to read accurately and develop their fluency and understanding. However, on occasions, teaching does not build explicitly on what pupils need to learn next. For example, a minority of pupils repeat work they already understand in mathematics. At times, staff do not prioritise teaching to address gaps in pupils’ prior knowledge. For example, a small number of pupils are not supported to practise and refine their writing skills when they are ready. This slows pupils’ learning down.

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better?

Many pupils have had long periods out of education. Impressive work from the whole staff team ensures that pupils’ attendance improves markedly. The school is effective in helping pupils learn strategies to reduce their anxiety and manage their behaviour. Restrictive physical intervention is used as a last resort. When this happens, the school follows its policies closely to keep pupils safe.

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better?

Typically, pupils behave well in lessons and at lunchtimes. However, a minority of staff do not adhere to or model the school’s high expectations consistently and securely. For example, a minority of staff accept a few pupils’ low-level disruption at transition times when they travel from one lesson to the next or when pupils are waiting for lessons to start.

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better?

The programme to develop pupils personally and increase their resilience is proving effective. The ‘Futures programme’ ensures that pupils receive access to engagement with a wide range of employers, and, alongside this, impartial careers guidance is in place. Pupils learn about protected characteristics and not to discriminate. However, a few aspects of the school’s offer, for example learning about different cultures and religions, are still being refined.

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better?

The standards and the requirements of schedule 10 of the Equality Act 2010 are met. The school’s buildings are kept in good order. All the required information is easily accessible on the school’s website for parents, including the safeguarding policy.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 On occasions, teaching does not build firmly on what pupils already know. A minority of pupils do not learn the depth of knowledge they need to excel. At times, staff do not prioritise the essential writing skills pupils need to secure. The 4 to 6 March 2025 proprietor must ensure that staff use all the information they have so that pupils learn the essential knowledge they need to know next to excel in their learning.  At times, staff do not have the highest expectations of behaviour and learning. As a result, there are occasions of low-level disruption when pupils wait for lessons to start or travel between classes. The proprietor needs to consider the effects of timetabling on transitions and how to support staff to ensure that the highest expectations outlined in the school’s behaviour policy are implemented successfully throughout the school day.

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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. 4 to 6 March 2025

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School details

Type of school Other independent special school

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School details

School category Independent special school

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School details

Website www.witherslack.co.uk/ourlocations/our- schools/castelfell-school Email address castlefell@witherslackgroup.co.uk 4 to 6 March 2025

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Information about this school

 The school opened in March 2024. This is the school’s first standard inspection.  The school offers specialist provision for pupils between the ages of eight and 16 years with social, emotional and mental health needs and/or autism. All pupils will have an EHC plan funded by several local authorities.  The school is located in Rudgeway, South Gloucestershire, BS35 3NS. It is registered to admit 50 pupils.  There are six classes, four are for secondary-age pupils and two for primary-age pupils. Currently, there are no pupils in Year 10 and Year 11.  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

Inspections are a point-in-time judgement about the quality of a school’s education provision.

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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

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school  The inspectors met with the headteacher, the deputy headteacher and other staff. They also met with the proprietor’s representatives, a regional director and the head of new school development.  Inspectors carried out deep dives in these subjects: English, art, geography and personal, social, health and economic education. 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 visited a sample of lessons and reviewed pupils work in mathematics.  An inspector met with pupils to talk about their experience of school life and

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Information about this inspection

observed breaktimes and lunchtimes.  To evaluate the effectiveness of safeguarding, the 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 4 to 6 March 2025 culture around safeguarding that puts pupils’ interests first.  An inspector considered the views of parents submitted via Ofsted Parent View, including the free-text comments. She also reviewed the responses to Ofsted’s survey for school staff.  Inspectors conducted a range of activities to check the standards, including reviewing the suitability and maintenance of the premises.

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Inspection team

Julie Carrington, lead inspector His Majesty’s Inspector

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Inspection team

Wendy D’Arcy His Majesty’s Inspector 4 to 6 March 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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