Bradshaw Farm Independent School

Inspection of Bradshaw Farm Independent School Longnor, Buxton, Derbyshire SK17 0QY

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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 Requires improvement

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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 value the kind and caring learning environment that the school has established. They are happy at school and appreciate the no-nonsense approach staff take with them. They know staff want the very best for them and keep them safe. As one pupil said of staff, ‘They do things for us they don’t have to.’

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What is it like to attend this school?

Clear school routines ensure pupils know how they are expected to behave. For example, pupils arrive promptly at the start of the school day after eating breakfast and wearing their uniform. They are keen to earn tokens for demonstrating the school’s values such as respect, responsibility and problem-solving. If they make the wrong choice, staff make sure they have the help they need to get back on track.

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What is it like to attend this school?

Often, pupils have previously had negative experiences of school and faced significant personal challenges. During their time at Bradshaw Farm, pupils learn the value of education. They respond well to the high expectations the school has for their achievements. The school gives pupils the time and space to reflect, reset and move to their next placement with improved self-esteem and increased confidence and resilience.

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better?

Since the last inspection, the school has introduced a curriculum with its context in mind. The curriculum sets out what pupils will learn clearly. It is broad, balanced and suitably ambitious. Pupils learn well. For example, they confidently recall their knowledge of a recent unit of work on Ancient Egypt. They discuss dynasties and how Ancient Egyptian agricultural designs are still used in farming today.

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better?

When pupils arrive at the school, staff check what pupils know and remember from their previous learning. Staff identify gaps in pupils’ learning, including for pupils with special educational needs and/or disabilities (SEND). They identify academic and personal targets for all pupils. Pupils with SEND receive appropriate extra support to access the curriculum. However, there are a few occasions when learning tasks are not well matched to pupils’ needs. Sometimes staff have not assured themselves sufficiently well that pupils have the prior knowledge they need before moving on to new learning. At other times, pupils who are ready to progress to new curriculum content are not routinely supported to do so.

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better?

Reading is a key feature of every school day. The school has thought carefully about the range of books it provides that will engage pupils and develop their love of reading. Pupils are confident readers. They read aloud fluently and with expression from their class texts, such as ‘Pig Heart Boy’. The English curriculum supports pupils to develop their reading skills further and apply this knowledge to their written work. They consider how authors use description, dialogue and action to create characters and techniques to build tension. 4 to 6 March 2025 One of the school’s fundamental purposes is to prepare pupils for independent living. Pupils benefit from the school’s work in educating them about the importance of personal safety, including relationships and sex education. Pupils receive effective careers advice and guidance. They learn the importance of showing respect for those who do not share their beliefs or values. However, pupils have a limited

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better?

knowledge of a range of faiths and religions.

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better?

Pupils’ own interests are supported by trips, activities and clubs. The curriculum is enriched through museum trips such as a visit to the National Arboretum as part of their work on the Second World War. Pupils have plenty of opportunities to be physically active, utilising the school’s setting in the Peak District. The school takes every opportunity to ensure pupils learn about the possibilities their futures hold. Pupils are left in no doubt that they can succeed, live happy and healthy lives and make a valuable contribution to their communities.

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better?

The proprietor, supported by the local governing body, fulfils their statutory duties. The school consistently meets the independent school standards (the standards), including schedule 10 of the Equality Act 2010. Governors share the school’s ambitious vision. They hold leaders to account for the work they have done to improve the school, including developing the curriculum and sharpening elements of the school’s safeguarding systems. The school’s work is strengthened further through its close relationship with other schools in the company. Staff work together to share expertise and examples of strong practice. Staff appreciate this collaborative approach. They say that leaders give appropriate consideration to their workload and well-being. As a result, they enjoy working at the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 Sometimes assessment information is not used sufficiently well. This means that, occasionally, pupils are at risk of being given work where they have not secured prior knowledge. At other times, they are not moved on to new learning when they have already secured the intended learning. The school should ensure that these checks are used effectively to provide pupils with tasks matched to the stage they are at.  Pupils’ knowledge of a range of faiths and beliefs is limited. While pupils recognise they should show respect for others, they do not have a well-developed understanding of what they are respecting. The school should ensure pupils securely understand different people’s religions and values.

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How can I feed back my views?

4 to 6 March 2025 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

Email address dwood@caretodayparallelparents.net

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School details

Date of previous inspection 5 and 6 July 2022 4 to 6 March 2025

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Information about this school

 The school provides education for pupils aged between 11 and 16 years. It is registered for up to six pupils. Currently, there are two pupils on roll.  Pupils who attend the school have social, emotional and mental health needs. Pupils may have an education, health and care plan.  Pupils join at different points in the school year and stay for varying periods of time.  Places at the school are commissioned by a number of local authorities.  The school operates from Bradshaw Farm, Longnor, Buxton, Derbyshire, SK17 0QY.  The school’s last standard inspection was on 5 and 6 July 2022. Since this inspection, the school has received a monitoring inspection in March 2023 and an emergency inspection in December 2024.  The school does not use 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 judgment 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

 The inspector discussed any continued impact of the pandemic with leaders and has taken that into account in their evaluation of the school.  The inspector met with the headteacher and spoke with a representative of the proprietor who is also co-chair of the governing body.  The inspector carried out deep dives in these subjects: reading, mathematics and personal, social and health education. The inspector discussed the curriculum with the headteacher and class teacher, spoke to pupils about their learning and looked at examples of their work. Other subjects were also considered during the inspection.  The inspector observed pupils’ behaviour and interactions throughout the school day.  The inspector spoke to pupils to collect their view about the school.  To evaluate the effectiveness of safeguarding, the inspector reviewed the single central record; took account of the views of leaders, staff and pupils; and

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Information about this inspection

4 to 6 March 2025 considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  To check compliance with the standards, the inspector checked the school site and reviewed a range of documentation.

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Inspection team

Caroline Poole, lead inspector 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

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