The Beech House School

Inspection of The Beech House School 413 Walton Road, West Molesey, Surrey KT8 2EJ

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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?

Many pupils did not attend school regularly before arriving here. Some know that they will not stay for long. This means that pupils often take time to trust staff. When they arrive, no matter for how long, staff prioritise working with pupils and their parents and carers to build the strong relationships and mutual trust needed to encourage pupils to want to learn. Consequently, pupils feel supported and welcome in school. They are respectful to adults and each other and behave very well.

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What is it like to attend this school?

Most pupils arrive with significant gaps in their learning and have experienced little success in school to date. Staff are ambitious for pupils’ achievement. Teachers break learning down into small and manageable steps. Pupils appreciate how staff adapt the curriculum to their personal interests and aspirations. For example, applying perimeter and area in mathematics to the design of a rabbit hutch. The school offers a range of opportunities for pupils to apply their learning outside the classroom. Through these activities, pupils also develop their social and enterprise skills. For example, they have sold products at local events they have made at school.

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What is it like to attend this school?

Where pupils attend the school regularly, their confidence and attitudes to learning improve rapidly. In these cases, their personal and academic achievements are tangible.

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better?

Staff are experienced in teaching the range of subjects, from primary through to sixth form. The school has carefully considered how knowledge and skills build up over time in each subject. When pupils start at the school, staff use a range of strategies to pinpoint what pupils know and where there are gaps in their learning. The school uses the detailed information they have about pupils’ special educational needs and/or disabilities to adapt the curriculum to meet each pupil’s needs. Teachers introduce new knowledge and skills gradually. They help pupils to apply their learning accurately to different situations. Staff regularly check pupils’ understanding and adapt their approaches to keep pupils on track. In addition to qualifications in mathematics and English, in key stages 4 and 5, staff endeavour to provide subjects of particular interest to pupils. For example, some are studying psychology. Pupils learn well. They take great pride in their work and are keen to

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better?

show off what they have achieved. Their written work is of high quality. The school makes sure that, where possible, pupils’ achievements in and out of the classroom are accredited formally. For some, this is the first experience of academic success.

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better?

Reading is at the heart of the curriculum. Most pupils can read on arrival. However, many lack the confidence to read aloud. The school makes sure any gaps are identified and addressed swiftly, including using phonics if necessary. Over time, pupils who regularly attend school develop the skills that they need to read increasingly demanding texts in lessons and for pleasure. 25 and 26 March 2025 The school teaches pupils how to keep themselves safe and healthy, including online and in relationships. They also learn about equality and fundamental British values and explore concepts of right and wrong. Pupils visit places of worship and museums to bring this learning to life. There are also social events to celebrate different cultures such as Chinese New Year. Pupils especially enjoy making and tasting different foods. The school provides a comprehensive careers programme. Pupils benefit from independent advice and guidance. They enjoy a range of high-

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better?

quality experiences, informing them of their options for future education, employment and training.

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better?

When pupils attend school regularly, they catch up rapidly and make strong progress in all areas of the curriculum. They also benefit from the school’s thoughtful and effective programmes for wider personal development and extra- curricular activities. However, given pupils’ prior personal and school experiences, regular attendance at school often remains erratic, and most pupils take time to work up to a full timetable. The school realises that ensuring pupils achieve full attendance at school is a priority. Staff are working closely with professional colleagues to develop therapeutic approaches further to support this goal.

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better?

The school is well maintained and designed to support pupils’ learning and well- being. Classrooms and therapeutic areas are well resourced and thoughtfully organised. The garden area provides social spaces and outdoor fitness equipment. The school also uses community facilities for physical education, for example the local leisure centre.

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better?

The proprietor has appointed staff with the required expertise to ensure that the independent school standards are met consistently. This includes the requirements of schedule 10 of the Equality Act 2010. Appropriate policies are published on the school’s website. The proprietor appreciates the workload pressures in the context of a small school and is supportive of staff. Staff enjoy working at the school. They are proud of what they do. They receive regular training, especially linked to the therapeutic and statutory aspects of the school’s work, for example safeguarding. The school supports staff in maintaining their subject knowledge. However, the school has not always prioritised ensuring staff have the knowledge and expertise to deliver the curriculum as intended given the specific nature of this school’s context.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 Sometimes, the school has not ensured that the plans to re-engage some pupils in full-time provision are adapted to individual needs. This means that some pupils are not able to access the full curriculum. As a result, their progress through the curriculum is hindered. The school should ensure that it reviews, 25 and 26 March 2025 considers and adapts its provision to enable pupils to engage in full-time provision more rapidly.  The school has not consistently ensured that staff have the knowledge to deliver the curriculum as intended in this context. This means that sometimes, pupils do not learn the important knowledge as well as the school expects. The school should ensure that staff have the knowledge and understanding to engage their pupils with learning so they can teach the curriculum as intended.

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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. 25 and 26 March 2025

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School details

Annual fees (day pupils) £45,000 to £49,500

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School details

Website www.cameronandco.org/the-beech- house-school/ Email address info@thebeechhouseschool.co.uk

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School details

Date of previous inspection 15 to 17 March 2022 25 and 26 March 2025

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Information about this school

 The school provides full-time education for pupils aged 10 to 18 years. There are currently five pupils on roll aged between 15 and 17 years  All pupils have social, emotional and mental health needs and are referred to the school by their local authority.  All pupils are looked-after children and live in a children’s home that is also run by the proprietor. Pupils have missed a significant amount of time in school previously, and the school provides an education programme that is integrated with a 24-hour therapeutic care plan.  The headteacher is also the sole director of Cameron and Cooper Limited, named as the proprietor.  The school does not currently use any alternative provision.  The school was registered by the Department for Education on 23 August 2018. The school’s last standard inspection was in March 2022.

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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

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  The inspectors met with the headteacher (who is also the proprietor), senior leaders and the chair of governors.  Inspectors carried out deep dives in these subjects: English, mathematics and history. 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 met with leaders with responsibility for attendance and behaviour. They reviewed a range of documents, including risk assessments and case studies.  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

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Information about this inspection

25 and 26 March 2025 culture around safeguarding that puts pupils’ interests first.  Inspectors considered a range of evidence to evaluate compliance with the independent school standards.  Inspectors gathered the views of pupils and staff through interviews and discussions throughout the inspection.  Inspectors took account of the responses to Ofsted Parent View, including the free-text comments.

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Inspection team

Mary Davies, lead inspector Ofsted Inspector

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Inspection team

Gary Regan Ofsted Inspector 25 and 26 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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