New Barn School

New Barn School Welford, Newbury, Berkshire RG20 8HZ

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Main inspection findings

Part 1. Quality of education provided Paragraph 3(a) to 3(h)  New Barn School occupies three sites, Home Farm, Willow Farm and River View. Home Farm and Willow Farm provide education for primary-aged pupils. River View provides education for secondary-aged pupils.  Since the last standard inspection in January 2025, the school has experienced significant changes in leadership and staffing on both primary sites, Home Farm and Willow Farm. The school is in the process of recruiting permanent staff to fill these leadership and teaching vacancies. Consequently, a large proportion of staff in these roles on the two sites are interim or long-term temporary agency staff.  When adults join the school, the proprietor provides training to help adults know how to support pupils with special educational needs and/or disabilities (SEND). However, new staff do not receive adequate guidance to put this training into practice.

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Main inspection findings

Consequently, many staff lack confidence in helping pupils to learn and manage pupils’ behaviour. Staff are not suitably aware of the curriculum aims for each pupil. This means pupils attending the primary sites experience a disjointed education, which does not build on what they already know.  Staff on the primary sites do not receive effective guidance to help them adapt the curriculum to meet the needs of pupils. Staff do not receive the necessary planning and preparation time to assess and plan in a way that meets the needs of pupils. At times, teachers do not have access to the equipment that they need to teach. Learning activities do not achieve their key purpose. This limits pupils’ progress through the curriculum.  The school has not ensured that teachers are clear about appropriate methods for checking pupils’ progress systematically towards achieving goals in education, health and care plans (EHC plan). New assessment frameworks are still in their infancy and

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Main inspection findings

have not been fully shared with staff. Consequently, teachers lack confidence in assessing how successfully pupils are learning.  Information about pupils’ needs is regularly updated. However, pupil information has not been shared with staff effectively. A large proportion of staff do not use effective strategies to help pupils communicate and manage their feelings. This means pupils struggle to make their needs understood and interact positively with others.  Since the last inspection, the school has reduced the number of pupils participating in remote education. While the school monitors how well secondary-aged pupils learn remotely, leaders have not established a similar oversight for primary-aged pupils. The processes for evaluating the suitability and quality of curriculum delivery lack rigor and proper assessment. There is little assurance that this provision supports primary-aged pupils to learn well.

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Main inspection findings

 Older pupils attending the River View site receive a positive education. Teachers clearly understand how to adapt the curriculum to meet pupils’ needs. Staffing is stable so adults know pupils very well. Staff plan effectively to enable pupils to achieve curriculum and personal goals.  The independent school standards (the standards) checked in this part are not met.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 7(a) to 7(b), 9, 9(a), 9(c)  At the last standard inspection in January 2025, safeguarding was judged to be effective and all relevant independent school standards relating to the welfare, health and safety of pupils were found to be met.  The school publishes its safeguarding policy on the school’s website. The policy complies with current guidelines. The school’s single central record of checks on adults at the school is maintained diligently. Recruitment processes for new and agency staff are appropriate with effective oversight of leaders and governors. Staff receive regular and relevant safeguarding training so that they are aware of the potential risks that some pupils may face.  On the primary sites, many staff are employed on a long-term temporary basis to provide pupils with continuity of a familiar adult. These staff supervise pupils

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Main inspection findings

sufficiently well, intervening quickly to keep pupils safe. The number of incidents of suspension and restrictive physical intervention are starting to decrease as pupils begin to form positive relationships with more established staff.  The school’s ‘Positive Behaviour Policy’ sets out clear expectations around managing pupils’ behaviour in an inclusive way. It appropriately identifies how to respond when pupils struggle to manage their behaviour positively. Strategies to support pupils to manage behaviour are well considered and reflect the needs of each pupil.  The school records pupils’ positive and negative behaviours on the school’s system so staff can analyse trends in behaviour effectively. Typically, staff update risk assessments appropriately when pupils display challenging behaviour.  These standards continue to be met. Paragraph 9(b)  There is wide variability in how staff implement the behaviour policy. Too many staff

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Main inspection findings

are not suitably aware of the signs of pupils becoming frustrated. They do not have access to sufficient information about pupils needs. Personalised ‘behaviour support plans’ are well designed but not accessible to long-term agency staff working with pupils. Therefore, strategies to calm pupils lack efficacy and prolonged outbursts of dysregulated behaviour impact on the learning of other pupils.  For this reason, the standard paragraph 9(b) is not met. Paragraph 16(a) to 16(b)  Suitable policies linked to all aspects of health and safety are in place. Risk assessments are available for different aspects of the school’s premises, such as fire risk assessments. A range of other risk assessments, such as legionella, are also in place.  The proprietor employs a range of specialist staff to ensure that the health and safety of pupils, staff and visitors to the school is promoted appropriately. Suitably

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Main inspection findings

experienced staff complete routine checks on the premises on each site to ensure the buildings are safe and maintained to an appropriate standard.  These standards continue to be met.

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Main inspection findings

Part 5. Premises of and accommodation at schools Paragraph 25  Each of the sites are well maintained, clean and in a good state of repair. Outdoor spaces are secure and provide play facilities for pupils to enjoy during social times. The canteen at Home Farm has recently reopened following a deep clean and a refurbishment. It now provides a large indoor space for pupils to eat their lunch. At Willow Farm, some of the rooms are being repurposed. However, these rooms are not accessible to staff and pupils while this refurbishment is underway.  The relevant standard checked in this part continues to be met.

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Main inspection findings

Part 7. Manner in which complaints are handled Paragraph 33 to 33(k)  Arrangements for addressing complaints were fit for purpose at the last standard inspection. Inspectors were asked to review them at this inspection, in light of concerns raised with the Department for Education (DfE).  The school’s complaints policy continues to be fit for purpose. It meets the requirements of this part of the standards. It is available on the school’s website. At the time of the inspection, the school is updating some named contacts to reflect recent changes to the named executive headteacher and chair of governors. The school keeps a log of all complaints received.  The school has reviewed all open complaints received since the last standard inspection in January 2025. The school has communicated with complainants and engaged with the admitting local authority to resolve the issues raised through these complaints. The school has been reflective and has made suitable adjustments to their

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Main inspection findings

practice to ensure clearer communication within the timescales set in the complaints policy in the future.  The relevant standard in this part continues to be met. Part 8. Quality of leadership in and management of schools Paragraph 34(1) to 34(1)(c)  While these standards were met during the last standard inspection, the inspection report noted staffing issues had led to an unsettled period. This unsettlement continues. A newly appointed interim executive headteacher oversees provision on all three sites. On each of the two primary sites, there is now an interim head of school. The proprietor has established a dedicated team to focus on recruitment and retention. Staff state that they are hopeful, but that they are not assured that staffing will stabilise in the near future. The frequent changes in leadership mean that staff lack clarity around expectations of them. Staff morale is low on both primary sites.

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Main inspection findings

 Due to high levels of staff absence and vacancies on the primary sites, staff with subject leadership responsibilities have not been able to carry out their leadership roles. This means that they are not aware of how effectively staff are implementing the curriculum across the primary sites.  Leaders prioritise making sure that pupils with complex needs receive high levels of support. However, leaders do not ensure that staff who work with these pupils have the skills and expertise that they need to support pupils’ well-being effectively. Pupils on the primary sites are not getting the support they need to learn and thrive.  The proprietor has clear arrangements in place for checking what leaders are telling them about the school’s strengths and improvement priorities. Governors are well informed about the school’s work and there is clear ambition by all to make the rapid improvements needed, so pupils receive the education they need. The school is

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Main inspection findings

working with the admitting local authority to ensure that concerns about the suitability of the provision on the primary sites and pupil placements are addressed quickly and effectively.  The standards checked in this part are not met.

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Compliance with regulatory requirements

The school does not meet the requirements of the schedule to The Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements that were checked during this inspection, as set out in the annex of this report. Not all of the standards and associated requirements were checked during this inspection.

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School details

This inspection was carried out under section 109(1) and (2) of the Education and Skills Act 2008, the purpose of which 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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School details

Type of school Other independent special school

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School details

School status Independent special school

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School details

Annual fees (day pupils) £57,680 to £87,580

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School details

Email address newbarnschool@acornnewbarnschool.co.uk

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School details

Dates of previous standard inspection 14 to 16 January 2025

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Information about this school

 New Barn School is an independent special school for pupils aged six to 19 years. Pupils are referred to the school by their local authority, which funds their place. All pupils have SEND, with social, emotional or mental health needs. In addition, many have a medical diagnosis, for example autism, attention deficit hyperactivity disorder or post-traumatic stress disorder. All pupils have an EHC plan.  The school is based on three sites, all located within proximity of each other. These sites are Willow Farm at RG20 8HZ, Home Farm at RG20 8HR and River View House at RG14 2PS.  The school’s previous standard inspection took place in January 2025, when the school was judged to be good.  There has been a change of leadership since the last inspection. The interim headteacher and the interim heads of school on Willow Farm and Home Farm took up their position in March 2025.  The school uses one unregistered alternative provision.

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Information about this inspection

 This was an emergency inspection carried out under section 109(1) and (2) of the Education and Skills Act 2008. The inspection was commissioned by the DfE as a result of concerns. It was conducted without notice.  The inspection team checked the school’s compliance with the standards relating to the welfare, health and safety of pupils and the quality of leadership and management.  Not all the standards and associated requirements were checked during this inspection.  Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors considered any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the interim headteacher and other staff. The lead inspector held telephone calls with the regional director and a representative of the proprietor body. Inspectors also met with groups of staff in addition to holding informal discussions

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Information about this inspection

held with staff throughout the inspection.  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 visited lessons to see pupils’ learning and interactions. They also observed pupils at breaktimes and lunchtimes. Where possible, inspectors spoke directly with pupils.  Inspectors had a tour of each of the school sites to gather evidence about compliance with the standards. A range of other documents and policies, including on the school’s website, were reviewed by inspectors.

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Inspection team

Michelle Payne, lead inspector His Majesty’s Inspector

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Part 1. Quality of education provided

 3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; – 3(b) fosters in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for themselves; – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; – 3(e) demonstrates good knowledge and understanding of the subject matter being taught; – 3(f) utilises effectively classroom resources of a good quality, quantity and range;

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Part 1. Quality of education provided

– 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress; – 3(h) utilises effective strategies for managing behaviour and encouraging pupils to act responsibly;

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Part 3. Welfare, health and safety of pupils

 9 The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that- – 9(b) the policy is implemented effectively; and

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school- – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and – 34(1)(c) actively promote the well-being of pupils. guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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