Draycott Moor College

Inspection of Draycott Moor College Draycott Old Road, Draycott-in-the-Moors, Stoke-on-Trent, Staffordshire ST11 9AH

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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?

Draycott Moor College is a small school with an enormous heart. The work of the school is underpinned by the company’s values of compassion, inspiration, dependability and collaboration.

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What is it like to attend this school?

Pupils all have special educational needs and/or disabilities (SEND) and have had significant challenges in previous settings. Many have been out of education for some time. Pupils thrive here because of the level of care and support they receive. Staff take time to understand pupils. They understand their needs and ambitions. This was illustrated beautifully by one pupil telling inspectors, ‘I like it here because this school knows me.’

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What is it like to attend this school?

Because of their social, emotional and mental health (SEMH) needs, some pupils have struggled with their behaviour. Staff are very knowledgeable about how to help pupils understand and improve their behaviour. If any behaviour falls below the school’s high expectations, staff quickly help pupils to put it right. The school is a calm, orderly and welcoming environment, full of happy, smiling staff and pupils.

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What is it like to attend this school?

Pupils are keen to learn and want to succeed. Staff have high expectations of what pupils achieve and support them to overcome any difficulties. Pupils work hard to complete their work to a good standard and retain what they are taught well.

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better?

The school has designed and implemented a curriculum with the specific needs of the pupils at this school in mind. Leaders at all levels are ambitious for what pupils can achieve. Pupils work towards GCSEs and other qualifications; the choice of these is increasing.

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better?

The proprietor and leaders at all levels have ensured that teachers in the school are skilled and knowledgeable in delivering the curriculum. They present information clearly and ensure lessons are engaging for pupils. Teachers make regular checks of how well pupils are learning. This adds to their secure understanding of each pupil’s needs. They adapt lessons effectively to ensure pupils access the full curriculum on offer.

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better?

Recently, the curriculum has been modified in terms of its organisation. Pupils are now taught most of the time by their class teacher, rather than moving for different subjects. This has allowed relationships to become stronger and pupils’ levels of anxiety have reduced. This has also resulted in incidents of poor behaviour reducing significantly. Staff and pupils alike correctly recognise that the way in which pupils conduct themselves is now a strength, and improving.

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better?

Pupils engage well across the curriculum and generally achieve well. For instance, they relish mathematics lessons, with many considering it their favourite subject. The work in books in all subjects shows that pupils try hard, and they take care to 13 to 15 May 2025 make their work accurate. However, some lack the skills to use consistent letter formation. This is because the school’s approaches to ensuring pupils have the skills to write correctly are not effective enough. As a result, their written work across the curriculum lacks accuracy and fluency, and is not as easy to read as it should be.

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better?

Due to inconsistent engagement with education in the past, some pupils lack the knowledge and skills to read fluently. They receive highly effective support here. Staff use a consistent approach to teach phonics and early reading. This ensures gaps in pupils’ reading skills are identified and addressed effectively so they become more confident and fluent readers. Pupils grow to enjoy reading and take pride in their efforts and successes. The school provides a range of high-quality texts in the library, in classes and online. Pupils particularly enjoy listening to the books that staff read to them.

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better?

The school provides pupils with a wide-ranging, structured personal development programme. This encompasses a raft of elements designed to help pupils understand and navigate the world around them. They learn about equality and cultural difference, which they understand well. They receive individualised support and guidance about careers and work experience. A comprehensive personal, social and health education (PSHE) programme helps underpin this offer. Lessons include themes such as fundamental British values, personal finance and social responsibility.

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better?

The proprietor has ensured that the independent school standards are met consistently and securely. The school building and its grounds are well maintained and provide an inviting, attractive environment for pupils. Pupils benefit from well- resourced classrooms and extensive outside space.

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better?

The proprietor and school staff share the same values and ethos in an open culture of collaboration and improvement. Staff receive regular training to help them deliver the curriculum effectively, as well as to enhance their already-secure understanding of SEND. The well-being of staff is a priority; staff appreciate this. Staff are listened to and heard, being active contributors to the continuing development of this exciting school.

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better?

The school meets the requirements of the schedule 10 of the Equality Act 2010 through the drawing up of a suitable accessibility plan.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 The school’s approach to addressing gaps in pupils’ letter formation skills is not effective. This means the accuracy and fluency of pupils’ written communication 13 to 15 May 2025 are hampered or limited. The school should help teachers to improve pupils’ letter formation so that their written work across the curriculum is fluent, accurate and legible.

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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. 13 to 15 May 2025

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School details

Unique reference number 133989 DfE registration number 860/6026

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School details

Inspection number 10342041 Type of school Other independent special school

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School details

Proprietor Horizon Care and Education Group Ltd

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School details

Annual fees (day pupils) £66,441 to £119,350

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School details

Website www.horizoncare.co.uk/our-schools

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School details

Email address enquires@horizoncare.co.uk

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School details

Date of previous inspection 10 to 12 May 2022 13 to 15 May 2025

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Information about this school

 A new headteacher took up their post in January 2024.  The school is part of the Horizon Care and Education Group, which also runs 12 other schools.  The school provides education for pupils with SEMH and other needs, including autism and attention deficit hyperactivity disorder. All pupils have an education, health and care plan.  The school’s most recent standard inspection was in May 2022, when it was judged to be good overall. It also received a material change inspection in September 2023 to increase the maximum age from 16 to 18.  The school caters for pupils aged 10 to 18. Pupils join the school in any year group and at any time of the year.  The school occupies the site of a former primary school in the village of Draycott- in-the-Moors, near to Stoke-on-Trent.  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 judgement about the quality of a school’s education provision.  This was the second routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  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 culture around safeguarding that puts pupils’ interests first.  Inspectors carried out deep dives in these subjects: reading, mathematics, PSHE and science. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.

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Information about this inspection

 Inspectors also looked at curriculum plans and spoke to leaders about some other subjects. 13 to 15 May 2025  Inspectors met with the headteacher, regional director and other school leaders, including the SEND coordinator. They spoke formally to other staff and with a member of the therapy team.  An inspector listened to some pupils read to school staff.  An inspector met with members of the proprietor body, including the chair.  Inspectors observed pupils’ behaviour in lessons, at different times of the day and at breaktimes and lunchtimes. They spoke with pupils in lessons and around school.  Inspectors considered responses to Ofsted’s staff survey.  Inspectors reviewed a range of documents, including school improvement plans and the school website.  An inspector spoke to taxi drivers who transport pupils to school, and a parent and a carer.

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Inspection team

Gareth Morgan, lead inspector His Majesty’s Inspector

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Inspection team

Mark Howes Ofsted Inspector 13 to 15 May 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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