Pontville School

Inspection of Pontville School Black Moss Lane, Ormskirk, Lancashire L39 4TW

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Sixth-form provision Outstanding Overall effectiveness at previous inspection Good

p.1

Overall effectiveness Good

Does the school meet the independent school standards?

p.1

What is it like to attend this school?

Pupils flourish at this school. They are calm, polite and friendly. They benefit from the expert help that they receive as soon as they arrive at the school, which helps them to settle in quickly. Pupils are happy.

p.2

What is it like to attend this school?

Pupils achieve well. They rise to and realise the high aspirations that the school has for their achievement and conduct. The school prioritises the development of pupils’ communication skills. This helps pupils to speak with clarity about their work and to succeed where they may have found learning difficult in the past.

p.2

What is it like to attend this school?

The school's provision for pupils’ personal development is impressive. Students in the sixth form benefit significantly from the support that they receive. Staff do all that they can to advocate for them so that they succeed.

p.2

What is it like to attend this school?

Pupils benefit from a rich variety of experiences. These include trips to places of cultural significance, such as museums linked to the history curriculum. Pupils learn practical skills such as shopping, budgeting and travel planning. These experiences are carefully planned to build pupils’ confidence, independence and sense of responsibility.

p.2

What is it like to attend this school?

The school provides pupils with a vast array of additional opportunities. This helps them to expand their talents and interests in areas that they may never have experienced before. For example, pupils get to experience sports, arts, music, strategy games and relaxation activities.

p.2

better?

The proprietor and the school have established an environment where everyone is welcome and valued. Together, they have worked effectively with leaders at all levels to address previously unmet independent school standards (the standards) and to assure themselves about the quality of education that pupils receive. The proprietor has ensured that the school meets its statutory responsibilities under schedule 10 of the Equality Act 2010.

p.2

better?

The proprietor and governors have a precise understanding of the context of the school. They carry out regular checks on the performance of the school. The premises are well maintained. The safety and well-being of staff and pupils is at the heart of decisions that the school makes. The policies for relationships, sex and health education, and safeguarding, are available on the school’s website.

p.2

better?

The school has established an ambitious curriculum. Pupils study a broad range of subjects in each key stage. The important knowledge and skills that pupils should learn is set out clearly. The curriculum prepares pupils well for each stage of their education. Students in the sixth form follow a highly personalised suite of qualifications. They achieve exceptionally well. This prepares them for further study, the world of work and for volunteering. 20 to 22 May 2025 Staff access a bespoke package of training to fully understand the specific needs of pupils. Staff are provided with discrete time for this which supports their workload. They are skilled at identifying and supporting pupils’ additional needs. Staff draw extensively on the information in pupils’ education, health and care (EHC) plans to design engaging and appropriate activities. This helps pupils to build their knowledge and skills securely over time.

p.2

better?

Staff have a detailed understanding of the curriculums that they teach. They make regular and precise checks on what pupils know, remember and can do. Staff use this information to address any gaps or misconceptions that pupils may have about their learning. This means that pupils gain a deep and rich body of subject knowledge. In the sixth form, specialist instructors and support staff work together effectively to ensure that students thrive. Together, they ensure that students develop a high level of confidence and self-assurance. Students talk with clarity and enthusiasm about their vocational studies.

p.3

better?

Pupils with communication needs receive nuanced and focused support. This includes the use of visual aids and modern technology. As a result, pupils learn how to articulate their thoughts and feelings to others with confidence.

p.3

better?

Pupils, including some students in the sixth form, who are at the early stages of learning to read, receive the timely support that they need to develop their phonics knowledge. They read from books that are well matched to the sounds that they already know. This helps most pupils to become confident readers. However, some pupils do not receive the support that they need to read with fluency. This means that they do not access the school’s curriculum as well as they could.

p.3

better?

Pupils read books that make a strong contribution to their understanding of the world. They learn about themes such as caring for others, morality, different types of relationships, animal welfare and right and wrong.

p.3

better?

Staff provide considered support to pupils that need help to manage their own behaviour. Most pupils respond well to this help. Staff address the barriers that prevent pupils from attending school. This has helped to increase the rate of attendance for many pupils.

p.3

better?

The school’s provision for pupils’ personal development, including in the sixth form, helps them to become resilient and independent young people. They know how to keep themselves safe and healthy. Staff take great care to ensure that pupils have an age-appropriate understanding of healthy relationships, including sexual health. Pupils make a positive contribution to the life of the school. For example, pupils take on roles as anti-bullying ambassadors or members of the ‘Junior Leadership Team’ with pride. The school’s programme of careers education is extensive. It helps pupils to move on to meaningful destinations with success . 20 to 22 May 2025

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.4

(Information for the school and proprietor)

 Some pupils do not receive the support that they need to quickly become fluent readers. Where this is the case, these pupils struggle to access some parts of the school’s curriculum. The school should ensure that these pupils receive the support that they need to read with fluency.

p.4

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.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 20 to 22 May 2025

p.4

School details

Unique reference number 133540 DfE registration number 888/6050

p.5

School details

Inspection number 10401988 Type of school Other independent special school

p.5

School details

School category Independent residential special school

p.5

School details

Gender of pupils in the sixth form Mixed

p.5

form

Annual fees (day pupils) £74,867 to £116,611

p.5

form

Website www.witherslackgroup.co.uk/pontville- school Email address pontville@witherslackgroup.co.uk

p.5

form

Date of previous inspection 20 to 22 June 2023 20 to 22 May 2025

p.5

Information about this school

 The school operates on two sites. The main school site is located at Black Moss Lane, Ormskirk, Lancashire L39 4TW. The second site is for the post-16 provision and is located at Paddock Road, off Pimbo Road, Skelmersdale, Lancashire WN8 9PL.  The school caters for pupils with a range of special educational needs and/or disabilities including autism spectrum disorder and speech, language and communication needs. It is registered to admit up to 155 pupils.  All pupils who attend the school have an EHC plan.  The school is part of the Witherslack Group which runs special schools and residential care across the United Kingdom.  The school’s previous standard inspection took place in June 2023. Since the previous inspection, an emergency inspection, commissioned by the Department for Education, was conducted in December 2024.  The current headteacher has been in post since September 2024.  The school makes use of one registered and one unregistered alternative

p.6

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.

p.6

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  The inspectors only inspected the education provision at this school.  Inspectors spoke with the headteacher and other leaders from the proprietor body, including the chief operating officer.  Inspectors carried out deep dives in the following subjects: communication and interaction, English and history. They discussed the curriculum with subject leaders, looked at curriculum plans, visited some lessons, reviewed pupils’ work and spoke with staff and pupils.  Inspectors also reviewed the curriculum plans for a range of other subjects.  Inspectors met with leaders to discuss SEND, the curriculum, assessment, pupils’ behaviour and the provision for pupils’ wider development.

p.6

Information about this inspection

 Inspectors considered responses to Ofsted Parent View, including the free text responses. The lead inspector spoke to some parents and carers about their 20 to 22 May 2025 views of the school. Inspectors considered responses to Ofsted’s online survey for staff. They gathered the views of staff and pupils throughout the inspection.  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.  The lead inspector made a tour of the school premises.  Inspectors viewed a range of documentation that was provided by the school, including those related to the standards.  Inspectors spoke with pupils about their experiences of school life. They observed pupils’ behaviour during lessons and at break and lunchtime.

p.6

Information about this inspection

 Inspectors spoke with staff about their workload and well-being.

p.7

The school’s progress in meeting previously failed standards

During the inspection we checked whether the school now meets the independent school standards that it was judged to have failed at its previous emergency inspection on 11 and 12 December 2024.

p.7

The school’s progress in meeting previously failed standards

 The outcome of this part of the inspection is: the school now meets the previously failed standards.

p.7

The school’s progress in meeting previously failed standards

Part 3. Welfare, health and safety of pupils Part 6. Provision of information Paragraphs 7 to 7(b), 32(1)(c)  At the time of the last inspection in December 2024, a significant minority of pupils did not feel safe at school. Pupils did not have confidence that staff would support them if they were to raise a concern. Some staff working at the school had a limited understanding of how to raise a concern about a pupil’s welfare should they need to. Additionally, the school had no clear system in place to ensure that concerns relating to the appropriateness of staff were recorded or acted upon.  The school has implemented robust and effective whistle-blowing procedures. Staff now report concerns with confidence, knowing that these are accurately recorded and acted upon swiftly. Leaders ensure that all safeguarding concerns are thoroughly investigated, with clear systems in place to protect pupils from harm.

p.7

The school’s progress in meeting previously failed standards

 Safeguarding records are comprehensive and well maintained. The designated safeguarding lead (DSL) has full oversight of all relevant information, including incidents of self-harm and restrictive physical interventions. This ensures a coordinated and informed approach to supporting pupils’ welfare.  The school has revised its internal reporting structure to ensure that all safeguarding concerns, including those about staff, are appropriately managed. 20 to 22 May 2025 The DSL is now fully involved in all safeguarding matters. This ensures a consistent and effective response that prioritises pupils’ safety.  Pupils report feeling safe and supported. The school has taken decisive action to address bullying and prejudiced behaviour, fostering a culture of respect and inclusion. Incident reports, parental feedback and first-aid logs now reflect a significant reduction in serious incidents. Pupils express greater confidence in

p.7

The school’s progress in meeting previously failed standards

staff to address their concerns.  These standards are now met.

p.8

The school’s progress in meeting previously failed standards

Paragraphs 9, 9(b), 9(c) and 10  During the emergency inspection, inspectors found that the school had failed to maintain accurate records of sanctions imposed for incidents of poor behaviour. Pupils who required support in managing their emotions did not receive the help they needed. For some, physical restraint by staff had become a daily occurrence, causing distress. Pupils reported experiencing emotional harm, both from being restrained and from frequently witnessing other pupils being held. The school had not taken sufficient steps to ensure that the type and frequency of restraint used were appropriate or justified.  During the previous inspection, inspectors found a culture where pupils frequently treated one another with disrespect. Too many pupils experienced frequent harassment, bullying and prejudicial behaviour. The school was not doing enough to change this reality for pupils.  The proprietor has taken the necessary action so that pupils are now fully

p.8

The school’s progress in meeting previously failed standards

equipped to recognise and report unkind behaviour. Pupils receive the support that they need so that they can manage their own behaviour. As a result, the number of incidents of physical restraint has reduced significantly. Typically, pupils now treat each other with kindness and respect.  These standards are now met.

p.8

The school’s progress in meeting previously failed standards

Paragraphs 11, 14, 16 to 16(b)  At the time of the previous inspection, staff were frequently injured as a result of the poor behaviour of some pupils. Leaders were not following the school’s health and safety policy in response to such injuries. While some pupils had individual risk assessments in place, these were not used well by staff. Consequently, there was little done to reduce the risk that some pupils posed to themselves or others. Additionally, the proprietor had not ensured that staff had the knowledge and skills they needed to supervise pupils or manage their behaviour well.  Risk assessments are now dynamic and regularly updated to reflect the most current information. Staff use these assessments effectively to manage behaviour and ensure safety. The proprietor has taken steps to ensure that both pupils’ and staff’s welfare are prioritised, with timely updates to risk assessments following

p.8

The school’s progress in meeting previously failed standards

any incidents.  These standards are now met. 20 to 22 May 2025 Part 8. Quality of leadership in and management of schools Paragraphs 34(1) to 34(1)(c)  At the previous inspection in December 2024, the proprietor had not ensured that all persons with leadership and management responsibilities demonstrated the skills and knowledge to fulfil their responsibilities effectively so that the standards were met consistently. The proprietor had not made sure that leaders and managers actively promoted the well-being of pupils.  Leadership at the school has undergone a positive transformation since then. The current leadership team demonstrates strong capacity to meet pupils’ welfare needs and uphold high standards across all areas of school life.  The proprietor has taken decisive action to improve oversight and ensure that the standards are consistently met. There is now a renewed focus on safeguarding, staff accountability, and pupils’ well-being. Transparent quality

p.8

The school’s progress in meeting previously failed standards

assurance procedures ensure that the school is a safe and supportive environment for all pupils.  These standards are now met.

p.9

Part 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that- – 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and – 7(b) such arrangements have regard to any guidance issued by the Secretary of State.  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 – 9(c) a record is kept of the sanctions imposed upon pupils for serious misbehaviour.  10 The standard in this paragraph is met if the proprietor ensures that bullying at the school is prevented in so far as reasonably practicable, by the drawing up and implementation of an effective anti-bullying strategy.  11 The standard in this paragraph is met if the proprietor ensures that relevant health and safety laws are complied with by the drawing up and effective implementation of a written health and safety policy.

p.9

Part 3. Welfare, health and safety of pupils

 14 The standard in this paragraph is met if the proprietor ensures that pupils are properly supervised through the appropriate deployment of school staff.  16 The standard in this paragraph is met if the proprietor ensures that- – 16(a) the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy; and – 16(b) appropriate action is taken to reduce risks that are identified. 20 to 22 May 2025

p.9

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.

p.10

Inspection team

Andy Cunningham, lead inspector His Majesty’s Inspector

p.10

Inspection team

Julie Bather Ofsted Inspector 20 to 22 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.

p.10

Inspection team

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.11

Inspection team

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.11

Inspection team

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.11

Inspection team

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.11