Settlebeck School

Inspection of Settlebeck School Long Lane, Sedbergh, Cumbria LA10 5AL

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Previous inspection grade Requires improvement

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The headteacher of this school is Sarah Campbell. The school is part of the Changing Lives Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Judith Schafer, and overseen by a board of trustees, chaired by David Davidson. 20 and 21 May 2025

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What is it like to attend this school?

Pupils are happy and proud to attend this nurturing and welcoming school. They know that they have trusted adults in school who they can go to if they need any help or support. Pupils are confident that any problems will be resolved quickly and effectively. The caring and harmonious nature of the school helps pupils to feel safe.

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What is it like to attend this school?

The school has high expectations for pupils, including those with special educational needs and/or disabilities (SEND). It has designed a broad, balanced and ambitious curriculum. This includes those pupils in the specially resourced provision for pupils with SEND (specially resourced provision). Pupils achieve well because of the well-designed curriculum and the support they receive at school.

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What is it like to attend this school?

Most pupils behave considerately in lessons and around the school site. They treat each other, school staff and visitors to their school with respect, kindness and courtesy.

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What is it like to attend this school?

The school offers a wide range of opportunities for pupils to develop their interests. Alongside the many extra-curricular sporting activities, there is a diverse range of other clubs such as mindfulness, dance, drama and music. Pupils speak with enthusiasm about the opportunities the school provides. There are high levels of participation in the activities on offer.

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What does the school do well and what does it need to do better?

Since the previous inspection, the school has strengthened its curriculum so that new learning builds securely from Year 7 through to Year 11. Typically, teachers choose effective strategies to deliver the curriculum content. They have secure subject knowledge and use this effectively to present new information. The school identifies pupils with SEND promptly so they receive the support they need to thrive. Most pupils, including those in the specially resourced provision, learn the intended curriculum successfully. However, at times, teachers do not use the most effective strategies to check what pupils have learned. This means some pupils develop gaps in their knowledge that are not addressed as quickly as they could be.

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What does the school do well and what does it need to do better?

The school has enhanced its work to develop reading. This includes provision for those at the earliest stages of reading who are supported by the school’s phonics programme to catch up with their peers. The school promotes reading well. For example, pupils read carefully chosen books during the school’s form time reading programme, ‘DEAL’. This helps pupils to develop an appreciation of the importance of reading. The school focuses on teaching words and language so that pupils can learn effectively.

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What does the school do well and what does it need to do better?

The school has established clear routines which are understood by all members of the school community. Lessons are rarely disrupted. This helps to create an atmosphere in which pupils can focus on their learning. During social times, almost all pupils self-manage sensibly. The school knows its pupils and families well. It uses these positive relationships to help pupils overcome any barriers to attendance. Consequently, pupils attend school regularly. 20 and 21 May 2025

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There is a carefully considered programme to support pupils’ personal development. This includes ensuring that pupils are well prepared to transition to the next phase of their education, employment or training. For example, pupils complete work experience in Year 10, and there is a comprehensive range of encounters with employers throughout pupils’ time at the school. Pupils know the features of healthy relationships and know how to keep themselves safe, including online. The school has made sure that pupils understand the importance of fundamental British values. As such, they are suitably prepared for life in modern Britain.

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The school supports staff effectively, managing their workload and well-being carefully. For example, staff appreciate the useful training and development they have received to strengthen the curriculum further. The school has constructed the annual calendar to support staff’s time management and workload. Staff are proud to work at the school.

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Members of the local governing body and trustees are well equipped to hold the school to account for its work. Those responsible for governance fulfil their statutory duties diligently.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, the school’s approaches to checking what pupils know and can do are not used consistently well. This means that, on occasions, teachers do not know how well pupils have secured essential learning. The school should ensure that teachers have the expertise to use assessment strategies effectively to identify and address any emerging gaps in pupils’ knowledge in a timely way.

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How can I feed back my views?

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.

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Further information

You can search for published performance information about the school. 20 and 21 May 2025

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In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 20 and 21 May 2025

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School details

Dates of previous inspection 28 and 29 March 2023, under section 5 of the Education Act 2005.

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Information about this school

 The school joined the Changing Lives and Learning Trust on 1 September 2024.  The school hosts a specially resourced provision. It caters for pupils with autism from Year 7 to Year 11. There are currently 12 pupils in the provision.  The school uses three unregistered alternative provisions.  The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form 20 and 21 May 2025

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provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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 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 the school and have taken that into account in their evaluation of the school.  Inspectors held meetings with the headteacher, senior leaders and subject leads. Inspectors also met with a range of other staff and leaders during the inspection.  Inspectors spoke to representatives of the board of trustees, including the chair, as well as a representative of the local authority.  Inspectors carried out deep dives in these subjects: English, science and history. For each deep dive, inspectors discussed the curriculum with leaders and teachers, visited a sample of lessons, reviewed samples of pupils’ work and spoke with some pupils, including disadvantaged pupils.  In addition, inspectors met with other subject leaders and reviewed some other

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curriculum areas.  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 spoke with the leaders responsible for personal development, pupil premium funding, SEND, early careers teachers and reading.  Inspectors reviewed a range of documents, including leaders’ self-evaluation and attendance and behaviour records.  The inspectors considered the responses to Ofsted Parent View, including the free-text responses.  The inspectors considered the responses to Ofsted’s online surveys for staff and pupils.

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Inspection team

Neil Johnson, lead inspector Ofsted Inspector

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Inspection team

John Cowper Ofsted Inspector 20 and 21 May 2025

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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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