Wessex Lodge School

Inspection of Wessex Lodge School Nunney Road, Frome, Somerset, Frome, Somerset BA11 4LA

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding 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?

Wessex Lodge provides a calm and nurturing environment where pupils thrive. The warm relationships between staff and pupils sit at the heart of the school’s success. Many pupils arrive from multiple unsuccessful placements elsewhere. Pupils receive the care and support they need to help them overcome the challenges they face and to re-engage in their learning. The core values of ‘be safe, be kind and be respectful,’ help pupils develop a strong sense of community and keep them safe. Pupils gain confidence and self-esteem, which helps them to experience success. They attend school regularly.

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What is it like to attend this school?

Pupils’ behaviour is exemplary. They demonstrate high levels of respect and kindness towards one another. Pupils are polite and well-mannered. They accept each other’s differences. Pupils go out of their way to help and support friends experiencing challenges.

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What is it like to attend this school?

Pupils are proud of the extra responsibilities the school offers, such as being careers ambassadors and members of the inclusion and diversity committee. In addition, pupils support the community through, for example, serving refreshments in the local village hall, litter picking and contributing to the food bank. These responsibilities develop pupils’ social and leadership skills well.

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better?

The school has been through significant changes in leadership since the previous inspection. Nonetheless, the quality of education and care pupils receive has not waivered during this time.

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better?

The school provides a diverse and rich curriculum for pupils. The school works tirelessly to make sure the curriculum is well designed to meet pupils’ individual needs. However, leaders recognise that in some subjects, for some pupils the curriculum does not consistently meet their needs precisely. For example, at times pupils’ learning is not moved on quickly enough or, misconceptions are not identified and resolved. Therefore, pupils do not always build their knowledge as well as they could.

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better?

Staff carefully consider the information in pupils’ education, health and care (EHC) plans to ensure that the provision is in place to meet their learning and their social, emotional and mental health (SEMH) needs. This helps pupils to re-engage in their education. As a result, pupils’ attendance improves significantly.

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better?

There is a strong focus on the core subjects of English and mathematics. Reading is a priority. Pupils who arrive with significant gaps in their reading knowledge and skills receive the support and practice they need to help them catch up speedily. Books accurately match pupils’ phonics knowledge. Pupils achieve success in a range of qualifications, including in English and mathematics. 10 to 12 June 2025 Therapeutic provision is carefully considered and intertwines seamlessly with pupils’ daily provision. Pupils have access to a wide range of therapies including equine, horticulture and farm. This provision impacts significantly on pupils’ behaviour, which is exceptional in lessons and during social times.

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better?

The school goes to great lengths to provide wider learning opportunities such as the Ark gardening club. These provide opportunities to demonstrate learning in wider contexts. For example, demonstrating literacy skills when writing seed labels and instructions for others to follow.

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better?

Pupils are given roles and responsibilities to develop their leadership and citizenship. They explore ‘big questions’ to encourage debate and reflection. For example, ‘Can you walk on the same beach twice?’ These are shared through ‘gatherings’ so pupils can hear and learn to respect the views and ideas of others.

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better?

The school does not put a ceiling on pupils’ aspirations. Staff are passionate about ensuring that pupils receive personalised careers advice to help them take the next steps into education or training. The school goes to great lengths to ensure that pupils move onto college or employment with success. It engages with local employers to ensure that all pupils gain a meaningful experience of the world of work.

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better?

Pupils experience a wide range of activities beyond the school, such as climbing, mountain biking, and visits to the theatre and museums. Pupils can work towards the Duke of Edinburgh’s Award. Such experiences build pupils’ independence, resilience and leadership skills. As a result, pupils leave the school well prepared for their next steps.

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better?

Those responsible for governance have a strong understanding of their roles and responsibilities. The school welcomes the support and challenge they provide. Staff are overwhelmingly positive about the school. They welcome the camaraderie that permeates. The proprietor ensures that the school meets the independent school standards in full. The school complies with schedule 10 of the Equality Act 2010.

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better?

The few parents who responded to surveys are typically extremely happy with the school. They comment how the school ‘has transformed our lives’.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 In some subjects, for some pupils, the curriculum is not implemented as effectively as it should be. This means that, at times, pupils’ learning is not moved 10 to 12 June 2025 on quickly enough or misconceptions are not remedied. Therefore, some pupils do not gain the knowledge they need to achieve as well as they could. The school should ensure that it implements its current plans to strengthen these subjects effectively.

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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. 10 to 12 June 2025

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School details

Unique reference number 133522 DfE registration number 933/6210

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School details

Inspection number 10342037 Type of school Other Independent Special School

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School details

Proprietor Outcomes First Group Acorn Education

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School details

Annual fees (day pupils) £62,775 to £77,775

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School details

Email address officewessexlodge@enhancedchildrensser vices.co.uk Date of previous inspection 8 to 10 March 2022 10 to 12 June 2025

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Information about this school

 Since the last inspection there is a new headteacher and deputy headteacher have started in post.  Wessex Lodge School is a trauma-informed school that offers specialist provision for pupils with social, emotional, mental health and behavioural needs.  The school is located over three sites: Wessex Lodge School (The Ark) in Frome, Newmead Farm in Maiden Bradley, Warminster, BA12 7HJ and Wessex Lodge Primary (The Hive) in Butts Lane, Kilmington, BA12 6RB.  All pupils who attend the school have an education, health and care plan. Pupils are placed at the school by their representative local authorities.  The school use one registered alternative provision.  At the time of the inspection there were fewer than five students in the sixth form.  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

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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 evaluation 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 the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, deputy headteacher, senior leaders and wider staff.  The lead inspector met with the regional director for Acorn Education.  The lead inspector met with members of the governing body, including the chair.  Inspectors carried out deep dives in these subjects: English, mathematics, and personal, social and health education. For each deep dive, the inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke 10 to 12 June 2025 to teachers, spoke to some pupils about their learning and looked at samples of

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Information about this inspection

pupils’ work.  Inspectors listened to some pupils from across the school read.  Inspectors sampled the wider curriculum, including pupils’ work in history, equine studies, food technology, geography, art and science.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors considered key documentation, including the school’s self-evaluation, the school development plan and governors’ minutes.  Inspectors observed pupils’ behaviour in lessons and around the school sites. An inspector met with school leaders to discuss and review how they respond to behaviour incidents and pupils’ attendance.  Inspectors considered the responses to the online survey, Ofsted Parent View,

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Inspection team

Jen Southall, lead inspector His Majesty's Inspector

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Inspection team

Sara Berry His Majesty's Inspector 10 to 12 June 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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