Westbury School

Inspection of Westbury School School Lane, Westbury, Shrewsbury, Shropshire SY5 9QZ

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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?

Pupils learn to feel safe, trust others and get back on track with their education during their time at Westbury School. Sasha, the therapy dog, and all staff warmly greet each pupil every morning, and say goodbye at the end of the school day. Pupils appreciate this. They feel valued, nurtured and cared for. In their words, ‘There is a nice vibe. It is like a second home.’

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What is it like to attend this school?

A standout feature of this school is how well pupils respond and rise to the subtle, calm, but clear expectations for behaviour. Pupils build strong, secure relationships with staff. This allows them to move from previously not being in school or having disrupted education to enjoying being in school. It enables and empowers them to engage and experience success as an individual and as a learner. The school’s high expectations are evident everywhere. From behaviour to being out in the woodlands and from being quietly calm and managing emotions to gaining qualifications, pupils achieve well.

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What is it like to attend this school?

Pupils benefit immensely from the person-centred approach. This weaves through actions and interactions throughout the school day. It makes a real and positive difference to pupils. The Wednesday ‘Westbury get together’ is just one of many unique aspects of school life that promotes dignity, respect and tolerance.

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better?

Pupils develop well both personally and academically at this caring and nurturing school. The school empowers pupils to know themselves, their needs, interests, strengths and values. Pupils share their knowledge of themselves as unique individuals, both as persons and learners. The school’s relentless focus on equipping pupils with a range of skills that support them to cope with the demands of daily study, as well as life, is highly effective.

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better?

The school’s attention to detail in personal, social and emotional development is impressive and successful. Dedicated time is given throughout the referral process to getting to know the pupil and their family situation. This informs what needs to be put in place to support pupils in integrating, belonging and being ready to learn. Pupils rightly note that ‘the difference you bring out of us is amazing. We are now more settled, more comfortable and safe’.

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better?

The school’s strong focus on creating a safe and respectful environment, coupled with high expectations to be in school to learn, transforms pupils’ attendance. Most have high attendance. For those that have not yet managed this, the school is unrelenting in doing all that it can to break down any barriers. These are often outside of the school’s control, for example transport. However, this does not prevent the school from looking for different options and ways to help pupils be in school. Step by step, this solution-focused approach makes a positive difference to pupils’ attendance. 3 to 5 June 2025 Making a difference is the driving force of this school. From the moment pupils start at the school, a range of checks and considerations are put into place to find the right pathway of learning. The school provides a personalised and highly individual route map through the curriculum and beyond. These build into relevant

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better?

qualifications with a strong eye on what follows after school. Pupils, parents and carers are fully involved in these discussions as well as regular reviews. This is an aspect that unites the vision and reality for pupils, and builds success. A common theme from parents was how their child’s attitude to school had been completely turned around. Comments included ‘found their identity’, ‘love attending school now’ and ‘an amazing educational setting with dedicated staff’.

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better?

The curriculum is well designed and sequenced. The carefully balanced direct teaching supplemented with bespoke additional help supports pupils well. The resources used in and across lessons are of a high quality and support the intended learning. Staff support pupils to close gaps that they have in their learning as well as to gain knowledge and understanding across subjects. This includes reading. The school promotes reading for a purpose and reading across the curriculum. If a pupil struggles with this, targeted support equips them with the right skills and increased confidence. On occasions, the activities provide a surface level of learning rather than a deepening of knowledge. When this is the case, it stops pupils from learning as well as they could.

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better?

The school’s attention to detail in knowing, nurturing and meeting pupils’ needs is seen across school life. The proprietor, alongside staff, ensures that the premises are organised carefully and looked after to a high standard. The proprietor ensures that financial resources and detailed risk assessments are in place to promote the well- being and safety of pupils.

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better?

Pupils have a strong say in the life of the school. They identify and address areas for improvement that are important to them. This has led to the development of a sensory room that beckons you in and a music space that supports and promotes creativity.

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better?

The school places a strong emphasis on preparing pupils for what follows beyond school. This is intricate, specialised and highly effective. The careers advice and work experience opportunities are planned, purposeful and personalised to individuals. Pupils gain immensely from the wide range of opportunities and experiences on offer to them. Equine and animal care, yoga, horticulture, art therapy and woodland skills to name a few.

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better?

The school complies with schedule 10 of the Equality Act 2010.

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Safeguarding

The arrangements for safeguarding are effective. 3 to 5 June 2025

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(Information for the school and proprietor)

 On occasion, learning activities do not enable pupils to learn in sufficient depth. This hinders pupils from building as rich a body of subject knowledge across the curriculum as they could. The school should ensure that staff have the knowledge and expertise so there are greater opportunities across the curriculum for these pupils to apply their knowledge in depth.

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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. 3 to 5 June 2025

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School details

Type of school Other independent special school

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School details

Email address nadia.chelpa@uniquecaregroup.co.uk

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School details

Dates of previous inspection 21 and 22 June 2022 3 to 5 June 2025

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Information about this school

 Westbury School is an independent day school located in rural Shropshire.  The school offers places to pupils aged 11 to 18 who have special educational needs and/or disabilities. These include social, emotional and mental health needs; communication and interaction needs; and autism.  All pupils have an education, health and care plan. Pupils are referred to the school by local authorities. Most pupils have a history of interrupted schooling.  The school opened in February 2021 and is registered for 20 pupils. It is sited at School Lane, Westbury, Shrewsbury, Shropshire, SY5 9QZ. The off-site woodland area is sited at Lower Fenemere Court, Fenemere, Shrewsbury, Shropshire, SY4 2JF.  The school has fewer than five students in the sixth-form provision. Therefore, a separate judgement is not made.  The school’s last full inspection was in June 2022, when it was judged to be good.  There has been a change of proprietor since the previous inspection.

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Information about this school

 The school does not use alternative provision. Pupils access off-site activity at the school’s woodland 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

Inspections are a point-in-time judgement about the quality of a school’s education provision.

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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

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  As part of their work to check compliance with the independent school standards, inspectors met with the headteacher and the proprietor.  Inspectors carried out deep dives in these subjects: English, including early reading, science and personal, social and health education. 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.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and 3 to 5 June 2025 considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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Information about this inspection

 Inspectors considered pupils’ behaviour throughout the inspection. Inspectors also spoke with leaders to consider how they support pupils’ behaviour.  Inspectors carried out a detailed tour of the site and premises to consider whether the school meets the independent school standards. Inspectors considered documents, policies and plans linked to the health, safety and welfare of pupils, including the fire risk assessment, checks on fire safety equipment and site safety. Inspectors visited the off-site woodland area.  Inspectors talked with pupils and staff to gather general information about school life. They considered the responses to Ofsted Parent View.  A range of documentation was scrutinised, including school policies, curriculum documents and the school’s website.

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Inspection team

Kirsty Foulkes, lead inspector His Majesty’s Inspector

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Inspection team

Matt Fletcher His Majesty’s Inspector 3 to 5 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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