Ortus Education Ltd - West Raynham School

Inspection of Ortus Education Ltd – West Raynham School 1854 Hollow Lane, West Raynham, Fakenham, Norfolk NR21 7HH

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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 Not previously inspected

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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 are safe, settled and proud to attend this school. Warm, respectful relationships between staff and pupils are at the heart of the school’s work. Staff have expert knowledge. They show real dedication, care and patience when working with pupils. Consequently, pupils learn how to manage their emotions, gain confidence and rediscover what it is like to be successful.

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What is it like to attend this school?

The school day combines academic learning with therapeutic support. This blend helps pupils to regulate, engage and build resilience. Pupils value this approach and say it helps them learn and feel better. Staff aptly support pupils to learn important concepts and skills. Pupils enjoy reading and feel well supported with writing. Leaders encourage pupils to aim high, including gaining relevant qualifications.

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What is it like to attend this school?

Staff set clear routines and have high expectations. Pupils know what to do and what the staff expect of them. Classrooms are calm, and breaktimes are relaxed and sociable. Pupils learn how to get along with others and reflect on important issues. These skills equip pupils well for life beyond school.

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What is it like to attend this school?

Pupils enjoy a growing range of enrichment opportunities. Outdoor learning, and educational visits support pupils to feel more independent and learn about the natural world. Activities such as archery give pupils opportunities to try out something new.

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better?

All pupils at the school have special educational needs and/or disabilities (SEND). Many arrive with negative experiences of education and significant gaps in learning. The school ensures that every pupil receives a personalised education. Staff adapt lessons to reflect each pupil’s current needs. The school makes use of specialist professionals and therapeutic support. Pupils respond well to this tailored approach. They begin to enjoy learning again. They feel calmer and make steady academic and social progress.

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better?

The school’s broad and ambitious curriculum reflects the needs of pupils. The curriculum is sequenced so that pupils revisit key ideas and build their knowledge over time. The aim is to reengage pupils with learning, raise their aspirations and help them move towards meaningful qualifications. Every pupil studies a wide range of subjects.

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better?

Teachers have strong subject knowledge. They continuously reflect on what works and learn from one another. Teachers regularly check what pupils know. They use this information to shape lessons. Pupils have many opportunities to practise new skills. However, in some subjects, lessons do not encourage pupils to think more deeply and explain their ideas. 3 to 5 June 2025 The school prioritises reading. Staff teach phonics daily and support pupils to practise these skills often. Staff meet regularly to discuss how to teach reading well. All staff know the sounds each pupil needs to learn. Pupils enjoy reading and being read to.

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better?

Careful preparation for transition helps pupils to feel successful as soon as they start at the school. As a result, pupils feel motivated. Their attendance improves significantly compared to their experiences prior to joining the school. Staff model calm and kind interactions. Pupils respond well to the school’s very clear routines. The school tracks pupils’ emotional and social development closely and adjusts support where needed. As a result of this approach, pupils can concentrate on learning and friendships. They become increasingly successful at managing their own emotions.

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better?

The school’s personal development programme prepares pupils well for their next steps in life. Pupils learn about different cultures, beliefs, family structures and how to stay safe. Staff take pupils’ personal development seriously and weave this priority into everything they do. This includes teaching pupils how to take turns during a class circle time. Pupils regularly take part in debates. These help them to learn how to listen, speak up and reflect on different viewpoints. Pupils also learn about different types of careers. The school works closely with local organisations and with families so that pupils can make positive decisions about their next steps.

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better?

Leaders have established a clear vision. They want pupils to succeed and make no excuses for their ambition. Communication with parents is a strength. Leaders and staff stay in close contact with families, celebrating progress and tackling problems together. Staff feel valued and supported. They speak positively about leaders’ care and high standards. Leaders help staff build the skills they need to teach well and support pupils effectively.

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better?

The school has ensured that policies, including the safeguarding policy, reflect the latest statutory guidance and that staff follow them consistently. The school regularly checks that classrooms and outdoor spaces are well maintained and well equipped. Pupils are supervised carefully throughout the day. Leaders understand their responsibilities under the Equality Act 2010. They ensure the curriculum and wider provision promote inclusion, tolerance and respect. Governors provide strong support and effective challenge. Leaders use external advice well to strengthen their work. The proprietors have built a safe, inclusive and forward-looking school.

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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)

 In some subjects, tasks do not always allow pupils to think deeply or explain their ideas in depth. Some pupils are therefore not progressing as well as they could. The school should ensure that teachers plan learning tasks that enable pupils to develop subject knowledge and understanding in greater 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

Unique reference number 150806 DfE registration number 926/6039

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School details

Inspection number 10374850 Type of school Other independent special school

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School details

Email address directors@ortuseducation.co.uk

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School details

Date of previous inspection Not previously inspected 3 to 5 June 2025

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Information about this school

 The school is an independent special school for pupils aged five to 17 years with social, emotional and mental health needs. It is located at 1854 Hollow Lane, West Raynham, Fakenham, Norfolk, NR21 7HH.  Some pupils have education, health and care plans. Admission to the school is via referral and funding from a local authority.  Although the school is registered to have post-16 students, at the time of the inspection there were no post-16 students on roll in this phase. As such, the inspectors did not give a grade and report specifically on the provision.  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.  The school currently uses two unregistered provisions.  The school is registered to admit 24 pupils.  The school received a pre-registration inspection in April 2024.

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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.  The lead inspector met with the chair of governors and spoke via telephone to the school’s external adviser.  Inspectors carried out deep dives into these subjects: English, including reading; mathematics; geography and physical education. For each deep dive, inspectors held discussions about the curriculum, looked at curriculum plans, visited a sample of lessons, spoke with staff, spoke with pupils about their learning and looked at samples of pupils’ work. School staff were present for a small proportion of inspectors’ discussions with younger pupils. This was to support their confidence and ability to communicate with visitors. 3 to 5 June 2025  The lead inspector reviewed a range of school documentation, including pupils’ learning plans and leaders’ school improvement plans.

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Information about this inspection

 Inspectors observed pupils’ behaviour during breaktimes and in lessons.  To evaluate the effectiveness of safeguarding, 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 considered the responses to Ofsted’s online survey, Ofsted Parent View, and Ofsted’s surveys for pupils and staff.

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Inspection team

Hannah Stoten, lead inspector His Majesty’s Inspector

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Inspection team

Tessa Holledge 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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