Fernways School

Inspection of Fernways School Hatton Hill, Windlesham, Surrey GU20 6AB

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Overall effectiveness Good

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

This is a very happy and harmonious school with strong and shared values of ‘creativity, community and confidence’. Staff swiftly and expertly build extremely positive relationships with every pupil. Consequently, pupils feel valued and cared for, and they blossom as individuals.

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What is it like to attend this school?

Staff have precisely identified pupils’ needs. They have thoughtfully designed an ambitious curriculum across a broad range of subjects in all key stages. Furthermore, reinforcement of literacy, communication and numeracy skills is woven through lessons and enrichment activities. Pupils are increasingly prepared very well for their next steps and make steady progress through the curriculum from their starting points. Pupils in Year 11 are helped to achieve a range of qualifications, including GCSEs.

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What is it like to attend this school?

Pupils delight in coming to school. Their behaviour and attitudes to learning are exceptionally positive. Pupils learn to put into practice highly effective strategies to manage their emotions. They are proud they can do this with increasing independence. Consequently, lessons and social time are calm and purposeful. Pupils are kind and courteous. It is striking how respectfully pupils treat the school’s pristine environment, including the numerous displays of their peers’ artwork. Also, younger pupils take great care not to disturb those taking examinations.

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better?

Staff understand the curriculum in each subject well. They use research and training to inform their practice. Overall, they introduce and revisit important knowledge and skills in small steps so that pupils do not feel overwhelmed. Pupils have frequent opportunities to practise applying their learning. They also benefit from carefully managed discussions, for example about puberty in Year 4 or the novel ‘Skellig’ in Year 9. Staff regularly check pupils’ understanding and adjust their approaches appropriately. Consequently, pupils generally enjoy learning and achieve well. They participate readily and confidently in lessons. However, there are a few inconsistencies in how well the curriculum is implemented, and this affects how well some pupils achieve.

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better?

The school’s strong reading strategy ensures that pupils read regularly and widely. Pupils enjoy reading. Indeed, they have helped redesign the library area at the heart of the school. Staff identify swiftly if pupils have reading gaps. These pupils receive specialist teaching, including in phonics. They catch up rapidly. Staff have been very well trained to support reading in lessons and tutor periods. Consequently, pupils broaden their vocabulary and develop as confident readers.

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better?

As the school has grown, aspirations for what pupils can achieve academically, as well as their expectations for behaviour and attendance, have increased. Education and therapy staff work closely together to identify pupils’ needs and their starting points, as well as any gaps they may have. They establish detailed plans for each 3 to 5 June 2025 pupil, outlining how to support them academically and relative to education, health and care plan targets. Staff follow these closely and use them to empower pupils to become more independent. Consistent routines and praise give pupils the confidence to practise applying their individual self-regulation strategies. This means that they benefit from all the school has to offer.

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better?

Pupils are increasingly well prepared for the future. They understand about right and wrong and respecting differences. Pupils visit places of worship and celebrate cultural events throughout the year. They learn how to keep themselves safe and healthy in relationships and online. Pupils receive regular independent careers advice and guidance from Year 9. They also benefit from different experiences supported by local employers and education and training providers. Most pupils in Year 11 have already organised placements in local colleges. Personal, social, health and economic education and careers education are supported by the school’s more practical life skills curriculum. Each strand of the personal development provision has many strengths, and these are being revisited now that the school is full.

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better?

The school offers a raft of trips, visits and clubs which are open to all pupils. They help nurture pupils’ interests and talents and help develop confidence and independence. For example, staff offer residentials, theatre trips and participation in local sports tournaments. Staff use these activities as opportunities to reinforce learning from lessons and personal development strategies. Pupils clearly enjoy this aspect of school life. Pupils attend Duke of Edinburgh’s Award practice expeditions enthusiastically whatever the weather.

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better?

The school prioritises staff well-being and reducing workload where possible. Staff are extremely happy and proud to work at the school. The school also works closely with parents and carers from the moment pupils first join. Staff understand that families’ previous experience of school has often been negative and pupils’ education disrupted by absences. Staff go the extra mile to ensure that any barriers to education are addressed quickly. Pupils and their families appreciate the difference this school makes to their children’s lives.

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better?

The proprietor has robust oversight of the school’s work. It ensures that the independent school standards (the standards) are met consistently and securely. This includes schedule 10 of the Equality Act 2010. The proprietor has taken decisive action to strengthen leadership capacity and systems as the school has grown. Some of these recent developments are not fully embedded.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 In some subjects, there are a few variations in how well the curriculum is 3 to 5 June 2025 implemented. These inconsistencies affect how well some pupils learn the intended curriculum. The school should ensure that, where this is the case, the curriculum is implemented consistently well so that all pupils build up their knowledge and understanding securely over time.  Some strategic actions to raise expectations at the school even higher are not fully embedded. For example, strategies to develop the life skills and careers programmes are still in development as the school grows. As a result, sometimes pupils do not benefit from the full impact of this most recent work. The school should continue to embed these strategies so that they are implemented consistently.

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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

School category Independent special school

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School details

Website www.kedlestongroup.com/schools/fernwa ys-school/home Email address fernways@kedlestongroup.com

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School details

Date of previous inspection 5 to 7 July 2022 3 to 5 June 2025

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Information about this school

 Fernways School is registered to provide full-time education for 50 pupils aged seven to 16 years.  The school is located at Hatton Hill, Windlesham, Surrey, GU20 6AB.  All pupils are referred to the school by their local authority and have an education, health and care plan. All pupils have autism as a primary need.  The school provides a range of therapies, including occupational therapy and speech and language therapy.  The school uses one unregistered alternative provision. n The school’s last standard inspection was in July 2022.

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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 the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and other leaders and staff.  The lead inspector held a meeting with a representative of the proprietor body.  Inspectors carried out deep dives in these subjects: English, science, art and food technology. For each deep dive, inspectors held discussions with subject leaders and staff, visited a sample of learning sessions and looked at a sample of pupils’ work.  Inspectors also looked at curriculum plans and spoke to leaders about mathematics and reading, including early reading.  Inspectors observed pupils’ behaviour during visits to lessons, during social time and as pupils moved around the school.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and

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Information about this inspection

considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The views of staff and parents were gathered through discussions and Ofsted’s 3 to 5 June 2025 online surveys.  Inspectors toured the premises and reviewed documentation to check compliance with the standards.

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Inspection team

Mary Davies, lead inspector Ofsted Inspector

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Inspection team

Mike Serridge Ofsted 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

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

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