Grace Garden School

Inspection of Grace Garden School Canford Lane, Bristol BS9 3PE

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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?

For many pupils who attend Grace Garden School, it is a life-changing experience. Most pupils have had a negative experience of education. The caring, supportive staff and ‘hand, head, heart’ approach used by the school re-engage pupils back into education effectively. Over time, this transforms pupils’ attitudes to learning.

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What is it like to attend this school?

The school has high expectations for pupils’ achievement. Staff are aspirational for what pupils can achieve both academically and socially. Pupils who all have special educational needs and/or disabilities develop important life skills and an understanding of social expectations well. Many aspire to move on to higher education and achieve well from their starting points.

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What is it like to attend this school?

Pupils are happy and feel safe. They develop positive and trusting relationships with staff. Staff know pupils and their families well. This helps to develop a holistic view of pupils.

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What is it like to attend this school?

Pupils benefit from the rich experience of the ‘land and craft-based learning’ the school provides through its method of Practical Skills Therapeutic Education (PSTE). They are proud of the final pieces of work they produce such as a piece of pottery or a cake made from the produce of the land. This broadens pupils’ horizons and supports them to engage more deeply with the world around them.

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better?

Leaders, staff and the trustees are passionate about improving the lives of pupils. They prioritise understanding each pupil as an individual and getting relationships right from the start. Parents and carers appreciate this.

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better?

Prior to pupils joining, the school gathers much information about them so it can accurately identify their needs. Pupil and family voice is integral to this. The school uses this information effectively to create a personalised timetable and precise plans to support pupils academically and personally. Where needed, the therapy team provides effective support. Regular reviews of each pupil’s provision mean that the school successfully meets their needs, and in turn, pupils thrive.

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better?

Reading is a high priority for the school. For pupils in the early stages of learning to read, the support they receive is helping them catch up. Pupils become skilled in reading with fluency and accuracy. They read a broad and varied range of text types and genres. This supports them to develop an understanding of ambitious vocabulary. However, pupils do not make the same gains in their writing. Some pupils have yet to secure some of the basic foundations of writing, including accurate letter formation, spelling and punctuation.

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better?

In mathematics, pupils secure important concepts before they move on to more challenging learning. For example, pupils learn how to add, subtract, divide and multiply before they tackle mean, mode and median. Opportunities for pupils to 3 to 5 June 2025 problem solve and reason are built into the learning sequence. The ‘land and craft- based’ approach supports pupils to deepen their understanding and apply their mathematics knowledge. For example, pupils use their understanding of measure and shape in order to make a rolling pin from wood.

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better?

Pupils learn well across most wider curriculum subjects. For example, in geography, pupils develop their locational knowledge of countries in Europe. However, in some subjects, the precise knowledge and skills that pupils need to learn and by when are not made clear enough. Some staff lack clarity about what they need to teach. This prevents pupils from building a depth of knowledge over time.

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better?

The programme to support pupils’ personal development is exemplary. Through a very well-designed programme, pupils build their self-esteem and confidence. The school does not shy away from tackling challenging topics. Pupils appreciate this and value the discussions they have with staff. Pupils learn about nutrition and where food comes from. They enjoy growing their own food and harvesting it. The school plans visits and other opportunities to enhance pupils’ learning. These allow pupils to explore their talents and interests and develop new ones. Pupils treat each other fairly. They understand the importance of respect and equality. The personal, social and health education (PSHE) programme supports pupils to understand different relationships, the importance of consent and personal space. They feel confident to talk to staff about any worries or concerns they have because they know that staff will help them. They feel a sense of belonging and acceptance for who they are.

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better?

Pupils benefit from independent careers advice. They talk with enthusiasm about the work experience that the school organises based on their personal interests.

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better?

The school’s work to support pupils’ behaviour and attitudes is commendable. Strong relationships based on trust help pupils manage their own behaviours. Skilled staff support pupils’ behaviour effectively. Staff’s interactions with pupils are respectful and supportive. The school uses the information about pupils’ behaviour intelligently in order to make any adaptations to their provision.

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better?

The school complies with the schedule 10 of the Equality Act 2010. The proprietor works in strong collaboration with school leaders to drive improvement and provide a high-quality education. As a result, the school meets all of the independent school standards.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 In a few subjects, the school has not identified the most important knowledge and skills that it wants pupils to learn and in what order. As a result, some pupils 3 to 5 June 2025 do not build knowledge cumulatively, and some gaps persist. The school should ensure that it identifies the precise knowledge it wants pupils to remember so that pupils can achieve well across all subjects.  Some pupils do not develop the core foundations of writing well enough. Letter formation, spelling and grammatical errors are not routinely identified and addressed. Consequently, this hampers some pupils’ writing progress across the curriculum. The school should ensure that the staff have the expertise to develop pupils’ foundational knowledge in their writing.

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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

Dates of previous inspection 17 to 19 May 2022 3 to 5 June 2025

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Information about this school

 The school is part of the Ruskin Mill Trust. This is a national charitable trust that runs other special schools and colleges for adults with complex needs.  The school’s curriculum is based on Ruskin Mill Trust’s PSTE which has been inspired by the work of Rudolf Steiner, John Ruskin and William Morris.  Since the last inspection, the school has increased its registered number of pupils on roll from 30 to 35.  All pupils have an education, health and care plan.  The school does not use any alternative provision.  The main school is based at Canford Lane, Bristol, BS9 3PE. The school has one other site at postal address, Upper School, 17 Stoke Hill, Bristol, BS91JN.  The school provides education for pupils with complex needs, including social communication needs related to autism and attention deficit hyperactivity disorder.

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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.  Inspectors carried out deep dives in these subjects: English, mathematics, design and technology and PSHE. For each deep dive, inspectors held discussions about the curriculum, looked at the curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupil’s work.  Inspectors also looked at curriculum plans and spoke to leaders about some other subjects.  Inspectors held discussions with the chair of the proprietor body, trustees, the headteacher and other members of staff.  The inspectors observed pupils during social times, looked at pupils’ work and spoke with pupils about their learning. 3 to 5 June 2025  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single

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Information about this inspection

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 toured the premises to check for compliance with the independent school standards. A number of key documents were also reviewed, including policies relating to admissions, behaviour, curriculum, complaints, health and safety and safeguarding.  Inspectors took account of the responses to Ofsted’s online surveys for pupils and staff. Inspectors also considered responses to Ofsted’s online survey for parents, Ofsted Parent View, including free-text comments. Inspectors also spoke to some parents face to face.

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The school’s proposed change to the maximum number of pupils

The school has applied to the Department for Education (DfE) to make a ‘material change’ to its registration. At the DfE’s request, we checked whether the school is likely to meet the relevant independent school standards if the DfE decides to approve the change. This part of the inspection was carried out under section 162(4) of the Education Act 2002 .  The outcome of this part of the inspection is: the school is likely to meet the

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relevant independent school standards if the material change relating

to the provision is implemented.  The proprietor requested to increase the maximum number of pupils from 35 to 50. They have adequate space and facilities for the increase in pupil numbers.  The school is currently operating across two sites. The main site is at Canford Lane, Bristol. The second site is located at 17 Stoke Hill, Bristol in a health medical centre a short distance from the main site. The premises have been refurbished throughout to a high standard. Pupils in key stage 3 currently use these premises throughout the week. Accommodation across the two sites provides ample space if the proposed increase in number on roll is approved by the DfE.  The school has considered how best to utilise the upper school building. There is a clear strategic plan in place to ensure that the provision to support pupils with complex needs is effective.  The school completes the relevant health and safety checks to ensure the safety

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relevant independent school standards if the material change relating

of pupils. Risk assessments are in place to ensure that pupils and staff are safe.  The school ensures that arrangements are made to safeguard and promote the welfare of pupils at the school.  The proprietor has suitable plans in place to ensure appropriate staffing arrangements for the proposed number of pupils. The proprietor intends to increase the number of pupils on roll gradually over time with additional staff appointed as required. 3 to 5 June 2025

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Inspection team

Wendy D’Arcy, lead inspector His Majesty’s Inspector

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Inspection team

Catherine Leahy 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

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