The Llewellyn School and Nursery

Inspection of The Llewellyn School and Nursery Quex Park Estate, Birchington, Kent, Margate, Kent CT7 0BB

p.1

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

p.1

Overall effectiveness Good

Does the school meet the independent school standards?

p.1

What is it like to attend this school?

Pupils thrive in this happy and welcoming school. They look forward to coming to school, where they make firm friendships and feel valued. Many pupils have had previously negative experiences of education, but this school changes that for them. They begin to love learning and find hope for their futures. There is something for everyone to enjoy, from feeding the alpacas to relaxing in the inspiring sensory room.

p.2

What is it like to attend this school?

The school has ambitious expectations of what pupils can achieve. The school values are consistently modelled by staff, creating an ethos of kindness and care. Behaviour around the school is calm and pupils focus well during lessons. Staff are highly skilled in supporting pupils to overcome their barriers to learning. For some pupils, the smallest step is a huge challenge. Staff anticipate when pupils may be feeling anxious and reassure them calmly, steadily building their concentration and resilience. As a result, pupils develop well, making as much progression through the curriculum as they possibly can.

p.2

What is it like to attend this school?

Leadership opportunities, such as becoming a school councillor, enable pupils to develop their self-esteem and contribute to school life. Pupils decide which after- school clubs should be run to develop their talents and interests. They choose specialised equipment for their playground, such as the wheelchair trampoline.

p.2

better?

Pupils at this school have a wide range of profound, multiple learning difficulties, including multisensory, communication and physical development needs. The school works closely with a range of external specialists to support pupils to overcome their fears and barriers to learning. Each pupil has a personalised curriculum, which is crafted from their education, health and care plan targets. Sometimes, the individualised targets set by the school are not broken down into small steps and staff do not know precisely what pupils must work on. When this occasionally happens, pupils do not always learn as well as they could.

p.2

better?

The school has made reading a priority. Many pupils are at the early stages of learning to read. They are taught by expert staff, who deliver the school’s phonics curriculum effectively. The school uses a wide range of approaches to build pupils’ enjoyment of reading. For example, they visit the local bookshop to choose high- quality texts to read for enjoyment in the school library. Pupils enjoy staff reading stories to them in class. Over time, many pupils develop the skills to be enthusiastic and confident readers.

p.2

better?

Pupils learn a broad and ambitious curriculum. Where areas of the curriculum have been further refined, the progression of curriculum goals is clearly articulated across the whole school. Staff know precisely what is taught and when. In other areas, there is less precision about which order essential knowledge and skills should be 10 to 12 June 2025 learned. As a result, some pupils do not progress through the curriculum as securely as they could in every subject.

p.2

better?

Staff have secure subject knowledge. They know pupils well and explain new ideas in ways that they can understand. Pupils recap prior learning during lessons, to help them embed their knowledge and make connections with larger ideas. Activities and resources are well designed and help pupils to understand the curriculum. Staff check pupils’ understanding effectively and correct misconceptions immediately.

p.3

better?

There is a calm and purposeful atmosphere in classrooms and around the school. Many pupils arrive at the school having previously had negative experiences of education. Staff enable pupils to rebuild their confidence through expert pastoral intervention. Pupils develop exceptionally positive attitudes to learning. They look forward to coming to school and attend regularly. Pupils learn how to recognise their emotions. Staff support pupils with well-chosen strategies, which enable them to regulate their behaviour and focus well on their learning.

p.3

better?

Pupils’ personal development is a strength of the school. The school provides a wealth of trips, which help pupils to develop their understanding of the world and build their confidence and social skills. Pupils gain from first-hand experiences through workshops and visitors to the school, which are closely linked to the curriculum. Essential skills for adulthood, such as cooking and food preparation, are woven through the curriculum. Throughout their time at the school, pupils are introduced to a range of possible career options through the curriculum. Pupils receive well-considered careers advice. They visit local colleges and receive extensive support to apply for suitable college courses and apprenticeships.

p.3

better?

The proprietor and governors have a clear understanding of their responsibilities. The school meets all of the independent school standards. The school complies with schedule 10 of the Equalities Act 2010. The proprietor works effectively with governors to ensure that standards are met. The school provides staff with the time, support and training they need to do their jobs well. Staff are proud to be part of the team.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and proprietor)

 In some curriculum subjects, it is not clear which order essential knowledge and skills should be taught throughout the school. As a result, some pupils do not understand the curriculum as securely as they could. The school should ensure that the curriculum builds coherently across the school equally well in every subject. 10 to 12 June 2025  Occasionally, pupils’ targets are too broad and not broken down into small steps. When this happens, staff are not always clear about precisely how to support pupils. The school should ensure that pupils’ targets are set consistently well so that they support pupils effectively in reaching their longer term goals.

p.3

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.

p.4

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

p.4

School details

Unique reference number 142859 DfE registration number 886/6143

p.5

School details

Inspection number 10342110 Type of school Other independent special school

p.5

School details

Annual fees (day pupils) £60,000 to £74,000

p.5

School details

Email address sarallewellyn@thellewellyn.school

p.5

School details

Dates of previous inspection 28 to 30 June 2022 10 to 12 June 2025

p.5

Information about this school

 The Llewellyn School and Nursery caters for pupils who have profound, multiple learning difficulties, including multisensory, communication and physical development needs.  The school is registered for up to 35 pupils aged from 2 to 25.  Although the school is registered to have post-16 students and early years children, at the time of this inspection there were few on roll in these phases. As such, inspectors did not give a grade and report specifically on these areas of the provision to avoid identifying individuals.  The proprietor company has two directors, one of whom is also the school leader. The school has a governing board. The board works with the proprietor to provide governance.  The school’s first standard inspection took place in July 2018.  The school was subject to a material change inspection in February 2019 to extend the upper age range of pupils from 12 to 16. This material change was

p.6

Information about this school

approved.  The school had a second material change inspection in February 2020 to approve a change of premises. Unmet standards were found at that time leading to the school having to produce an action plan. The action plan was approved and the monitoring inspection that followed in May 2021 found that all previously unmet standards were met.  The Department for Education further increased the age range of the school from 2 to 16 to 2 to 25 in August 2021.  The school was subject to a material change inspection in July 2022 to increase the school’s capacity from 14 to 24 pupils.  The school was subject to a material change inspection in November 2024 to increase the school’s capacity from 30 to 35 pupils.  The school does not currently use alternative provision.

p.6

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.

p.6

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. 10 to 12 June 2025  Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors held meetings with the school leader, members of the senior leadership team, curriculum leaders and teaching and support staff.  The lead inspector met with three members of the governing board.  Inspectors carried out deep dives in these subjects: reading, mathematics, communication and interaction and personal, social and health education. For each deep dive, inspectors held discussions about the curriculum, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some

p.6

Information about this inspection

pupils about their learning and looked at samples of pupils’ work.  Inspectors toured the school’s premises and accommodation. They checked a range of policies and documents, including the school’s single central record. They also reviewed the school’s website and other records regarding the welfare, health and safety of pupils and staff linked to the independent school standards.  Inspectors gathered evidence to explore the impact of pupils’ behaviour, the school’s wider curriculum offer and how leaders support staff with their workload.  Pupils were talked to throughout the inspection in order to gain their views about the school.  Inspectors considered the views of parents submitted through Ofsted’s Parent View survey as well as an email submitted by a parent. The lead inspector also talked to parents at the start of day three of the inspection. Ofsted’s staff survey was also considered.

p.7

Inspection team

Jo Brinkley, lead inspector His Majesty’s Inspector

p.7

Inspection team

Caroline Clarke Ofsted 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.

p.7

Inspection team

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Inspection team

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Inspection team

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Inspection team

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

p.8