Farney Close School

Inspection of Farney Close School Bolney Court, Bolney, Crossways, Haywards Heath, West Sussex RH17 5RD

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Overall effectiveness Good

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

Farney Close School is life-changing. A world of opportunity awaits pupils when they join the school. Often, pupils start at the school following disrupted and negative educational experiences elsewhere. They soon realise that things are different for them here. Pupils find a love of learning again. Staff are highly ambitious for what pupils can achieve. They work tirelessly and sensitively to gain pupils’ trust. Staff successfully set pupils on the right track. As a result, pupils leave the school with a bright future ahead of them.

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What is it like to attend this school?

Pupils are proud of this school. They are positive about their experiences and how well the school helps them. Staff make it their mission to know each of the pupils inside out. A careful mix of education, pastoral care and therapy successfully meets pupils’ individual needs. Pupils behave exceptionally well in lessons and at social times. Polite manners, such as holding doors open for others, and respectful behaviours are the norm. Pupils have highly positive attitudes to their education.

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What is it like to attend this school?

A rich programme of personal development opportunities prepares pupils exceptionally well for the future. From lessons about risk and healthy living to working with children in Ankoma, pupils learn about the wider world around them.

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better?

Pupils follow a highly ambitious curriculum that successfully helps them to develop academically, socially and emotionally. Staff waste no time finding out about pupils’ strengths, difficulties, interests and talents. They take account of the outcomes identified in pupils’ education, health and care plans (EHC plan). With this information, staff thoughtfully develop bespoke packages of support for pupils. This often includes specialist teaching, counselling and several therapies, including occupational and speech and language therapies.

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better?

Pupils are under no illusion that they are here to learn. Every moment of every day is a learning opportunity. High expectations and aspirations are woven into the fabric of the school. Pupils study a broad curriculum that balances academic and vocational subjects. Wherever possible, this matches the ambition of the national curriculum. At key stage 4, the school gives pupils a say in some of the subjects they study. Pupils successfully achieve nationally recognised qualifications and accreditations. These are often their golden ticket to the next stage in their education, training or employment.

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better?

Staff recognise how vital it is for pupils to be able to read. Skilled staff ensure that pupils follow ambitious phonics and reading programmes. Pupils in the primary phase receive excellent support through the teaching of phonics. Consequently, their reading and writing skills improve rapidly. Daily opportunities for reading are an established feature of the timetable. Staff skilfully help pupils read books that are well matched to their reading abilities. As a result, pupils are keen to read, as demonstrated by their reading logs. 17 to 19 June 2025 The school’s careful approach to sequencing the most important knowledge and skills pupils need to learn is evident across the primary and secondary phases. The delivery of the curriculum is a strength because of the expert teaching. In lessons, pupils soak up new learning and enjoy the discussions they have. Teachers carefully check pupils’ understanding and use this information to adapt learning. Teachers

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better?

break down pupils’ EHC plan outcomes into more achievable targets to support pupils’ individual needs effectively. However, these are not always as precise as they could be for all pupils. This sometimes means that pupils do not progress as well as they might towards these specific outcomes.

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better?

Staff are expert in supporting pupils’ social, emotional and mental health needs. Highly consistent routines mean that pupils’ behaviour is usually calm. When pupils struggle to manage their behaviour, staff come to the rescue and skilfully use a wide range of strategies. As a result, pupils quickly re-engage with learning. This was summed up well by a pupil who said, ‘There are lots of places that help me to re- regulate.’ Pupils’ attendance is high. Pupils’ attendance rates rapidly increase over time because of the excellent, effective support the school provides.

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better?

A highly effective careers programme provides pupils with expert support and guidance as they move through the school. Opportunities for pupils to visit different workplaces, complete work experience and find out more about a variety of career options are plentiful. Pupils benefit from external careers guidance. This helps them make decisions about their future. The personal, social, health and economic education programme ensures that pupils develop a deep appreciation for and understanding of several important topics and themes. Pupils learn the importance of treating others with respect. They embrace and celebrate the diverse needs of others. They enjoy the vast range of trips and clubs, for example a recent visit to the Houses of Parliament.

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better?

Expert leadership ensures that this is a school that never stands still. Highly reflective leaders across the school constantly strive for more. Similarly, governors share this drive for excellence, carefully challenging and supporting the school. The school meets the independent school standards (the standards). It also ensures that it meets the requirements of the Equality Act 2010. Staff are highly motivated. The school provides them with many development opportunities. This helps them to carry out their roles expertly. As a result, they have a strong impact on pupils’ experiences.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 The school does not translate EHC plan outcomes into practice fully effectively to 17 to 19 June 2025 support pupils’ individual needs. This means that some pupils do not make as much progress as they could towards these specific outcomes. The school should ensure that pupils’ EHC plan outcomes are consistently broken down into shorter- term, more achievable targets so that all pupils make rapid and sustained progress towards them.

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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. 17 to 19 June 2025

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School details

Unique reference number 126139 DfE registration number 938/6217

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School details

Inspection number 10374995 Type of school Other independent special school

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School details

School category Independent residential special school

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School details

Dates of previous inspection 4 to 6 October 2022 17 to 19 June 2025

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Information about this school

 Farney Close School is an independent residential and day special school located at Bolney Court, Bolney, Crossways, Haywards Heath, West Sussex, RH17 5RD.  All pupils have an EHC plan. The school primarily supports those with social, emotional and mental health needs. It also accepts pupils with social and communication difficulties and/or autism. Some pupils may also have moderate learning needs, dyslexia or speech and language needs.  Around a third of pupils are accommodated in the school’s residential accommodation from Monday to Friday.  Since the last standard inspection in October 2022, the school has had a material change inspection to increase its pupil numbers in July 2023.  The school is approved by the Secretary of State under section 41 of the Children and Families Act 2014.  The school is not currently using any alternative 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.  This inspection explored the education provision at the school. The school’s residential provision is inspected separately by Ofsted.  Inspectors met with senior leaders and staff. The lead inspector spoke to the chair of the proprietor body, who is also the chair of the governing body, three other governors and a director. He also met with a group of staff in addition to informal discussions held with staff throughout the inspection.  Inspectors carried out deep dives in these subjects: reading and English, mathematics, physical education and the vocational curriculum. 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 pupils about their learning and looked at samples of pupils’ work. The lead inspector listened to

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Information about this inspection

pupils read. 17 to 19 June 2025  To evaluate the effectiveness of safeguarding, the 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.  Inspectors talked to pupils about their learning and experiences at school. They observed pupils’ behaviour and attitudes throughout the school day.  The views of staff and parents were gathered through discussions and online surveys.  The lead inspector toured the school site to gather evidence about compliance with the standards. Inspectors also reviewed a range of other documents and policies, including on the school’s website. They scrutinised school records, including attendance and behaviour records.

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Inspection team

Shaun Jarvis, lead inspector Ofsted Inspector

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Inspection team

Andy Johnson Ofsted Inspector 17 to 19 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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