ES Independent School Kirklees

Inspection of ES Independent School Kirklees 20 Greenhead Road, Huddersfield HD1 4EN

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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 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?

Pupils are respectful and caring. The school has fostered a self-belief in pupils that they can succeed. As a result, pupils aim for academic and social excellence. The school helps the pupils to achieve steps towards achieving their future aspirations. Staff and pupils build relationships based on trust and care. Pupils feel safe and supported at this school.

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What is it like to attend this school?

The school’s high ambitions for pupils are unwavering. The pupils meet these expectations. Pupils finish school with qualifications that help them in further study or work.

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What is it like to attend this school?

The school is a calm place to learn. The pupils are well mannered. In lessons and social times, pupils speak to each other in a mature manner. The pupils arrive at lessons ready to learn. They gather in the school canteen for a sociable breakfast before lessons begin.

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What is it like to attend this school?

The way pupils and staff interact helps pupils’ development at school. Staff members provide valuable advice and support, which the pupils appreciate. They play a crucial role in helping pupils manage their worries and concerns. This supportive environment fosters a sense of trust and secures pupils’ personal growth.

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better?

The school shows a strong commitment to providing a wide and ambitious curriculum. The curriculum meets the specific needs of its pupils. All pupils are in key stage 4. The school conducts effective assessments when students enrol. This helps to identify gaps in learning. The school addresses these areas effectively through a strategic approach. This builds a strong foundation for future academic success.

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better?

Staff prioritise and strengthen the identified essential knowledge and skills set out in the curriculum. This focused approach boosts pupils’ core skills and builds a strong knowledge base. This means that pupils are well prepared for the next stage of education. Staff design learning activities that effectively build on what pupils know. The school adapts the curriculum to meet the evolving needs of pupils. Wider curriculum subjects can sometimes create cross-curricular links, but these are not always identified and reinforced. As a result, some pupils are limited in their understanding of wider concepts. Pupils especially enjoy project-based learning, for instance a recent and memorable mock crime scene investigation.

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better?

Staff have an excellent understanding of the pupils. There is strong support for pupils with special educational needs and/or disabilities (SEND). Pupils with SEND benefit fully from the curriculum, social activities and trips. In key stage 4, pupils finish their functional skills qualifications, accreditations and examinations. 24 to 26 June 2025 Staff have strong subject knowledge. They strengthen pupils’ long-term memory by recapping on previous lessons. As such, pupils can remember and use what they have learned. For instance, pupils used their knowledge of division and percentages to bring financial topics in personal, social and health education lessons to life.

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better?

Reading is well supported in the school. The books that pupils read engage them. The pupils discuss the characters and are also able to give their own views on how the story may progress. Reading is a part of every day. The Storytimes are a time when the focus is on the book of choice. The stories captivate the pupils. They enjoy listening to the members of staff, who bring the story to life. The story is then revisited in play, tasks and lessons, which again motivates and enthuses the children.

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better?

Pupils’ behaviour in school meets the high standards that the school sets. Routines guide pupils on what to expect each day. They also clarify what teachers want from them at various times. This results in a positive climate for learning.

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better?

Most pupils start at the school with low attendance. Over time, pupils’ individual attendance improves. The school works with parents and carers to ensure pupils attend school on a regular basis. When the school identifies barriers to attendance, it takes steps to remove them.

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better?

The staff are laser-focused on improving pupil personal development. Pupils have daily check-ins with staff, who know them well. Daily chats help staff see how pupils feel. This insight lets them support pupils in managing their emotions.

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better?

Careers advice is strong in school. All the pupils that inspectors spoke with could suggest positive career aspirations. They also knew how they might reach these goals, whether as a nursery nurse or a joiner. Connections with post-16 education providers are strong. These links help pupils move on to meaningful options when they leave school.

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better?

Staff share a strong passion for giving pupils a positive learning experience. The school provides professional development that ensures the needs of the pupils are met. The leadership team listens to staff and values their views. This approach creates a supportive and collaborative environment and has resulted in effective management of staff workload. Staff feel valued and respected. They see themselves as key members of the school.

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better?

The proprietor navigates strategic oversight with expertise while fulfilling all statutory responsibilities. The school meets all the independent school standards (the standards) and fulfils the requirements of schedule 10 of the Equality Act 2010. The proprietor is thoroughly equipped to consistently meet high standards.

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Safeguarding

The arrangements for safeguarding are effective. 24 to 26 June 2025

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(Information for the school and proprietor)

 Cross-curricular links are not used as effectively as they could be to help pupils gain a broader understanding in their learning. As a result, some pupils struggle to connect learning across different subjects. The school should ensure that opportunities to make these connections and to deepen pupils’ understanding of the subjects taught are embedded.

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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. 24 to 26 June 2025

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School details

Unique reference number 148175 DfE registration number 382/6020

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School details

Inspection number 10342172 Type of school Other Independent School

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School details

Annual fees (day pupils) £17,550 to £19,000

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School details

Email address office@employabilitysolutions.com

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School details

Date of previous inspection 30 November to 2 December 2021 24 to 26 June 2025

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Information about this school

 The school is in central Huddersfield. The school caters for up to 60 pupils who are aged between 11 and 19. At the time of the inspection, all pupils were in key stage 4.  Many pupils have social, emotional and mental health needs. Some pupils also have additional needs, including autism spectrum disorder.  The school does not currently use any alternative provision.  The school is operating within its registration as agreed with the Department for Education.  The school had its last standard inspection in November 2021 when it was judged to be good and all independent school standards were met.

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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

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

 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 met with the head of school, senior leaders, representatives from the local authority and the proprietor.  Inspectors carried out deep dives in these subjects: English, mathematics and science, technology, engineering, and mathematics. 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.  Inspectors also looked at curriculum plans and spoke to leaders about some other subjects.  To evaluate the effectiveness of safeguarding, 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. 24 to 26 June 2025  Inspectors toured the school site and scrutinised a wide range of documentary evidence to check on the statutory requirements of the independent school standards.  Inspectors considered responses to Ofsted’s surveys for pupils and staff. They also considered responses to Ofsted Parent View, Ofsted’s online survey for parents.

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Inspection team

Richard Jones, lead inspector His Majesty’s Inspector

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Inspection team

Mehnaz Kauser Ofsted Inspector 24 to 26 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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