Weston Point College

Inspection of Weston Point College Picow Farm Road, Runcorn, Cheshire WA7 4UN

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

p.1

Overall effectiveness Good

Does the school meet the independent school standards?

p.1

What is it like to attend this school?

Pupils at Weston Point College enjoy the school’s calm atmosphere and the mutual respect between staff and pupils. Pupils feel listened to and valued for who they are. They take pride in their achievements. The excellent relationships that pupils have with staff help them to grow in confidence.

p.2

What is it like to attend this school?

Any instances of misbehaviour are handled well by staff. Pupils feel safe because of the predictable and consistent way that they are supported to be the best they can be.

p.2

What is it like to attend this school?

The school sets high expectations for pupils’ achievement. Pupils study for, and achieve, a range of qualifications from entry levels to GCSEs, to match their aptitudes and aspirations.

p.2

What is it like to attend this school?

There is as much emphasis placed on developing pupils’ social, emotional and mental health as well as their academic achievement at the school. Pupils are supported well to make the right choices and respect one another’s differences. Over time, they thrive in their personal development.

p.2

What is it like to attend this school?

Pupils enjoy a wide range of enrichment activities. These include golf, tennis and experiencing virtual reality games. These help them learn to cooperate with one another to solve problems. Other activities, such as working on an allotment and trampolining, help pupils to develop their social skills and independence.

p.2

better?

When pupils first start at the school, care is taken to identify their precise special educational needs and/or disabilities (SEND). These checks ensure that staff know pupils’ individual needs and personalities. Staff are adept at adjusting the curriculum to suit pupils’ next steps in learning.

p.2

better?

The school identifies any gaps in pupils’ basic reading knowledge when they start at the school. The individualised support that pupils receive to address these gaps helps them to become fluent and expressive readers. The school has made a concerted effort to develop pupils’ comprehension skills. Over time, pupils understand more complex vocabulary and apply this to their written work.

p.2

better?

The school has focused on identifying the vital knowledge that it wants pupils to remember. In most subjects, this has resulted in a curriculum that builds effectively on pupils’ prior learning well. The clearly defined curriculum gives staff guidance as to what pupils must know in each topic. As a result, staff question pupils well to deepen their understanding. However, there are a small number of subjects that are at an earlier stage of development in terms of specifying the most important knowledge for pupils to acquire. In these subjects, pupils’ learning is not as deep as it is in other subjects in the curriculum. 24 to 26 June 2025 Pupils are polite and well mannered. They have positive attitudes towards the school. They benefit from the orderly routines that help to settle them so that they are ready for learning. They are motivated to learn by staff. Learning is made relevant and interesting.

p.2

better?

Many pupils have missed a significant amount of their education before joining Weston Point College. The school puts in place a range of measures to help pupils to significantly improve their attendance. However, despite these improvements, the school has not been successful in addressing the attendance of some pupils who are persistently absent. This means that these pupils miss out on vital learning and the enrichment experiences that are available at the school.

p.3

better?

The personal, social, health and economic education curriculum is well structured and provides pupils with the skills that they need to be responsible members of society. They learn about what it means to be equal and how to keep themselves healthy. The school fosters respect for others through its well-thought-out focus on other faiths. Pupils demonstrate respect for each other’s views and opinions.

p.3

better?

In key stage 4, pupils sample the world of work through meaningful work experience. The school ensures that placements match pupils’ skills and ambitions. Pupils receive useful independent careers advice. This helps them to secure the knowledge they need for the next stages in their education, training or employment.

p.3

better?

The proprietor has strong oversight of the school’s work to ensure that the independent school standards (the standards) are consistently met. It uses external professionals to quality assure its views about the strengths and weaknesses of the provision. Directors and leaders are well informed and clear about what needs to improve at the school.

p.3

better?

The proprietor is aware of the school’s statutory duties, such as meeting the requirements of schedule 10 of the Equality Act 2010. The proprietor has questioned and supported leaders well to promote school development. It has a defined vision for school improvement that has ensured that all staff are on board with this direction.

p.3

better?

Parents and carers are overwhelmingly positive about the school. Parents typically commented on the way in which the school has transformed the fortunes of their children.

p.3

Safeguarding

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

p.3

(Information for the school and proprietor)

 In a small number of subjects, the school’s curriculum is not clear about what it wants pupils to know. Staff are not given the guidance that they need to identify the most useful knowledge that pupils will need to remember. As a result, pupils’ recall of learning in these subjects is not as strong as could be. The school should ensure that this key knowledge is better defined so that pupils know and remember more in these subjects.  The school has not tackled the rates of persistent absence for some pupils effectively enough. This means that these pupils miss out on vital learning and the wide range of experiences that the school has to offer. The school should ensure that more effective action is taken to work with parents and other agencies to improve attendance for these pupils.

p.4

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. 24 to 26 June 2025

p.4

School details

Unique reference number 135749 DfE registration number 876/6013

p.5

School details

Inspection number 10375133 Type of school Other independent special school

p.5

School details

Proprietor Bridge4Learning Education Services Limited Chair Christopher Brannan

p.5

School details

Annual fees (day pupils) £45,805 to £58,254

p.5

School details

Date of previous inspection 31 October to 2 November 2023 24 to 26 June 2025

p.5

Information about this school

 The school’s previous standard inspection took place in October 2023. Since then, the school has received a progress monitoring inspection that took place in May 2024.  The school caters for pupils who have social, emotional and behavioural needs.  The school uses one unregistered alternative provider.  The school is located at Picow Farm Road, Runcorn, Cheshire WA7 4UN. This is the school’s only site. It is registered to admit up to 36 pupils.  At the time of the inspection, there were no students in the sixth form at the school.

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

 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 carried out deep dives in these subjects: early reading, science and computing. For each deep dive, inspectors held discussions about the curriculum, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to groups of pupils and looked at samples of their work.  Inspectors also looked at curriculum documentation, analysed pupils’ work and spoke to pupils about some other subjects.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders and staff; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

p.6

Information about this inspection

 Inspectors conducted a tour of the building, reviewed policies and spoke with leaders to assess compliance with the standards.  Inspectors gathered parents’ views by reviewing responses, including free-text responses, submitted to the online survey, Ofsted Parent View. They also spoke to some parents by phone. Inspectors also considered the views of staff expressed through Ofsted’s online survey for staff.  Inspectors observed pupils’ behaviour during lessons, looked at records for behaviour and bullying and spoke with leaders and staff.  Inspectors discussed the provision in place for pupils’ personal development. 24 to 26 June 2025

p.6

Inspection team

Steve Bentham, lead inspector His Majesty’s Inspector

p.7

Inspection team

Sandra Hamilton 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.

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