Peak School

Inspection of Peak School Buxton Road, Chinley, High Peak, Derbyshire SK23 6ES

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Sixth-form provision Good Previous inspection grade Requires Improvement

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The headteacher of this school is Jo Howarth. This school is part of Esteem Multi- Academy Trust, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Julian Scholefield, and overseen by a board of trustees, chaired by Kathryn Boulton. 1 and 2 July 2025

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What is it like to attend this school?

Pupils enjoy school. They feel happy and safe and have friends. They delight in their learning, and they are proud of their achievements. After decoding a word, one pupil exclaimed, ‘Phonics is magic!’ Another told an inspector, ‘I did it’ when he accurately read a sentence.

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What is it like to attend this school?

Pupils understand how what they are learning now will help them in the future. In particular, they know that communication, reading, mathematics and life skills will all be useful to them when they are adults. The school prepares pupils very well for their next steps.

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What is it like to attend this school?

Staff have high expectations for all pupils’ achievement and help them to succeed. Staff know the pupils well and use their positive relationships to support pupils to develop their knowledge and skills. The school’s philosophy of ‘unique people, individualised approach’ helps pupils to achieve very positive outcomes.

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What is it like to attend this school?

Pupils behave well in class and around the school. They believe that they are treated fairly by staff and understand that a few pupils may need additional support to conduct themselves appropriately. They want to attend school regularly as they do not want to miss their learning.

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What is it like to attend this school?

Pupils value the rewards that they can achieve by exhibiting the school’s values. Pupils and staff regularly sing and sign, ‘We are kind, and we are a team, we listen to each other, and we try our best.’

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What does the school do well and what does it need to do better?

The school identifies pupils’ needs quickly and accurately. Staff meet pupils’ needs, and help them to thrive through a carefully adapted curriculum. Pupils study a range of subjects in a positive climate for learning. Staff check what pupils know and can do and move learning on appropriately. However, at times, activities do not sufficiently focus on helping pupils gain the key knowledge and skills that they need.

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What does the school do well and what does it need to do better?

The school prioritises developing pupils’ communication and language skills. It helps those who are at the initial stages of reading gain a love of books. Staff regularly read to pupils and pupils read to adults. Pupils are supported to recognise and make sounds. They develop a knowledge of phonics to decode words. Pupils learn to read fluently and with expression. Staff ensure that their own speaking, listening, reading and writing of English supports pupils in developing their communication skills.

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What does the school do well and what does it need to do better?

The school is a calm and orderly environment. Staff have high expectations of pupils’ conduct and skilfully manage their behaviour. There is a positive and respectful culture throughout the school. Staff work well with pupils, families and outside agencies to reduce absence. Several pupils have improved attendance and behaviour over time. All aspects of the school’s work help pupils to develop positive characteristics and expand their talents and interests. Spiritual, moral, social and cultural education and learning 1 and 2 July 2025

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about fundamental British values are embedded throughout the curriculum. Pupils are given many opportunities to think about making good choices and learn about people who are different to themselves.

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Pupils enjoy experiences such as trips to the opera house and an outdoor pursuits centre. Sixth-form students benefit from work-related learning and visits to the local community. All pupils receive tailored careers education, and everyone is supported to move on to an appropriate destination when they leave the school. Pupils are well prepared for their adult life.

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Leaders, supported by the trust, have taken effective action to improve the school since its last inspection. Leaders have high expectations of themselves, staff and all pupils. They ensure that the education that the school provides has a positive impact upon pupils with different starting points.

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Leaders are ambitious for the whole school community. They engage positively with pupils, families, staff and outside agencies to help pupils to flourish. The school, and the trust, provide staff with beneficial professional development opportunities. Staff report that leaders support their well-being and are mindful of their workload.

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The trust, along with the local governing body, has ensured that Peak School has a clear vision and that resources are used well. Those responsible for governance have made sure that the school fulfils its statutory duties and that systems are working as intended.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 On occasions, activities in class are not sufficiently focused on pupils gaining the key knowledge that they need. This means that some pupils do not always achieve as highly as they could. The school should ensure that staff have the knowledge to select activities that help pupils secure the intended learning.

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How can I feed back my views?

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. 1 and 2 July 2025

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 1 and 2 July 2025

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School details

School category Academy special converter

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form

Dates of previous inspection 13 and 14 December 2022, under section 5 of the Education Act 2005

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Information about this school

 There have been significant changes to the senior leadership team since the last inspection. The headteacher joined the school in April 2024. One deputy started working at the school in September 2024 and the other began in April 2025.  All pupils have an education, health and care plan. Their primary needs include autism, profound and multiple learning difficulties and speech, language and communication needs.  The school is part of Esteem Multi-Academy Trust.  The school does not use any alternative provision. 1 and 2 July 2025

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 The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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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 spoke to the headteacher, other leaders from the school and trust and staff. The lead inspector met with chair of the trust, a trustee, the CEO and the chair of the local governing body remotely. The staff governor joined this meeting in person.  Inspectors carried out deep dives in these subjects: English, reading, mathematics and personal, social and health education. For each deep dive, inspectors held discussions about the curriculum and spoke to teachers.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, inspectors looked at 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

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Information about this inspection

safeguarding that puts pupils’ interests first.  Inspectors considered responses to Ofsted Parent View. They also reviewed responses to Ofsted’s staff survey.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.

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Inspection team

Simon Mosley, lead inspector Ofsted Inspector

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Inspection team

Matthew Rooney Ofsted Inspector 1 and 2 July 2025

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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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