The Lion Works School

Inspection of The Lion Works School 543 Wallisdown Road, Poole, Dorset BH12 5AD

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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 Requires improvement

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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 feel proud of their school. They describe it as respectful and welcoming. The school space is well designed to support pupils. It provides many calm spaces that help pupils to feel safe and cared for.

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What is it like to attend this school?

The school has high expectations for pupils. The curriculum helps to prepare pupils for the future, both academically and socially. The school encourages pupils to develop their ambitions though well-considered opportunities. For example, a recent trip to New York inspired pupils to explore beyond what they know. Pupils achieve a variety of qualifications. This prepares them to access courses and training that they want to study when they leave.

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What is it like to attend this school?

Pupils contribute to shaping decisions about their school, for example, through opportunities, such as being part of the school council.

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What is it like to attend this school?

A vibrant outdoor education curriculum means pupils experience a wide range of sports and activities. For example, cricket, water sports or bush craft. Many pupils complete the bronze and silver Duke of Edinburgh award scheme, which they value. The school arranges curriculum trips to support what pupils are learning, such as to the local art museum or a visit to the steam railway to support their learning about industrialisation.

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better?

The school has designed a broad and ambitious curriculum. Learning is well ordered to build on pupils’ developing knowledge. For example, in art pupils learn about a wide range of artists. Art skills, such as applying tone, build up gradually so that pupils can practise. The school offers subjects to older pupils that build on their interests, such as hospitality.

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better?

Teachers check how well pupils have understood their learning. However, some of these checks are not as precise as they could be. As a result, exactly what some pupils know and what they need to do next are not identified. When this happens, those pupils do not secure the key knowledge they need for future learning.

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better?

The school carefully checks how well pupils can read. For pupils who are in the early stages of learning to read, daily phonics lessons help build their reading confidence.

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better?

The school’s calm environment supports pupils to manage challenges associated with their special educational needs and/or disabilities (SEND). This helps them to be successful. Staff understand the individual needs of the pupils well. They use strategies to support pupils, which help them to learn. Therapists provide a range of specific help for pupils. These ensure that pupils are well supported.

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better?

The school’s programme that supports the pupils’ ambition, resilience and community (ARC) is well considered. This offer develops pupils beyond the 8 to 10 July 2025 classroom. Through trips, community events and visitors, pupils learn skills that prepare them. This learning helps pupils to understand themselves and to have empathy towards others.

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better?

Pupils learn about the world of work through visits to local employers and career fairs. Older pupils take part in work experience. They regularly build their knowledge of different jobs, which makes them feel more confident about the world of work.

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better?

Pupils behave well. In lessons, they know the expectations of their teachers. Staff help them to learn in a supportive environment. Pupils enjoy collecting reward points and sharing their successes.

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better?

The school’s work to ensure pupils attend school well is robust. Well-embedded systems to track attendance and work with pupils and their families are making a difference. As a result, the school have seen significant improvements to attendance rates. However, there are still some pupils who have too many days off, which creates gaps in their learning.

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better?

Since the last inspection, systems and roles across the school leadership team have been fully embedded. The school board has a well-informed oversight of the school’s work to drive continuous improvement. Actions to make sure the school is compliant with the independent school standards are secure. The school meets schedule 10 of the Equality Act 2010. Through open events and ‘showcase’ afternoons, the school welcomes parents to see the school community. Parents praise the school for its work and ambition for their children.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 Staff do not assess sharply enough what pupils know and understand. While there are broad checks on learning, the specific skills and knowledge are not being checked as precisely as they could be, especially for those pupils working at earlier levels of mathematics or literacy. As a result, some pupils work on tasks without having the prior knowledge they need to apply to their learning. The school needs to ensure assessment processes support teachers to know the granular steps that pupils need to learn next.  Some pupils miss too many days of school. When this happens, pupils miss important learning, and their achievement is hindered. The school needs to ensure that their systems to support pupil attendance are regularly evaluated to ensure they have a positive impact on the pupils missing the most school. 8 to 10 July 2025

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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. 8 to 10 July 2025

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School details

Unique reference number 148031 DfE registration number 839/6013

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School details

Local authority Bournemouth, Christchurch & Poole

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School details

Inspection number 10391796 Type of school Other Independent Special School

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School details

Proprietor Classroom Education Services LTD

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School details

Email address hello@thelionworksschool.org

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School details

Date of previous inspection 7 January 2025 8 to 10 July 2025

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Information about this school

 The school provides for pupils with special educational needs and/or disabilities (SEND). Pupils have a range of needs, including autism or social, emotional and mental health needs.  All pupils at the school have an education, health and care plan. Two local authorities commission these places.  The sixth-form provision supports pupils to make the transition between school and post-16 providers.  The school is registered for 70 pupils between the ages of 11 and 19 years.  Following a standard school inspection in November 2023, the school was judged to require improvement and did not fully meet the independent school standards.  In May 2024 and January 2025, the Department for Education (DfE) commissioned progress monitoring inspections. The school met the independent school standards.  The school currently uses no alternative provision.  The Lion Works School is located at 543 Wallisdown Road, Poole, Dorset BH12

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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.  Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors carried out deep dives in these subjects: English (including early reading), mathematics, art 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 pupils about their learning and looked at samples of pupils’ work.  In addition, inspectors reviewed the curriculum plan and pupils’ work for other subjects, including humanities.  Inspectors spoke with the headteacher, the deputy headteacher, school leaders and members of staff. They met and held discussions with the chair of the school

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Information about this inspection

board. 8 to 10 July 2025  Inspectors spoke with many pupils to gather their views about their experiences of their school. They observed pupils’ behaviour during lessons and at breaktimes.  To evaluate the effectiveness of safeguarding, 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.  The lead inspector made a tour of the school to check the suitability of the premises against the relevant standards.  Inspectors scrutinised a range of school documentation, including the school development plan, minutes of the school board, policies, risk assessments and attendance data with record of actions.  Inspectors considered responses to Ofsted’s surveys for pupils and staff. They also considered responses to Ofsted Parent View, Ofsted’s online survey for

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Inspection team

Rachel Hesketh, lead inspector His Majesty’s Inspector

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Inspection team

Stewart Gale Ofsted Inspector 8 to 10 July 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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