Aurora Hedgeway School

Inspection of Aurora Hedgeway School Rookery Lane, Pilning, South Gloucestershire BS35 4JN

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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?

Pupils quickly settle at Aurora Hedgeway School and begin to thrive. Many have had negative experiences of education in the past, including lengthy periods where they did not attend school at all. Pupils enjoy school and trust that staff will help them. They attend well as a result.

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What is it like to attend this school?

Warm relationships underpin the calm, friendly school environment. Pupils are empathetic and respectful towards their peers, encouraging and supporting those who are experiencing difficulties. Pupils learn without interruption because the curriculum is well matched to their needs and starting points.

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What is it like to attend this school?

The school has high aspirations for what pupils can achieve. Pupils become more confident in their abilities. They learn to persist when they face challenges. This enables them to succeed academically and socially .

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What is it like to attend this school?

Opportunities for wider development are extensive. Every pupil has a rich set of experiences that help them to broaden their horizons and enhance their childhood. For instance, pupils attend a formal celebration event to mark the end of Year 11. They take part in competitive sporting activities, which help them build their confidence and resilience. Events such as school fairs enable pupils to share their pride in what they have achieved with their families.

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better?

The curriculum is broad and ambitious for all pupils. The school has identified the knowledge that pupils need to learn at each stage and in every subject. Thorough assessment is used to identify what pupils know and can do when they join the school. The school has designed a curriculum that builds on pupils’ differing starting points. Links are made between subjects that help pupils to build deep understanding across the curriculum.

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better?

All pupils have special educational needs and/or disabilities (SEND). Staff meet the needs of each individual pupil with precision. They take into account pupils’ needs as set out in their education, health and care (EHC) plans. This helps pupils to access the curriculum and progress well through it. Pupils also develop socially and are well prepared for adult life. Many pupils successfully move back into mainstream education.

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better?

Pupils achieve well. They gain qualifications and accreditations that are well matched to their future aspirations. Many older pupils take part in extensive work experience that meets their needs. They also receive helpful information and guidance about careers and further education. This enables them to successfully maintain their education, training or employment after they leave the school. 24 to 26 June 2025 The school uses learning activities that ensure pupils revisit previous learning so that they remember more and build on what they know. Teachers check what pupils have learned. They identify and close gaps in knowledge. However, sometimes staff do not explain new knowledge accurately enough. When this is the case, pupils do not gain a correct understanding of what is being taught.

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better?

Pupils read daily as part of their curriculum. This helps them to improve their confidence, fluency and enjoyment of reading. Pupils who are at an early stage of reading get the extra help they need to catch up.

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better?

The way in which the school caters for pupils’ wider development is exceptional. Topics such as maintaining healthy relationships and understanding consent are delivered sensitively, taking into account the needs of each pupil. The school’s work to develop and support pupils’ understanding of how to improve and maintain their physical and mental health is a particular strength. The therapeutic support and thoughtfully designed school environment help pupils to learn to manage their own feelings and reactions.

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better?

The school helps pupils to develop their character. They learn how to view attributes that link to their SEND as ‘superpowers’ and to celebrate what makes them unique. Pupils recognise what is special and valuable about themselves.

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better?

The training and support that staff receive means that they have the expertise they need to help pupils. For instance, they know how to support pupils to meet the expectations that the school has of their behaviour, while taking account of the needs of individuals. This helps pupils to feel that they are understood, and they belong at school. They are eager to take part in all that is available to them. This contributes to their high attendance.

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better?

The proprietor and governors have a thorough understanding of the school. Those involved in leading the school understand their roles and have the expertise they need to fulfil them. Staff who are new to leadership roles work alongside those with more experience. This helps to support their development and ensure that their decisions are in line with the vision for the school. Pupils’ and staff well-being is of paramount importance to leaders. This has had an impact on the way that the school site has developed, with dedicated spaces that support physical development and promote emotional regulation.

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better?

The school complies with schedule 10 of the Equality Act 2010. Policies are up to date and reflect the latest statutory guidance. The school site is maintained to a high standard and is well suited to the needs of pupils.

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Safeguarding

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

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What does the school need to do to improve?

 Sometimes, staff’s explanations of new learning are not accurate or precise enough. As a result, at times, pupils develop misconceptions that prevent them from learning as much as they could. The school and proprietor should ensure that staff have the subject knowledge they need to teach consistently well so that pupils learn the curriculum effectively.

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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 138563 DfE registration number 803/6009

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School details

Inspection number 10342080 Type of school Other Independent Special School

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School details

Email address aurora.hedgeway@the-aurora-group.com

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School details

Date of previous inspection 8 to 10 March 2022 24 to 26 June 2025

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Information about this school

 All pupils have an education, health and care plan. The school caters for pupils with autism spectrum disorder. All pupils are placed at the school by their respective local authority.  The school use four unregistered alternative provision for a small number of pupils.  The school is permitted to register 63 pupils.  Four pupils on roll at the time of the inspection were in the post-16 age group. They were following a curriculum that prepares them for post-16 education elsewhere.  The school operates on a single site, located at Rookery Lane, Pilning, South Gloucestershire BS35 4JN.

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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 evaluation of 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.  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.  An inspector met with the chair of the proprietor body, Aurora ASD Limited and with governors.  Inspectors considered responses to Ofsted’s online survey, Parent View and the views of staff and pupils in Ofsted’s online survey. Inspectors spoke to pupils and staff in meetings and around the school site.  Inspectors carried out deep dives into these subjects: English, science,

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Information about this inspection

mathematics and personal, social and health education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors toured the school site to check the suitability of the premises.  In the last academic year there has been one formal complaint made to the school. 24 to 26 June 2025  An inspector contacted some of the alternative providers used by the school, and representatives of local authorities that place pupils at the school.

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Inspection team

Sarah Favager-Dalton, lead inspector His Majesty’s Inspector

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Inspection team

David New 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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