Bluebell School Ltd

Inspection of Bluebell School Ltd Gloucester Road, Kidsgrove, Stoke on Trent ST7 1EH

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Overall effectiveness Outstanding

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

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Overall effectiveness Outstanding

Does the school meet the independent school standards?

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What is it like to attend this school?

Leaders have created an exceptionally special place where pupils feel safe and valued. Pupils who have previously experienced limited success achieve great things. For some, this is more than they felt would be possible. Parents and carers say that the school is ‘life-changing’.

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What is it like to attend this school?

Pupils are placed at the heart of the school. The strong ethos of ‘the child gets what the child needs, when they need it’ permeates throughout. Every member of the school community shares the same ethos. Pupils’ needs are quickly identified and appropriately met by staff who understand how to help them. This means that all pupils learn well across the curriculum.

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What is it like to attend this school?

Pupils enjoy coming to school. Their attendance is high. They describe their school as ‘happy and caring’. They say that everyone is kind. Bullying and unkind behaviour are extremely rare. Pupils say that problems are dealt with quickly.

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What is it like to attend this school?

Children in the early years make a positive start. They benefit from the school’s focus on communication, language and reading. This means that children are well equipped as they progress through the school.

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What is it like to attend this school?

Wide-ranging experiences alongside academic subjects include vocational opportunities, therapeutic support and preparation for employment. These experiences prepare pupils well for their futures.

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better?

Leaders and all staff understand the pupils extremely well. This is because they have the necessary skills and expertise to provide specifically tailored individual support. All pupils have special educational needs and/or disabilities and all have an education, health and care plan. Pupils’ needs are identified quickly. Teachers make appropriate adaptations to make sure that pupils are able to access the range of learning opportunities.

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better?

Children typically arrive at the school with low starting points, and some with limited speech. The curriculum is carefully designed to immerse pupils in language from an early age. Skilled staff expertly deliver the school’s phonics programme. Children engage enthusiastically when learning new sounds. Well-planned learning opportunities support personal and social development. Children make a strong start in the early years. This prepares them well for transition into the next phases. In the upper key stages, pupils access a range of texts, read aloud confidently and demonstrate strong comprehension skills.

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better?

Pupils learn and remember more in all subjects. This is because teachers are skilled practitioners with strong subject knowledge. They know how to plan learning that builds on what pupils already know. Work in pupils’ books is of a high standard. 17 to 19 June 2025 Pupils take pride in their work. They revisit learning tasks and respond well to further challenge. Pupils are keen to showcase their achievements.

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better?

Assessment opportunities are frequent and purposeful. Pupils regularly revisit previous learning. This means they can recall key information with confidence. They remember important content from stories and novels and know how to solve complex mathematical problems. Therefore, pupils work towards and achieve a range of meaningful qualifications.

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better?

The school’s curriculum extends far beyond academic subjects. Pupils are immersed in a wide range of opportunities that support their physical, social and emotional well-being. Relaxation sessions are well attended and help pupils understand their feelings. Pupils enjoy cultural days and visits to places of worship. The school ensures that pupils access enriching experiences, including seaside trips and visits to the zoo. The curriculum for personal, social, health and economic (PSHE) education is carefully planned. Pupils learn about mental health, physical fitness and safe and healthy relationships. Pupils know how to keep themselves safe.

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better?

Pupils behave impeccably well. This is because there are high expectations and a clear behaviour policy that is understood by all and applied consistently. Pupils are reflective. They take ownership of their own behaviour. They acknowledge when things may have gone wrong. Pupils know that they will always get a fresh start. They value this and say that the school has supported them well with behaviour. Attitudes to learning are highly positive. Pupils settle into learning quickly and engage well. Behaviour during social periods of the day is equally as positive.

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better?

The school invests in high-quality staff development. Teachers say they have regular opportunities to upskill, and a high number of staff have progressed into leadership roles across the organisation. Staff say they enjoy coming to work because leaders are approachable and considerate of their well-being and workload.

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better?

The work of the school is overseen by a proprietor body. The body consists of professionals with a wealth of experience. They fulfil their responsibilities as outlined in the Equality Act 2010 through a comprehensive accessibility plan. The proprietor body provides secure accountability through effective governance systems and regular monitoring visits. As a result of this sharp oversight and scrutiny, the school consistently meets the independent school standards.

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Safeguarding

The arrangements for safeguarding are effective.

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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. 17 to 19 June 2025 The Department for Education has further guidance on how to complain about a school. 17 to 19 June 2025

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School details

Type of school Other independent special school

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School details

School category Independent special school

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School details

Proprietor Hopedale Children and Family Services Ltd

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School details

Annual fees (day pupils) £51,183.00 to £97,302.00

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School details

Email address office@bluebellschool.co.uk

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School details

Date of previous inspection 29 November to 1 December 2022 17 to 19 June 2025

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Information about this school

 Bluebell School is an independent special school, located in Stoke on Trent, Staffordshire. Pupils are placed at the school by a range of local authorities, including Stoke on Trent, Staffordshire and Cheshire East.  The school offers places to pupils who have complex needs and social, emotional and mental health difficulties.  The school is part of Hopedale Children and Family Services Ltd.

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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 judgement about the quality of a school’s education provision.

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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

 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 and the executive headteacher. Meetings were also held with the proprietor body and members of senior staff responsible for governance.  Inspectors carried out deep dives in these subjects: English, including reading, mathematics, physical education and PSHE. 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.  A number of key policies were scrutinised, including for curriculum, behaviour, anti-bullying, health and safety and complaints. The lead inspector also toured the premises to check for compliance with the independent school standards. 17 to 19 June 2025

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Inspection team

Melanie Callaghan-Lewis, lead inspector Ofsted Inspector

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Inspection team

Huw Bishop Ofsted Inspector 17 to 19 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

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