Silver Linings School

Inspection of Silver Linings School 28 Old Park Close, Bilborough, Nottingham NG8 4FR

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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 Not previously inspected

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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 enjoy school life. Many are polite and friendly. They work and play happily with each other. When pupils struggle with their emotions, staff provide highly effective strategies that allow pupils to regulate and then return to their learning. Pupils feel happy and say they are very well cared for. They enjoy attending because of the strong relationships they have with the staff. Pupils generally behave well. They follow staff’s instructions and show respect for their environment.

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What is it like to attend this school?

The school has high aspirations for what pupils can achieve. Pupils benefit from this. Many pupils have missed a significant amount of learning before joining the school. The school has carefully thought about how to introduce learning in manageable steps, so pupils do not feel overwhelmed. The high level of support from staff helps pupils engage increasingly with their work. Many pupils show a growing confidence with their learning. Pupils meet the school’s high aspirations for them. Many make strong progress through the school’s curriculum.

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What is it like to attend this school?

The school has a community spirit. It works with parents and carers in the best interests of pupils. Pupils give back to the local community through activities, such as litter picking and they take part in community events.

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better?

The school has developed a broad, well-sequenced and ambitious curriculum. This helps pupils develop the understanding they need to engage with formal learning. Pupils move on to learn subjects, such as English and mathematics, at a level that is appropriate for them. They build their subject knowledge and skills in a logical way. Many are well prepared for their next steps in education.

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better?

As pupils settle in the school, they engage with learning tasks with increasing resilience. Staff use their good subject knowledge to present information clearly. They are often able to engage pupils with learning. However, sometimes the chosen lesson activities do not support pupils’ understanding of the key knowledge they need.

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better?

Teachers check pupils’ understanding regularly. In some subjects, they provide opportunities to go back over content to ensure that pupils have understood the important concepts. As a result, pupils are beginning to build up their confidence and become more independent in their learning.

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better?

Staff support pupils with their social, emotional and mental health difficulties. They are experts at providing the pastoral support pupils need to feel safe and ready to learn. Staff know the things that might upset or ‘trigger’ pupils. Pupils try hard to manage their emotions and regulate their behaviour.

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better?

Pupils’ special educational needs and/or disabilities (SEND) are well known and met. Each pupil’s education, health and care (EHC) plan is carefully considered and pupils’ 15 to 17 July 2025 needs are fully assessed. The school ensures that all staff are provided with the detailed information that they need to meet pupils’ individual needs well. As a result, pupils achieve well from their different starting points.

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better?

The school prioritises reading. Pupils at the early stages of learning to read are supported by a phonics scheme. The school provides appropriate phonics training for staff. Pupils who need extra help with their reading receive it. This effective support enables pupils to improve their reading and become more confident and fluent readers.

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better?

The school has established a clear approach to behaviour. Staff model expected behaviours for pupils. Staff use consistent routines and a nurturing and playful approach to support pupils’ social and emotional development. Pupils are helped to understand boundaries and appropriate social interactions. As they spend more time at school, they begin to take more responsibility for their own behaviour.

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better?

The school works closely with parents and pupils to highlight the importance of being at school and to address any barriers to good attendance. Most pupils attend school regularly. Those who struggle to attend due to heightened anxieties are supported with appropriate part-time provision. All of these pupils are gradually increasing the time they spend in school.

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better?

Pupils benefit from a clearly structured personal, social and health education (PSHE) curriculum that prepares them well for life in modern Britain. They are helped to understand different cultures and learn how to respect those who hold different views from them. They learn about relationships in an age-appropriate way. They also learn about physical and mental health. Pupils learn how to keep themselves safe, including when online.

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better?

The school has undertaken significant work in engaging and involving parents in the life of the school. Parents are overwhelmingly positive, with several saying that their child thrives at the school. Staff enjoy working here. They appreciate the effort made to reduce their workload and improve their well-being.

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better?

Leaders, including the proprietor, know the school well. They understand their statutory duties and have a good understanding of the independent school standards. The premises are well maintained. Thorough checks ensure that all the health and safety and fire safety regulations are met. Risk assessments are routinely updated. Policies are up to date and reflect the latest national guidance.

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better?

The school meets the requirements of Schedule 10 of the Equality Act 2010. The policies for relationships and sex education, and safeguarding, are available on the school’s website.

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Safeguarding

The arrangements for safeguarding are effective. 15 to 17 July 2025

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(Information for the school and proprietor)

 In some subjects, the activities chosen to deliver the intended curriculum do not support pupils to secure their understanding of important knowledge. As a result, pupils do not learn as well as they could in these subjects. The school should ensure that all learning activities support pupils to build their knowledge consistently well.

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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. 15 to 17 July 2025

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School details

Unique reference number 150681 DfE registration number 892/6029

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School details

Inspection number 10374833 Type of school Other Independent Special School

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School details

Proprietor Silver Linings Educations Limited

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School details

Email address office@silverlinings-bilborough.co.uk

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School details

Date of previous inspection Not previously inspected 15 to 17 July 2025

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Information about this school

 Silver Linings School provides education for pupils with SEND, all of whom have an EHC plan. These pupils’ needs include autism and social, emotional and mental health needs.  This is the school’s first standard inspection since the school was registered with the Department for Education on 24 May 2024.  The school operates from premises at 28 Old Park Close, Bilborough, Nottingham NG8 4FR.  The school is registered to admit up to 30 pupils.  The school does not use the services of any alternative provision.

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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.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors held meetings with the executive headteacher, the headteacher and other members of the senior leadership team. The lead inspector met with the chair of the proprietor body.  Inspectors carried out deep dives in these subjects: reading, mathematics, English 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 a sample of pupils’ work.  Inspectors also visited lessons for different subjects and looked at a sample of

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Information about this inspection

pupils’ topic-based work.  Inspectors considered a wide variety of school documents, including the school’s policies and risk assessments.  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. 15 to 17 July 2025  Inspectors considered responses to Ofsted’s survey of school staff. Inspectors met with pupils to discuss different aspects of the school’s provision.  Inspectors toured the premises and reviewed the school facilities to check compliance with the standards.

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Inspection team

Dave Gilkerson, lead inspector His Majesty’s Inspector

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Inspection team

Paul Halcro His Majesty’s Inspector 15 to 17 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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