Abbey School for Exceptional Children

Inspection of Abbey School for Exceptional Children 10–12 Abbey Square, Chester CH1 2HU

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Sixth-form provision Good Overall effectiveness at previous inspection Good

p.1

Overall effectiveness Good

Does the school meet the independent school standards?

p.1

What is it like to attend this school?

Pupils are happy at this school. They enjoy spending time in the spacious outdoor areas. From the early years, pupils quickly settle into the routines of school life. They trust adults to keep them safe and listen to any worries they may have.

p.2

What is it like to attend this school?

The school has high expectations for pupils’ achievement. Staff take the time to get to know pupils. They understand pupils’ special educational needs and/or disabilities (SEND) and interests well. Pupils, including students in the sixth form, achieve well and enjoy their learning. The school ensures that this learning stimulates pupils’ interests, develops their independence and prepares them well for their future lives.

p.2

What is it like to attend this school?

Pupils behave well. Where needed, staff step in quickly when pupils need help to follow the school’s rules or to regulate their own emotions. Consequently, pupils’ behaviour is typically calm in lessons and at other times of the day.

p.2

What is it like to attend this school?

The school makes sure that pupils are well prepared for their next steps. Pupils have many opportunities to practise skills which support them to move successfully into adulthood. For example, students in the sixth form have the opportunity to carry out work experience, both in school and in supported community placements. This helps them to be ready for future employment.

p.2

better?

Pupils who attend the school all have SEND and an education, health and care (EHC) plan or a statement of special educational needs. The school identifies pupils’ needs quickly and accurately. Staff work closely with parents and carers, school therapists and external agencies to ensure that pupils receive the best provision.

p.2

better?

Pupils follow a broad and rich curriculum that is highly personalised to meet their individual needs. This helps all pupils to learn well. In many subjects and curriculum pathways, the school has identified the building blocks of knowledge that pupils should know and remember. In these subjects, learning is sequenced seamlessly from the early years to the sixth form.

p.2

better?

Staff have benefited from high-quality training. In the main, staff deliver the curriculum well. However, occasional gaps in expertise mean that staff sometimes do not revisit and reinforce important learning often enough. This means that some pupils do not deepen their knowledge as well as they could.

p.2

better?

The school has established systems for checking and evaluating the delivery of the curriculum. However, in a small number of subjects, the school does not use these systems as effectively as it could. Consequently, the school sometimes does not identify, or address, when the curriculum is not delivered as well as intended. This hinders some pupils’ learning. 8 to 10 July 2025 The school prioritises the development of pupils’ reading, language and communication skills. Staff work in close partnership with the school’s speech therapists and occupational therapists. Together, they equip pupils to use a wide range of communication strategies and tools successfully. Students in the sixth form are supported to practise communication skills in the community. Many staff teach the school’s phonics programme adeptly. Pupils read from books that are matched to the sounds that they already know. This helps pupils to become fluent readers.

p.2

better?

The school places pupils’ personal development at the heart of its work. It provides pupils with a range of targeted opportunities to prepare them for life in the wider world. This includes impartial careers information, advice and guidance. Pupils explore and celebrate the differences between people. They actively maintain their physical health and learn how to build safe, positive relationships. However, the school is at an early stage of developing enrichment activities. As a result, some pupils occasionally miss out on opportunities to nurture their talents and interests.

p.3

better?

Staff understand what can unsettle pupils and notice the early signs that pupils may be struggling with their emotions. Staff respond sensitively to pupils’ emotional needs. They are successful in helping pupils to manage their feelings. This helps pupils to behave well. The school highlights the importance of regular attendance to pupils and their parents. Many pupils, including those in the sixth form, attend school regularly. When pupils are absent, the school quickly identifies reasons for this and offers any additional support that may be needed.

p.3

better?

There have been several changes in the school in recent times, including in staffing and delivery of the curriculum. Some staff report that these changes have increased their workload and affected their well-being. The school and proprietor recognise these concerns and are taking appropriate steps to address them. Many parents speak positively about their children’s experiences at the school. They particularly appreciate the care provided and the strong partnerships the school builds with families.

p.3

better?

The school meets the requirements of the independent school standards (the standards). The building is maintained to a high standard and teaching spaces are bright, clean and well resourced. There are safe outdoor areas where pupils enjoy spending time playing football, jumping on a trampoline and challenging themselves on the climbing apparatus.

p.3

better?

The proprietor has clear oversight of the school and a secure understanding and knowledge of the standards. The proprietor has ensured that the standards are met consistently, including compliance with schedule 10 of the Equality Act 2010.

p.3

Safeguarding

The arrangements for safeguarding are effective. 8 to 10 July 2025

p.3

(Information for the school and proprietor)

 From time to time, teaching does not reinforce and deepen important learning well enough. This hinders some pupils from learning as well as they could. The school should ensure that it helps staff to develop the expertise needed to deliver the curriculum consistently well.  The school has not fully determined how to best provide for pupils’ wider development. This means that some pupils’ talents and interests are not promoted as well as they could be. The school should ensure that pupils have opportunities to develop their individual talents and interests beyond the academic and vocational curriculum.  In a small number of subjects, the school’s processes to evaluate the impact of its curriculum are not consistently effective. This means that occasional weaknesses are not identified or acted on in a timely manner. In turn, this hinders some pupils’ learning. The school should ensure that it gathers and evaluates

p.4

(Information for the school and proprietor)

information effectively so that it can quickly address any shortcomings in the delivery of the curriculum.

p.4

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.

p.4

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

p.4

School details

Unique reference number 147951 DfE registration number 896/6010

p.5

School details

Local authority Cheshire West and Chester

p.5

School details

Inspection number 10391108 Type of school Other independent special school

p.5

School details

Gender of pupils in the sixth form Mixed

p.5

sixth form

Date of previous inspection 13 to 15 September 2022 8 to 10 July 2025

p.5

Information about this school

 Abbey School for Exceptional Children is an independent school. The school is located at 8 and 10–12 Abbey Square, Chester CH1 2HU.  The school was registered by the Department for Education (DfE) on 7 September 2020. The school’s previous standard inspection took place from 13 to 15 September 2022.  Two material change inspections took place on 19 April 2023 and 12 October 2023.  The chair of the proprietor body is the sole director of Abbey School Ltd.  The school provides for pupils with autism. Some pupils have additional learning difficulties. All pupils have an EHC plan or, if resident in Wales, a statement of special educational needs.  The school is registered to admit 110 pupils.  The school does not make use of any alternative provision.

p.6

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.

p.6

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.

p.6

Information about this inspection

 Inspections are a point-in-time evaluation about 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.  Inspectors met with the proprietor, the chair of the advisory board, the headteacher and other school leaders.  The lead inspector held telephone conversations with representatives of local authorities which have pupils placed at the school.  Inspectors carried out deep dives in these subjects: early reading, mathematics and physical education. For each deep dive, inspectors held discussions about the curriculum, looked at curriculum documentation, visited a sample of lessons, spoke with staff, spoke with some pupils about their learning and looked at samples of pupils’ work.  The lead inspector listened to some pupils read to a familiar adult.  Inspectors also looked at curriculum plans and spoke with leaders about some

p.6

Information about this inspection

other subjects. 8 to 10 July 2025  Inspectors met with leaders to discuss SEND, assessment, pupils’ behaviour and provision for pupils’ wider development.  Inspectors reviewed a wide range of documentation, including that relating to the standards, leaders’ evaluation of the school’s strengths and areas for improvement and documents relating to pupils’ attendance.  As part of their checks on the standards, inspectors made a tour of the school premises, accompanied by leaders.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of the school, staff and pupils; and considered the extent to which the school has created an open and honest culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour in lessons, at breaktime and at lunchtime. Inspectors spoke with some pupils about their experiences of school life. They

p.6

Information about this inspection

also considered responses to Ofsted’s online survey for pupils.  The inspectors spoke with staff about their workload and well-being. They also considered the responses to Ofsted’s online survey for staff.  Inspectors spoke with some parents during the inspection via telephone. They also took account of the responses to Ofsted Parent View, including the free-text comments.  A very small number of children in the early years were on the school roll at the time of the inspection. Therefore, no judgement has been formed for the early years. However, inspectors considered the early years curriculum and welfare requirements through their inspection activities.

p.7

The school’s proposed change to the number of pupils on the school roll

The school has applied to the DfE to make a ‘material change’ to its registration. At the DfE’s request, we checked whether the school is likely to meet the relevant independent school standards if the DfE decides to approve the change. This part of the inspection was carried out under section 162(4) of the Education Act 2002.

p.7

The school’s proposed change to the number of pupils on the school roll

 The outcome of this part of the inspection is: the school is likely to meet the

p.7

Part 3. Welfare, health and safety of pupils

 The school has made suitable arrangements to safeguard and promote the welfare of pupils. The school’s safeguarding policy is published on its website. The safeguarding arrangements in place at the school pay due regard to current statutory guidance. Staff are well trained. They are vigilant and identify and report any safeguarding risks in a timely manner. Designated safeguarding leads have appropriate knowledge and expertise to fulfil their roles effectively. Safeguarding records are detailed and shared with staff appropriately. The school takes swift and effective action when concerns are raised. 8 to 10 July 2025  The school has robust procedures in place to ensure compliance with health and safety legislation. Routine checks are carried out to ensure that the school complies with the requirements of the Regulatory Reform (Fire Safety) Order 2005. For example, fire safety equipment is in good working order. The school site

p.7

Part 3. Welfare, health and safety of pupils

is safe and secure. These arrangements are suitable to accommodate the proposed increase in the number of pupils on roll.  The school ensures that pupils are appropriately supervised. There are sufficient staff to ensure that an increased number of pupils would be suitably supervised should the material change be approved.  A written risk assessment policy is in place. There are a range of detailed risk assessments. These show that the school takes appropriate action to reduce and manage any identified risks to pupils. The school’s risk assessments would remain appropriate should the number of pupils on roll increase.  The standards in this part are likely to be met if the material change is approved.

p.8

Part 4. Suitability of staff, supply staff, and proprietors

 The school’s single central record contains all the necessary checks and information. The school carries out appropriate checks on the suitability of new staff. The school also checks the suitability of other personnel who work on site or with pupils. The school ensures that any visitor is suitably monitored by staff while carrying out their work.  The standards in this part are likely to be met if the material change is approved.

p.8

Part 5. Premises of and accommodation at schools

 The school’s premises are suitably maintained. The school site has sufficient space and resources to cater for the proposed increase in the number of pupils should the material change be approved.  Classrooms are tidy and furnished appropriately. Equipment is kept in good condition. All areas of the school, including toilet and washing facilities, are adequately clean.  There is an adequate supply of hot and cold water at the school. Drinking water is clearly labelled and available for pupils throughout the day.  There are appropriate spaces, both indoors and outdoors, for pupils to play and socialise in. These areas are well maintained. The school grounds provide sufficient outdoor space for pupils and will easily accommodate the proposed increase in pupil numbers.  There are well-equipped medical rooms, should pupils feel unwell, need first aid or other medical care.  The standards in this part are likely to be met if the material change is approved.

p.8

Part 8. Quality of leadership in and management of schools

 The proprietor has the knowledge to ensure that the school meets the standards. It has the experience required to carry out its role successfully and to accommodate the material change requested. It is committed to providing a high quality of education for pupils and actively promotes the well-being of pupils.  The standards in this part are likely to be met if the material change is approved.

p.9

Information about the material change inspection

Inspectors considered the school’s proposal to increase the number of pupils on the school roll as part of the standard inspection.

p.9

Inspection team

Victoria Burnside, lead inspector His Majesty’s Inspector

p.9

Inspection team

Sue Dymond His Majesty’s 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.

p.9

Inspection team

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.10

Inspection team

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.10

Inspection team

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.10

Inspection team

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.10