Cumberland School

Inspection of Cumberland School Rivington Lane, Rivington, Bolton, Lancashire BL6 7RX

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Overall effectiveness Requires improvement

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

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Overall effectiveness Requires improvement

Does the school meet the independent school standards?

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What is it like to attend this school?

The school has high expectations of all pupils. Staff have a good understanding of each pupil and their individual social and emotional needs. This means that pupils feel ready to have a go and begin their learning journey. However, the quality of education that pupils receive is variable across the school. This is because the school has not finalised its curriculum thinking in some subjects. Coupled with this, the school does not have a consistent system in place to check the quality of the delivery of the curriculum. This limits the academic success of some pupils.

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What is it like to attend this school?

Pupils benefit from highly positive relationships with staff, consistent routines and praise. They understand what the school expects from them. This helps them to feel safe, secure and to thrive. The atmosphere around the school is calm. Pupils are routinely supported to understand their emotions. They demonstrate positive behaviour in class and around the school.

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What is it like to attend this school?

In terms of developing pupils’ confidence, attending this school is life changing. Pupils take part in activities such as sports day, the colour run and animal take-over day. Many pupils said they had never been trusted to do simple and common events in a school setting before arriving at Cumberland School. For many pupils, the school gives them the self-belief to try again, to re-engage in learning and to aspire to college or employment beyond the school.

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better?

In the main, the school has created a balanced and ambitious curriculum which is well designed. Where weaknesses exist, the school has already begun to make the necessary amendments to the curriculum design and delivery in some subjects.

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better?

Generally, staff have thought carefully about the knowledge, skills and understanding that pupils need to learn to succeed academically. However, in one or two subject curriculums at key stages 2 and 3, pupils are not offered the breadth of study, in subjects such as music and modern foreign languages. This limits pupils’ future studies and opportunities in these areas.

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better?

In most subjects, the knowledge that the school wishes pupils to learn has been well thought through and is clearly set out. Conversely, in a few subject curriculums, this is less well developed. In these subjects, the knowledge and order in which the school wants pupils to learn this are not as clear as they could be. This means that some teachers are uncertain what they need to teach and by when. As a result, some pupils do not have the knowledge that they should in these subjects.

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better?

The school has ensured that staff have the appropriate subject knowledge to lead their chosen subjects. However, it does not sufficiently check to find out if, or how well, teachers are implementing all aspects of the academic curriculum. This means that some elements of the curriculum are not being delivered in the correct order, or 15 to 17 July 2025 with the specific content that is required. This means that at times, pupils do not learn all that they should.

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better?

Many pupils have been out of education for considerable periods of time prior to joining this school and have large gaps in their knowledge. Nevertheless, by the end of Year 11, most pupils study for a suite of qualifications, including GCSEs, vocational and functional skills. Coupled with this, the school’s careers education programme, which begins in key stage 3, inspires pupils and prepares them well for their next steps beyond school.

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better?

The school gathers a range of information about each pupil. Together with statements taken from pupils’ education, health, and care (EHC) plans, the school accurately identifies gaps in pupils’ social and emotional development. This information is used well alongside clinical and therapeutic support to create a personalised support plan for each pupil. However, this identification and support is less effective for pupils’ cognition and learning needs. As a result, these pupils do not achieve as well as they could.

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better?

Reading has a high profile in school. There is a thorough understanding of where pupils are in their reading development. Staff provide effective support for pupils who find reading difficult. For example, pupils benefit from revisiting early reading strategies and developing their comprehension skills further. Staff seek every opportunity to foster a love of reading among pupils who are often reluctant readers.

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better?

Pupils behave well in lessons. Many are motivated to learn. If struggling to concentrate, pupils are supported to find strategies to help them re-engage. Most pupils join the school after having long periods of non-attendance in previous settings. The school analyses and tracks absence thoroughly. Staff do all that they can to re-establish positive attendance habits for pupils and families.

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better?

The school’s approach to personal development supports pupils in becoming resilient, independent individuals. Pupils are well informed about how to stay safe and maintain their physical and mental well-being. Staff are committed to ensuring pupils develop an age-appropriate understanding of healthy relationships, including the concept of consent. Pupils actively contribute to school life, for example, through the school council and arranging community volunteer placements.

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better?

The proprietor has established a highly organised and rigorous approach to ensuring that the independent school standards (the standards) are met consistently. For example, the school premises across both sites are well maintained and the school complies with schedule 10 of the Equality Act 2010. The proprietor and governors have a strong vision for the quality of education that the school provides; however, this is not yet being realised on the ground. Staff are overwhelmingly happy and proud to work at this school. They appreciate the support that they receive from those within the wider Witherslack group. 15 to 17 July 2025

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 The school has not ensured that the curriculum is sufficiently broad for some pupils. As a result, some pupils’ learning across the breadth of the curriculum is not as secure and wide ranging as it could be. The school should ensure that the curriculum equips pupils with the knowledge and skills they need for their future.  In some subjects, the curriculum lacks sufficient detail about the essential knowledge that pupils should acquire and the sequence in which it should be taught. As a result, some pupils are unable to build their understanding in a coherent and progressive way. The school should ensure that key knowledge is clearly identified and logically sequenced to support pupils in developing their learning over time in all subjects.  In some subjects, the school does not check to make sure that the intended curriculum is being delivered consistently well. This means that it does not identify when the curriculum content is not covered or if the knowledge that is

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(Information for the school and proprietor)

being delivered builds well over time. The school should ensure that it has a greater oversight into the delivery of the curriculum and supports teachers to be able to deliver the content well.  The school does not identify the cognition and learning needs of pupils with SEND quickly enough. This delays staff from providing effective support and slows pupils’ progress through the curriculum. The school should ensure that staff are fully equipped to identify and support pupils’ additional needs in a timely manner.

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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 135541 DfE registration number 888/6104

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School details

Inspection number 10375132 Type of school Other independent special school

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School details

Annual fees (day pupils) £81,469 to £103,515

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School details

Website www.witherslackgroup.co.uk/our- locations/our-schools/cumberland-school/ Email address cumberland@witherslackgroup.co.uk

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School details

Date of previous inspection 18 to 20 January 2022 15 to 17 July 2025

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Information about this school

 Cumberland School is an independent, specialist day school. Pupils with a range of complex learning needs, social and emotional difficulties and challenging behaviours attend the school. All pupils have an EHC plan.  The last full standard inspection was in January 2022. This was a standard inspection carried out under section 109(1) and (2) of the Education and Skills Act 2008. At this inspection, the school met all of the independent school standards that were checked. The school was judged to be good at this time.  The Witherslack Group received a set of coordinated emergency inspections in several of the group’s schools. This included Cumberland School. The emergency inspection took place on 11 and 12 December 2024. The school met all of the standards that were considered as part of this inspection.  The school operates from two sites. Younger pupils attend the Rivington Lane campus at Rivington Lane, Rivington, Bolton, Lancashire BL6 7RX. Older pupils

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Information about this school

attend the Station Road campus at Station Road, Blackrod, Bolton BL6 5BN.  The school is registered to admit up to 96 pupils.  The school currently makes use of one form of 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.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  During the inspection, inspectors met with the headteacher, representatives of the proprietor body, other members of the leadership team and a range of school staff.  Inspectors carried out deep dives in English, including early reading, mathematics and personal, social, health and economic 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.  Inspectors spoke to school leaders about the curriculum and looked at curriculum plans in a range of other subjects. 15 to 17 July 2025  Inspectors spoke with a range of external partners including representatives of

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Information about this inspection

various local authorities.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central register; 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.  Inspectors considered the responses to Ofsted Parent View, including the free- text comments. They spoke with parents and carers on the telephone.  Inspectors considered the responses to Ofsted’s online pupil surveys. They spoke with some pupils about school life.  Inspectors considered the responses to Ofsted’s online staff surveys. Inspectors spoke with a range of staff to discuss the support that they receive from the school.  Inspectors observed pupils’ behaviour in lessons and around school.  An inspector made a tour of the premises.  Inspectors viewed a range of evidence to evaluate the proprietor’s compliance

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Inspection team

Sue Dymond, lead inspector His Majesty's Inspector

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Inspection team

Helen Friend 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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