Silverways School

Inspection of Silverways School St Andrew’s Parish Centre, Silver Street, Enfield EN1 3EG

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good 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?

The school is committed to transforming pupils’ lives. It promotes pupils’ academic, social and emotional development successfully. Pupils are especially well prepared for the next stage of their lives. They develop their personal skills effectively so they can take their place in society as responsible citizens.

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What is it like to attend this school?

Once engaged, pupils have positive attitudes to school. They concentrate in lessons and learn well. Relationships are particularly strong, enabling pupils to make the most of the wide range of opportunities that the school provides. Respect and tolerance are embedded in the school’s ethos.

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What is it like to attend this school?

The curriculum is broad and ambitious. The robust focus on giving every pupil the same opportunities to achieve their potential is unmistakable. As they move through the school, pupils rise to these high expectations and settle down to hard work. All pupils follow courses that lead to the qualifications they need to continue with their education or training.

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What is it like to attend this school?

Pupils behave extremely well. Where behaviour falls below the school’s high expectations, staff successfully support pupils whose emotions may get the better of them. The school’s calm and respectful culture helps pupils to develop their personal skills very effectively. Regardless of their starting points, all pupils improve their behaviour and develop positive attitudes.

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better?

The school has done much to further improve the quality of its provision since the last inspection. The curriculum is designed carefully to meet the needs of pupils with special educational needs and/or disabilities. For example, staff have considered thoroughly what they want pupils to learn and by when. This detail has been used to construct a well-sequenced programme for each subject and to adapt learning materials to suit pupils’ needs.

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better?

When pupils are motivated by their learning, they achieve well. The wide range of enrichment activities are used effectively to build pupils’ confidence and engagement. Sometimes, however, teaching does not provide work that meets pupils’ needs effectively. Pupils routinely recall previous learning in lessons, but for some, this knowledge is not built on thoroughly enough. This reduces how well their learning develops over time. The school’s recent training to help staff adapt their teaching to meet the needs of pupils is beginning to have a positive impact. Pupils respond enthusiastically and achieve well when subject knowledge is taught effectively.

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better?

The school’s emphasis on reading helps pupils to become confident readers. Phonics is used appropriately to support those pupils who have fallen behind with their reading. This improves pupils’ reading fluency and confidence. As pupils move through the school, there are lots of opportunities for them to read. The school has 8 to 10 July 2025 established initiatives to support pupils’ love of reading. For example, pupils visit a well-known bookshop in central London and buy books to take home with money provided by the school. Regular visits to the local community library support these initiatives well, encouraging pupils to read for pleasure.

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better?

The school’s programme for personal, social and health education (PSHE) is especially strong. It is comprehensive and includes relationships and sex education, as well as careers. Work on financial education leads to a separate accredited qualification, which helps pupils to be ready to navigate adulthood. The carefully designed careers programme ensures that pupils are prepared extremely well for the next stage of their lives. The school works closely with local colleges and employers to help pupils secure the best route for their future. As a result, all pupils in Year 11 have a place at college.

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better?

The school’s calm and orderly atmosphere contributes effectively to pupils’ strong behaviour and attitudes. Staff uphold the school’s high expectations consistently. They are highly respectful of pupils and know how to support their social and emotional development sensitively. The school carefully analyses data on behaviour so the right support is provided to meet pupils’ specific needs. This includes work with a range of specialists who provide expert, targeted support for pupils’ complex emotional and behavioural needs.

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better?

Pupils’ attendance improves significantly once they join the school. Staff use their deep knowledge of pupils’ needs and circumstances to tackle the underlying causes of absence. This includes working with parents and carers as well as external agencies to help pupils overcome any barriers that prevent them from attending school consistently.

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better?

The proprietor and governing body provide strong leadership. They check the school’s performance robustly. As a result, they have an insightful understanding of the school’s success in improving the lives of pupils as well as the areas for further development. Procedures to promote staff well-being and workload are well established.

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better?

The proprietor ensures that the school complies with its statutory requirements, including the requirements of the independent school standards and those under schedule 10 of the Equality Act 2010.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 The curriculum is not implemented consistently well across the school. As a result, there are instances where some pupils do not build their knowledge 8 to 10 July 2025 steadily over time. The school should ensure that its work to help staff adapt teaching to meet the needs of all pupils is embedded securely in everyday practice so that pupils achieve the best possible outcomes.

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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. 8 to 10 July 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

Website www.kedlestongroup.com/our- locations/schools/silverways-school/home Email address silverways@kedlestongroup.com

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School details

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

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Information about this school

 This was the second standard inspection since the school was registered to admit pupils in April 2021. The previous standard inspection was in September 2022.  All pupils have an education, health and care plan. The school provides for pupils who are diagnosed with autism. Some have other additional needs.  The school makes use of one registered alternative provision.  The proprietor body, Kedleston Group, runs several registered independent special residential schools, special day schools and children’s homes across England.

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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 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 carried out deep dives in these subjects: mathematics, science and PSHE. For each deep dive, inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers and, where possible, spoke to pupils about their learning and looked at samples of their work.  Inspectors also looked at curriculum plans and spoke to leaders about some other subjects.  Meetings were held with the headteacher, senior leaders, staff and pupils.  The lead inspector also met with representatives of the proprietor.  To evaluate the effectiveness of safeguarding, 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

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Information about this inspection

culture around safeguarding that puts pupils’ interests first.  Inspectors checked the school’s compliance with the independent school standards.  Inspectors considered responses to the Ofsted Parent View survey, including free- text comments. Inspectors also spoke to some parents at the school. 8 to 10 July 2025

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Inspection team

Brian Oppenheim, lead inspector Ofsted Inspector

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Inspection team

Jonathan Newby Ofsted 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.

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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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