Lodge Farm Education

Inspection of Lodge Farm Education Lodge Farm, Sutton In the Elms, Leicester Road, Broughton Astley LE9 6RB

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Overall effectiveness Good

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

Lodge Farm offers pupils a calm, nurturing and stimulating environment in which to learn. Pupils feel safe and valued by staff. Pupils demonstrate commitment and resilience in a range of activities. This includes reading John Steinbeck’s work, applying their mathematical knowledge of place value, tidying the stables and looking after Gary the rooster. Pupils enjoy the school grounds, which provide them with the space to be independent and responsible.

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What is it like to attend this school?

The school has high expectations of pupils’ learning. Pupils are taught by staff who know them well. Mentoring and therapy sessions consider pupils’ educational needs as well as their social and emotional needs. The curriculum is skilfully designed and is matched precisely to pupils’ interests and abilities. As a result, pupils settle quickly at the school, make good academic progress and attend well.

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What is it like to attend this school?

Pupils are respectful of others and conduct themselves maturely around school. Staff notice when pupils experience distress and respond sensitively to pupils’ emotional needs. They are successful in helping pupils to manage their behaviour and feelings.

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What is it like to attend this school?

Pupils’ lives are transformed by attending this school, and they thrive. One parental comment, which represents the views of many was: ‘This school has made my son back to being my son – happy, confident, loving – and most of all [he] can’t wait to go to the school every morning.’

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better?

The school works extremely effectively with families so that their children make a successful transition into the school. Many pupils join the school having experienced a disrupted education, or significant trauma. Staff quickly identify and focus on the gaps in pupils’ knowledge. The school uses individualised learning plans to support pupils. These include highly personalised goals in line with their education, health and care (EHC) plans. As a result, pupils achieve exceptionally well.

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better?

The school’s ambition is that each pupil receives a high-quality education. Pupils study an appropriately broad range of subjects, including mathematics and English. This includes both academic and vocational offers. In most subjects the curriculum focuses sharply and consistently on developing the important knowledge, skills and qualities that pupils need to be successful and to live independently. However, the school continues to refine the curriculum and in a very few subjects the precise knowledge and skills pupils need to learn are not identified as well as they could be. Older pupils are prepared for appropriate qualifications, including GCSEs.

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better?

Staff have very secure subject knowledge. They use clear explanations to engage pupils in their learning. Staff support pupils in regularly recalling what they have learned. They help pupils make connections between knowledge from different subjects. 1 to 3 July 2025 Reading is a high priority at the school. Staff read to pupils every day. Books provide pupils with opportunities to broaden their understanding of different periods in history. Pupils talk about books they have recently read with enthusiasm. Those who need further help with reading receive specific targeted support to help them catch up. As a result, pupils make rapid gains in their reading confidence and fluency.

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better?

Pupils’ behaviour is exceptional. This is because staff set out clear routines and boundaries and teach pupils to be respectful. The school works closely with families to reduce any barriers that may affect pupils’ attendance. As a result, pupils are rarely absent.

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better?

The school’s provision for pupils’ personal development provides them with many rich experiences. Visits to museums and the seaside and camping broaden their horizons and develop their character. Pupils learn about the importance of good mental health and healthy relationships. Life skills lessons teach pupils about cooking and personal finance. Pupils have a mature understanding of equality, diversity and the fundamental British values. However, the school has not checked that pupils’ knowledge and understanding of some major faiths is secure. As a result, pupils have some misconceptions about certain faiths. Pupils are well supported with very effective advice and guidance that enables them to make informed decisions about their career or education.

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better?

The proprietor has robust systems in place to ensure that all the requirements of the independent school standards are consistently met and sustained. Staff say they feel well supported and are proud to work at the school. The proprietor has ensured that the school meets the requirements of 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)

 In a very few subjects the curriculum does not identify the knowledge and skills that the school intends pupils to learn as effectively as in other subjects. As a result, pupils are not able to deepen and apply their knowledge as well as they could in these subjects. The school needs to ensure that the knowledge and skills it intends pupils to learn are identified consistently well in all subjects.  The school has not ensured pupils have a firm understanding of different faiths and cultures. As a result, this limits how well they are prepared for life in modern Britain. The school needs to ensure that pupils can recall the knowledge they are taught about a range of faiths securely so that they are prepared for life in modern Britain. 1 to 3 July 2025

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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. 1 to 3 July 2025

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School details

Unique reference number 147963 DfE registration number 855/6050

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School details

Inspection number 10374825 Type of school Other independent special school

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School details

Email address natalie@lodgefarmeducation.org

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School details

Date of previous inspection 4 to 6 May 2022 1 to 3 July 2025

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Information about this school

 The previous standard inspection took place on 4 to 6 May 2022.  The school received a material change inspection on the 12 November 2024.  All pupils who attend this school have special educational needs and/or disabilities. All have an EHC plan. Pupils’ needs include those associated with autism, behavioural and social, emotional, and mental health needs.  There are 10 pupils on roll at the school. The school presently has an agreed capacity with the Department of Education (DfE) for 12 pupils.  At the time of this inspection, there were no post-16 students on roll at the school, nor were there any pupils in Year 7.  The school does not use 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 judgement 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 held a wide range of meetings with the headteacher, a senior leader and teaching and support staff in the school.  The lead inspector met with the proprietor and a governor.  Inspectors carried out deep dives in these subjects: reading, mathematics and personal, social, health and economic education. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. They also considered other subjects as part of this inspection.  Inspectors observed pupils’ behaviour during visits to classrooms, during breaktimes and as pupils moved around the school.

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Information about this inspection

 Inspectors considered the views of parents expressed on Ofsted Parent View, Ofsted’s online survey for parents. Inspectors also considered the views of staff during meetings with them and through the staff survey.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and 1 to 3 July 2025 considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.

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Inspection team

Stephen Long, lead inspector Ofsted Inspector

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Inspection team

George Huthart Ofsted Inspector 1 to 3 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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