JUS Education

Inspection of JUS Education 12A Danbury Mews, Wallington, Surrey SM6 0BY

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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 settle quickly into the school. Staff have created a positive and welcoming environment, where pupils are happy and safe. Pupils trust staff and are confident that staff care about them, including their mental health and well-being.

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What is it like to attend this school?

All pupils are new to England and at the early stages of learning English. The school has high ambitions for pupils’ achievement and success as young citizens of modern Britain. Pupils rise to these and, overall, they achieve well in relation to their starting points.

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What is it like to attend this school?

Pupils are well mannered, polite and behave well. They act responsibly in and around the school. Staff foster respectful interactions with pupils.

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What is it like to attend this school?

Pupils learn about the importance of observing and respecting cultural and social differences. Staff encourage pupils to develop a positive sense of self and identity. They prepare pupils well to embark on a suitable pathway into post-16 education. The school inspires pupils to embrace possibilities. Pupils appreciate the guidance they receive. They think carefully about their goals and aspirations for future learning and careers.

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What is it like to attend this school?

The proprietor and leaders are responsive to pupils’ needs. They make necessary adaptations to the educational provision.

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better?

The proprietor body has made swift and crucial decisions to respond to the context and needs of the pupils in the school. Staff have constructed an intensive curriculum that is bespoke to pupils’ needs. The curriculum supports pupils in acquiring essential language and mathematical skills. These prepare them to embark on a pathway into post-16 education. For example, in English, pupils learn to use a range of adjectives to describe a person’s appearance and personality. They explore using various mathematical calculations when purchasing items in real-life situations. The curriculum also provides pupils with the opportunity to build knowledge and skills in physical and personal, social and health education (PSHE).

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better?

Further to the short-term, intensive curriculum, the school has designed a long-term programme that covers a wider range of subjects. The planned curriculum sets out the knowledge and skills the school wants pupils to learn over time. Suitable schemes of work are in place underpinning the core content leaders want pupils to learn. Many plans and programmes are in their early stages of implementation. The proposed planned curriculum is due to begin in September 2025.

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better?

As many pupils come from other countries, staff use a range of resources to find out what pupils know upon arrival at the school. Some pupils have encountered traumatic and negative personal and life experiences. Staff swiftly identify pupils’ stages of English and their social, emotional and mental health needs. This includes 8 to 10 July 2025 the school’s identification of any needs pupils have over and above their language needs, including any special educational needs and/or disabilities. The school provides appropriate support in reducing some of the barriers to learning pupils face. Staff think effectively about how to support pupils’ linguistic and personal development.

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better?

Teachers have secure subject knowledge. They work together with support staff to aid pupils in accessing the curriculum. Generally, staff address misconceptions that pupils have. Occasionally, teaching does not check carefully what pupils know and understand. This sometimes leads to staff not identifying gaps in pupils’ learning and, therefore, limiting their progress through the curriculum.

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better?

The school prioritises the love of reading. Where appropriate, pupils access phonics sessions with staff trained to deliver the programme. Staff support pupils who may be behind in their reading to decode and segment unfamiliar words. Pupils practise using their reading skills by skimming and scanning a text for key vocabulary. The school provides structured opportunities for pupils to practise speaking and listening skills with their peers and adults.

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better?

Behaviour does not interrupt learning in lessons. This is because pupils value education. They concentrate during lessons and keenly take part in the learning experiences offered. Pupils respect and follow the school’s clearly defined expectations of behaviour. Staff build pupils’ resilience and help them to be emotionally ready to learn. The school places emphasis on promoting pupils’ positive attitudes. This encourages pupils to want to attend regularly.

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better?

The school has developed a carefully planned PSHE programme. The proprietor ensures that relationships and sex education and health education take full account of statutory guidance. The programme covers themes that build in complexity, in an age-appropriate way. Pupils learn to understand what discrimination is and why it might occur. They receive suitable careers guidance. The school supports pupils in their pursuit of post-16 educational provision.

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better?

The education that the school provides has a positive impact on all its pupils. The proprietor body promotes equality of opportunities for all and ensures that the school complies with schedule 10 of the equality Act 2010. This sits at the heart of the school’s core purpose. Leaders and the proprietor body meet regularly to maintain close oversight of the school’s compliance with the independent school standards. Staff value the support they receive from leaders to manage their workload and well-being. Staff understand their roles and responsibilities. They execute them with enthusiasm and dedication in ensuring pupils develop the skills they need to succeed.

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Safeguarding

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

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(Information for the school and proprietor)

 Occasionally, teachers do not check carefully what pupils know and understand. This sometimes leads to staff not identifying gaps in pupils’ learning and, therefore, limiting their progress through the curriculum. The school should ensure it supports teachers to routinely check pupils’ understanding and to address any gaps, so that pupils progress well through the curriculum.

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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

Unique reference number 149185 DfE registration number 319/6006

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School details

Inspection number 10286497 Type of school Other Independent Special School

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School details

Proprietor Jus’T’Learn Tuition Centre Limited

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School details

Annual fees (day pupils) £7,600 or £40 per day

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School details

Date of previous inspection Not previously inspected 8 to 10 July 2025

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Information about this school

 JUS Education is an independent special school situated in 12B Danbury Mews, Wallington, Sutton SM6 0BY.  The school is registered to admit up to 10 pupils.  The school caters for pupils with English as an additional language and supports them in finding placements in further education establishments.  At the time of the inspection, there were only eight Year 11 pupils with English as an additional language in attendance. All the pupils are new to England, having arrived within the last year.  The interim head of school is also the headteacher of another independent school in Merton run by the same proprietor. The school is actively recruiting a substantive headteacher and specialist English for speakers of other languages teacher.  This was the school’s first standard inspection. It was registered by the DfE on 29 June 2022. An additional inspection took place on 4 December 2024, where the school was evaluated as likely to meet the relevant independent school standards

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Information about this school

following the confirmation of a material change.  The school caters for pupils with English as an additional language and supports them in finding placements in further education establishments.  The school does not use any alternative provision.

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Information about this inspection

The inspector 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 a point-in time evaluation about the quality of a school’s education provision.  This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider.  The inspector met with the proprietor, the head of school, senior leaders and a range of staff.  The inspector carried out deep dives in English, mathematics and PSHE. For each deep dive, the inspector discussed the curriculum, visited a sample of lessons, spoke to some pupils about their learning and considered pupils’ work.  The inspector considered the curriculum in other subjects.  To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and 8 to 10 July 2025 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.  The inspector considered the views of pupils and staff through discussions. There were no responses to Ofsted’s surveys for staff, pupils and parents.

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Inspection team

Lascelles Haughton, lead inspector 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.

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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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