Elysian, West Horsley

Inspection of Elysian, West Horsley Hillside Farm, Shere Road, West Horsley, Leatherhead, Surrey KT24 6ER

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Does the school meet the independent school standards?

p.1

What is it like to attend this school?

Elysian provides education for pupils who have high levels of anxiety as part of a social, emotional and mental health (SEMH) need. Before joining this school, most pupils have had long periods out of education. Elysian uses its farm-based setting to help pupils build their resilience and learn to believe in themselves. Each pupil has their own curriculum based on their individual learning and therapy needs. Pupils benefit from the time they have to care for animals and spend time in the open air. This helps them to manage their anxiety and start to engage in learning.

p.2

What is it like to attend this school?

Pupils feel safe at the school. This is because they develop warm, trusting relationships with staff. As staff teach pupils how to interact with and care for the animals, pupils start to build their confidence. They soon show independence through feeding the goats, grooming ponies or teaching the dog new tricks.

p.2

What is it like to attend this school?

Relationships with other pupils are typically positive. Leaders act quickly to sort out any unkind behaviour. Pupils develop a sense of belonging. They proudly show off the farm to visitors.

p.2

What is it like to attend this school?

Pupils enjoy visits to places, such as the garden centre and community café. These activities help pupils to increase their trust in the outside world.

p.2

better?

Pupils follow a broad curriculum. English, mathematics and personal, social and health education (PSHE) are prioritised. In particular, the school identifies pupils’ gaps in phonics well and makes sure that pupils are given the help they need to improve their comprehension skills. Pupils also learn other subjects, including science, humanities, design technology and art. The content of these subjects is designed to build on pupils’ love of animals and experience of the farm. This encourages pupils to focus on their learning.

p.2

better?

The way the curriculum is taught to each pupil is based on their individual SEMH needs. The school identifies these needs well. Staff take time to get to know pupils’ needs, including the reasons for their anxiety, as part of a thorough transition programme. This helps the school to understand how to address their needs. The school focuses on how ready pupils are to learn. For those pupils who are not yet ready for more formal learning, the activities they do are very practical and focused on the animals. As pupils’ confidence grows, pupils take on harder, more academic work alongside their work with the animals. This approach works well. In the school’s first year of operation some pupils have proudly gained entry level and functional skills qualifications in English and mathematics.

p.2

better?

Pupils who are ready to take on a project to solve real-life practical issues on the farm. They research the issue, present their ideas and direct adults to make the necessary improvements. This brings together their academic learning and allows them to demonstrate their growing confidence when communicating with others. 15 to 17 July 2025 Curriculums are sequenced carefully. Pupils typically revisit learning over time, which enables them to embed what they have been taught. Teachers have good knowledge of the subjects they teach. In individual subjects, staff are adept at checking what pupils have learned and what they have not remembered. Staff adapt what they teach to address misconceptions and to help fill any gaps in knowledge. However, sometimes, opportunities are missed to encourage pupils to practise their writing and mathematics knowledge when they are learning in other areas of the curriculum. As a result, pupils do not achieve as highly as they might.

p.2

better?

The school helps pupils to manage their behaviour. Adults take time to get to know pupils extremely well. They model positive communication and help pupils understand how to interact with others. As a result, the school is typically a very calm place. Pupils are respectful of the animals, environment and staff.

p.3

better?

The school works well with the local authority, parents and carers and the pupils themselves to understand pupils’ barriers to attendance. Pupils are helped to build up their attendance over time so that nearly all attend regularly.

p.3

better?

Pupils are being well prepared for their future lives. The personal, social and health education curriculum is well organised. Pupils learn the importance of having a healthy lifestyle, how to manage their feelings and how to care for themselves. In addition, pupils who need it benefit from time with trained therapists.

p.3

better?

Pupils learn about a range of different career pathways, including some animal- based careers through various trips, visits and visiting speakers. Staff are skilful at showing pupils how what they are learning in school can help them find the future pathway that is right for them.

p.3

better?

Importantly, the school ensures that pupils learn about life in modern Britain and the wider world. For example, pupils learn about the festivals of different faith groups and celebrate how everyone is different but equal during Pride week. Pupils are encouraged to show social responsibility and community values, for example, by helping out around the farm by doing some ‘10 minute jobs’, such as feeding the cats or giving some hay to the pony.

p.3

better?

The proprietor body has made sure that leaders have been well supported in establishing the curriculum, approach to learning and the general positive and inclusive ethos that pervades the school. Strategic leaders check on the school’s quality well. They offer both challenge and support so that the independent school standards (the standards) are met consistently over time. Staff enjoy working at the school and feel well supported by leaders in how they manage their workload and well-being.

p.3

Safeguarding

The arrangements for safeguarding are effective. 15 to 17 July 2025

p.3

(Information for the school and proprietor)

 Pupils do not have enough opportunity to practise their writing and mathematical knowledge across the curriculum. As a result, pupils do not embed their knowledge as well as they could. The school should ensure that pupils have more opportunities to practise writing and mathematics when learning in other subjects and around the farm.

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. 15 to 17 July 2025

p.4

School details

Unique reference number 150760 DfE registration number 936/6072

p.5

School details

Inspection number 10375013 Type of school Other Independent Special School

p.5

School details

Proprietor Elysian Animal Assisted Interventions Ltd

p.5

School details

Email address admin@elysianuk.org 15 to 17 July 2025

p.5

Information about this school

 This is the first standard inspection since the school was registered by the DfE on 21 June 2024.  The school does not use alternative provision.  The school operates from a large stable block, which has several learning spaces and surrounding fields that make up 33 acres of farmland. It hosts several different species of animals, including horses, goats, guinea pigs, ducks, chickens, donkeys, cats, pet dogs and some reptiles.  Pupils’ learning takes place mostly outdoors. The stable block is also open to the weather at one end. However, the smaller learning spaces within the stable block have heating should the weather turn cold.  The school’s address is: Hillside Farm, Shere Road, West Horsley, Leatherhead, Surrey KT24 6ER.  The school is registered to admit up to 50 mixed-gender pupils between the ages of 11 and 17.  All pupils have an education, health and care plan and their places are funded by

p.6

Information about this school

a local authority. Pupils have social, emotional and mental health needs. Some pupils also have additional special educational needs and/or disabilities, including autism or attention deficit hyperactivity disorder. All pupils have anxiety and many have been out of education for a significant period of time before joining this school.  The school is led by a proprietor body, consisting of two directors, who are also the governing body. An advisory board of strategic directors provide school leaders with support and challenge regarding the quality of their work.

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.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, other senior leaders and staff. 15 to 17 July 2025  Inspectors met with two strategic leaders from the school’s advisory board.  The lead inspector met with the chair of the proprietor body.  The lead inspector held a telephone conversation with a representative of the local authority.  Inspectors caried out deep dives in these subjects: English, mathematics, science and PSHE. 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.

p.6

Information about this inspection

 Inspectors also looked at curriculum plans and spoke to leaders about some other subjects.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; too account of the views of leaders from some schools where pupils who are dual rolled also attend; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors undertook a tour of the school, including visiting the classrooms, social areas, fields and animal enclosures. Inspectors considered a range of school documentation and records. They also checked the school building and grounds against the independent school standards.  Inspectors considered the responses to the online survey, Ofsted Parent View, and the confidential online staff survey.

p.7

Inspection team

Catherine Old, lead inspector His Majesty’s Inspector

p.7

Inspection team

Paul Gibson Ofsted 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.

p.7

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.8

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.8

Inspection team

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

p.8

Inspection team

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

p.8