Stonegate School

Inspection of Stonegate School 13 Main Street, Low Bentham, Lancaster, Lancashire LA2 7BX

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Inspection dates: 16 to 18 September 2025

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good 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?

Pupils at Stonegate School are happy. They feel safe and secure. Pupils trust staff to look after them, especially if they have any worries or concerns. Pupils told inspectors that the best thing about their school is how staff encourage them to do their best and will never give up on them. This helps pupils to feel accepted.

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What is it like to attend this school?

The school has high expectations for pupils’ achievement. Staff take time to know and understand pupils as individuals. They show deep care for pupils’ happiness and well-being. This helps to motivate pupils to behave well and to work hard in class. Over time, pupils develop their independence and resilience. They keep going even when they find work difficult. Typically, pupils achieve well and reach the high expectations that the school has of them.

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What is it like to attend this school?

The school provides exceptionally well for pupils’ personal development. Pupils benefit from a highly personalised offer that reflects their individual needs, which includes a vast range of experiences beyond the classroom. The school prioritises pupils’ social and emotional development. It supports them to develop important skills, such as self-confidence, self-esteem and forming relationships. As a result of this positive work, pupils develop remarkably well from their differing starting points.

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better?

The school provides a broad and rich curriculum for pupils. Staff carefully consider the information in pupils’ education, health and care (EHC) plans to ensure that the provision is in place to meet pupils’ individual learning and their social, emotional and mental health (SEMH) needs. Staff thoughtfully explore pupils’ interests to reignite their engagement with education and help them to develop a love of learning.

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better?

In most subjects, the school has identified the important knowledge that pupils should learn and the order in which this content should be taught. However, in a few subjects, some of these smaller steps are not clearly defined. This makes it difficult for staff to ensure that pupils learn everything that they need to know in readiness for the next stage in their learning.

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better?

For the most part, staff identify and address pupils’ misconceptions and gaps in their knowledge well. However, occasionally, the school does not check that pupils’ subject knowledge is secure before introducing new learning. This means that some of the activities that pupils are asked to complete do not match their needs as well as they might. This hampers some pupils from learning as well as they could.

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better?

The school identifies pupils’ specific reading needs. It provides the necessary support so that pupils become confident and fluent readers. Many pupils with gaps in their phonics knowledge catch up quickly with their peers. 16 to 18 September 2025 All pupils who attend the school have SEND and an EHC plan. The school identifies pupils’ additional needs quickly and accurately. Staff work closely with parents and carers, therapists and external agencies to ensure that pupils receive the best provision.

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better?

Staff respond sensitively to pupils’ emotional needs. They are successful in helping pupils to manage their own behaviour and feelings. This helps pupils to behave well. The school prioritises attendance. It provides effective support to families to improve the attendance of some pupils who do not attend school as regularly as they should.

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better?

Pupils’ personal development is at the heart of the curriculum. Pupils are incredibly well prepared for their future lives. The school offers a rich programme that promotes confidence, resilience, and respect. Pupils understand fundamental British values and show maturity in discussing equality and diversity. Additionally, the school teaches pupils how to be responsible through a variety of leadership roles, such as leading community projects and raising money for charities. Pupils benefit from independent careers advice and a well-considered package of careers education.

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better?

The proprietor has clear oversight of the school and a secure understanding and knowledge of the Independent School Standards (the standards). The proprietor has ensured that the standards are consistently met, including compliance with 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 few subjects, the curriculum does not set out the small components of knowledge that pupils should learn. This sometimes makes it difficult for staff to ensure that pupils learn everything that they need to know. The school should ensure that there is clarity for staff about the smaller steps of knowledge that should be taught, so that pupils build a secure body of knowledge over time.  Occasionally, staff do not identify or address gaps in some pupils’ knowledge before they introduce new learning. This means that these pupils’ learning is not as secure as it could be. The school should support staff in checking that pupils have successfully embedded prior knowledge before they introduce new curriculum content. 16 to 18 September 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. 16 to 18 September 2025

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School details

Unique reference number 135292 DfE registration number 815/6098

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School details

Inspection number 10391742 Type of school Other independent special school

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School details

Annual fees (day pupils) £53,602- £76,412

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School details

Email address stonegate.headteacher@hexagoncare.co m Dates of previous inspection 15 to 17 November 2022 16 to 18 September 2025

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Information about this school

 Stonegate School is a small independent school. The school is located at 13 Main Street, Low Bentham, Lancaster, Lancashire LA2 7BX.  The school was registered by the Department for Education (DfE) on 20 June 2007. The school’s previous standard inspection took place from 15 to 17 November 2022.  The school is owned by Hexagon Care Services Ltd. It opened 20 June 2007.  The school is registered to admit up to 10 pupils.  All pupils who attend the school have an EHC plan. All pupils have SEMH and a range of associated needs.  The school does not make use of any 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 leaders and have taken that into account in their evaluation of the school.  Inspectors met with representatives of the proprietor body, the headteacher and other school leaders.  The lead inspector held telephone conversations with representatives of local authorities that have placed pupils at the school.  Inspectors carried out deep dives in these subjects: English, mathematics and personal, social, health education. For each deep dive, inspectors held discussions about the curriculum, reviewed curriculum documentation, visited a sample of lessons, spoke with staff, spoke with some pupils about their learning and looked at samples of pupils’ work.  Inspectors looked at curriculum documentation and spoke with leaders about some other subjects.

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Information about this inspection

 The lead inspector listened to some pupils read to a familiar adult.  Inspectors met with leaders to discuss SEND, assessment, pupils’ behaviour and provision for pupils’ wider development. 16 to 18 September 2025  Inspectors reviewed a range of documentation, including that relating to the standards. As part of their checks on the standards, inspectors made a tour of the school premises, accompanied by leaders.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of the school, staff and pupils; and considered the extent to which the school has created an open and honest culture around safeguarding that puts pupils’ interests first.  Inspectors observed pupils’ behaviour during lessons and at lunchtime. Inspectors spoke with some pupils about their experiences of school life. They also considered the responses to Ofsted’s online survey for pupils.

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Information about this inspection

 The inspectors spoke with staff about their workload and well-being. They also considered the responses to Ofsted’s online survey for staff.  Inspectors spoke with parents and carers during the inspection via telephone. They also took account of the responses to Ofsted Parent View, including the free-text comments.

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pupils on the school roll

The school has applied to the Department for Education (DfE) to make a ‘material change’ to its registration. At the DfE’s request, we checked whether the school is likely to meet the relevant independent school standards if the DfE decides to approve the change. This part of the inspection was carried out under section 162(4) of the Education Act 2002.

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pupils on the school roll

 The outcome of this part of the inspection is: the school is likely to meet the

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relevant independent school standards if the material change relating

to the school provision is implemented. 16 to 18 September 2025

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Part 1. Quality of education provided

 The school has developed schemes of work for each subject it intends to offer within the proposed new age range. The schemes of work are sufficiently detailed to enable teachers to understand what knowledge pupils should learn. In designing the schemes of work, the school has considered the different aptitudes and SEND which pupils may have.  The school has carefully considered a personal, social, health and economic (PSHE) curriculum for proposed new age range. This includes the relationships and sex education (RSE) curriculum.  The school has appropriate plans in place for pupils’ careers education for pupils that stay beyond age 16. It intends to continue to use an impartial careers advisor to support pupils to make informed decisions about their next steps when they leave the school.  The proprietor body has set out clearly how pupils’ progress and attainment will be monitored and recorded. The school plans to use baseline assessment to gain

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Part 1. Quality of education provided

a thorough understanding of the needs of pupils with SEND. They intend use this assessment information to inform any intervention which pupils may require.  The proprietor body intends to employ suitably qualified staff to implement the intended curriculum. Where staff may teach outside of their specialism area, they will be provided with appropriate professional development to support them in implementing the curriculum effectively.  The standards in this part are likely to be met if the request for the material change is approved.

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Part 2. Spiritual, moral, social and cultural development of pupils

 Within the proposed new age range, thorough consideration has been given to developing the curriculum in a way that supports pupils’ spiritual, moral, social and cultural development. For example, pupils will learn about different festivals of a variety of religions throughout the school year and take part in educational visits. Pupils will have opportunities to learn about the differences between people who live in Britain and gain an understanding of the Equality Act 2010.  The standards in this part are likely to be met if the request for the material change is approved. 16 to 18 September 2025

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Part 3. Welfare, health and safety of pupils

 The school has made suitable arrangements to safeguard and promote the welfare of pupils. The safeguarding arrangements in place at the school pay due regard to current statutory guidance. Staff are well-trained. They are vigilant and identify and report any safeguarding risks in a timely manner. Designated safeguarding leads have appropriate knowledge and expertise to fulfil their roles effectively. Safeguarding records are detailed and shared with staff appropriately. The school takes swift and effective action when concerns are raised.  The school has robust procedures in place to ensure that health and safety laws are complied with. Routine checks are carried out to ensure that the school complies with the requirements of the Regulatory Reform (Fire Safety) Order 2005. For example, fire safety equipment is in good working order. The school site is safe and secure. These arrangements are suitable to accommodate the

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Part 3. Welfare, health and safety of pupils

proposed increase in the number of pupils on roll, should it increase.  The school ensures that pupils are appropriately supervised. There are sufficient staff to ensure that an increased number of pupils would be suitably supervised should the material change be approved.  A written risk assessment policy is in place. There are a range of detailed risk assessments in place. These show that the school takes appropriate action to reduce and manage any identified risks to pupils. The risk assessments in place are appropriate should the number on roll be increased.  The standards in this part are likely to be met if the request for the material change is approved.

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Part 4. Suitability of staff, supply staff, and proprietors

 The school’s single central record is compliant and contains all the necessary checks and information. The school carries out appropriate checks on the suitability of new staff. The school also checks on the suitability of other personnel who work onsite or with pupils. The school ensures that any visitor is suitably monitored by staff while carrying out their work.  The standards in this part are likely to be met if the request for the material change is approved. 16 to 18 September 2025

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Part 5. Premises of and accommodation at schools

 The school’s premises are suitably maintained. The school site has sufficient space and resources to cater for the proposed increase in the number of pupils should the material change be approved.  Classrooms are tidy and furnished appropriately. Equipment is kept in good condition. All areas of the school, including toilet and washing facilities, are adequately clean.  There is an adequate supply of hot and cold water at the school. Drinking-water is clearly labelled and available for pupils throughout the day.  There are appropriate spaces, both indoors and outdoors, for pupils to play and socialise in. These areas are well maintained. The school grounds provide sufficient outdoor space for pupils and will easily accommodate the proposed increase in pupil numbers.  There is a well-equipped medical room, should pupils feel unwell, need first aid or other medical care.  The standards in this part are likely to be met if the request for the material

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Part 8. Quality of leadership in and management of schools

 The proprietor has the knowledge to ensure that the school meets the standards. It has the experience required to carry out its role successfully and to accommodate the material change requested. It is committed to providing a high quality of education for pupils and actively promotes the well-being of pupils.  The standards in this part are likely to be met if the request for the material change is approved.

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Information about the material change inspection

Inspectors considered the school’s proposal to change the age range of pupils and increase the number of pupils on the school roll as part of the standard inspection.

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Inspection team

Victoria Burnside, lead inspector His Majesty's Inspector

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Inspection team

Jessica McKay His Majesty's Inspector 16 to 18 September 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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