Step by Step School Limited

Inspection of Step by Step School Limited Neylands Farm, Grinstead Lane, Sharpthorne, East Sussex RH19 4HP

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Inspection dates: 16 to 18 September 2025

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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Overall effectiveness Outstanding

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils thrive at Step by Step School. They receive an excellent education and high- quality care. Each morning, staff greet them warmly, helping pupils feel valued and ready to learn. Staff work with skill and commitment to help pupils meet the school’s high expectations for personal and academic growth. They build on what pupils know and set ambitious goals. As a result, pupils develop well, socially and academically.

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What is it like to attend this school?

The school has a calm, purposeful atmosphere where every pupil is supported to succeed. Staff understand pupils’ needs and prioritise safety. They manage behaviour with calm authority, using proven strategies. Clear routines and gentle guidance help pupils feel secure. Staff anticipate challenges and respond with care. Pupils trust the adults around them and grow in confidence and independence.

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What is it like to attend this school?

Pupils take pride in shaping their school community. Through the school council, they share ideas and suggest improvements. A wide range of clubs, including circus skills, role play and football, allow pupils to explore their interests. Pupils named the football team the G.O.A.T.S, reflecting their sense of ownership.

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What is it like to attend this school?

Parents and carers are highly positive. One parent summed up the view of many, stating the school goes ‘above and beyond to provide a full and varied curriculum that is truly individualised.’

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better?

The school’s curriculum is broad, rich, and highly personalised. Each pupil receives a bespoke offer. This is closely matched to what they already know and can do. Staff use information from education, health and care (EHC) plans, alongside their own assessments, to shape learning. They break learning into small, meaningful steps and ensure pupils are ready for each one. A deep understanding of pupils’ needs underpins the school's approach. Onsite occupational, speech and language, and behavioural therapy teams support teaching. As a result, pupils are well placed to meet, and often exceed, the targets in their EHC plans.

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better?

Staff deliver the curriculum with expertise and precision. They understand how pupils learn. They use a wide range of strategies to support them in acquiring new knowledge and skills. Class-based ‘tutors’ play a key role in helping pupils communicate effectively. They carefully adapt their approaches to meet individual pupil’s needs. Expectations for engagement are high. Staff support pupils to participate in learning and remain focused. They clearly explain what pupils need to do before moving on to a different or preferred activity. This helps pupils stay motivated and understand routines.

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better?

Reading is a key priority. Support is carefully aligned to each pupil’s stage of learning. Pupils at the earliest stages engage with books by exploring pictures and turning pages. Others begin to decode words using phonics. Fluent readers receive 16 to 18 September 2025 targeted support to deepen comprehension and build confidence. In mathematics, pupils explore key concepts, such as addition, using tactile 3D resources. Staff provide purposeful reading and numeracy activities, including following instructions and matching sentences to images. ‘Daily maintenance’ sessions are used well to provide pupils with opportunities to practise and reinforce prior learning. These ongoing repetition strategies serve to strengthen pupils’ long-term memory. The school makes effective use of local shops to embed reading and number skills in real-life contexts. Pupils apply these skills with increasing independence, for example

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better?

through grocery shopping. These experiences promote functional learning and prepare pupils exceptionally well for everyday life.

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better?

Staff manage behaviour with skill and consistency. Every pupil has a personalised behaviour support plan. Staff implement these plans effectively and reinforce clear expectations. Positive behaviour is celebrated. As a result, pupils enjoy coming to school and attend well.

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better?

Personal development is designed with the same care as the academic curriculum. It is closely linked to pupils’ EHC targets and tailored to individual needs. The personal, social, health and economic programme is of high quality. Developed in partnership with parents, it supports pupils to gain valuable life skills, including self-care, healthy living, and online safety. Pupils also learn about the world of work.

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better?

The school offers a wide range of meaningful experiences beyond the classroom. Outdoor learning and gardening promote cooperation and independence. Staff model positive values and use inclusive communication to teach about difference and self-advocacy. Pupils build emotional awareness through sensory-rich activities. Staff support each pupil to engage at their own level and pace. The curriculum includes diverse texts, images, and resources that reflect modern life. Pupils explore British values, and equality through assemblies and celebrations that highlight diverse beliefs and traditions. Pupils begin by learning about themselves and gradually develop an understanding of others’ perspectives.

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better?

Staff at all levels are committed to the school’s vision. The school prioritises staff well-being, who benefit from high-quality induction and ongoing training. This enables staff to continually strengthen their expertise in working with pupils. Leaders and proprietors foster a culture of care, ambition, and professional growth, which staff value.

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better?

The proprietor body is highly skilled and knows the school well. They have an accurate view of its strengths and priorities, based on detailed information. They ensure the school consistently meets the independent school standards and the early years foundation stage requirements. This includes compliance with Schedule 10 of the Equality Act 2010. This commitment underpins the school’s inclusive ethos.

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Safeguarding

The arrangements for safeguarding are effective. 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 134634 DfE registration number 845/6054

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School details

Inspection number 10374998 Type of school Other Independent Special School

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School details

Annual fees (day pupils) £77,604 - £86,481

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School details

Email address admin@stepbystepschool.org.uk

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School details

Date of previous inspection 4 to 6 October 2022 16 to 18 September 2025

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Information about this school

 Step by Step was established as an independent special school in 2004. The school runs from one site: Neylands Farm, Grinstead Lane, Sharpthorne, East Sussex RH19 4HP.  The school operates as a registered charity and is governed by a board of trustees. It is led by the headteacher, supported by the senior leadership team. The school is registered to accommodate up to 40 pupils aged between four and 19. Pupils are placed at the school by approximately seven different local authorities.  The school provides specialist education for pupils with autism spectrum disorder. All pupils have an education, health and care (EHC) plan. Many also present with additional needs, such as sensory processing difficulties, challenging behaviours, and medical conditions including epilepsy. A significant number of pupils are non- verbal and communicate using pictures and symbols. The school employs a multidisciplinary team, including behaviour analysts, occupational therapists, and

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Information about this school

speech and language therapists, to support pupils’ complex needs.  Pupils are taught in mixed-age classes, each led by a class leader. Every pupil has a dedicated tutor who oversees their day-to-day programme. Teaching is delivered using the principles of applied behaviour analysis (ABA). The school maintains active partnerships with several national institutions, including the University of Brighton, and is connected to ABA networks worldwide.  Pupils may join the school at various points throughout the academic year. Many have experienced extended periods out of education or placement breakdowns in previous settings.  The school does not currently use 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

 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 held a range of meetings with the headteacher and staff in the school. They met with members of the governing body and members of the therapeutic team.  Inspectors carried out deep dives in these subjects: mathematics; communication and language, including early reading; and personal social health and economic (PSHE) education. For each deep dive, inspectors held discussions about the 16 to 18 September 2025 curriculum, looked at curriculum plans, visited a sample of lessons, spoke with teachers, spoke with some pupils about their learning and looked at samples of pupils’ work.  The lead inspector toured the premises to check the school’s compliance with the

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Information about this inspection

independent school standards.  Inspectors observed pupils’ behaviour throughout the inspection.  To evaluate the effectiveness of safeguarding, the 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 culture around safeguarding that puts pupils’ interests first.  Inspectors reviewed the responses to Ofsted Parent View, including any free-text comments.

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Inspection team

Laura James, lead inspector His Majesty's Inspector

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Inspection team

Neil Pilsworth 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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