Mayfield House School

Inspection of Mayfield House School 1 Mayfield Road, Chorley, Lancashire, PR6 0DG

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Requires improvement Leadership and management Inadequate Overall effectiveness at previous inspection Good

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Overall effectiveness Inadequate

Does the school meet the independent school standards?

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What is it like to attend this school?

The school, including the proprietor body, has overseen a decline in the quality of education since the previous inspection. The school has not ensured that the curriculum meets the needs of pupils. Pupils experience a curriculum that lacks ambition and breadth. As a result, many do not succeed academically. This hampers how well prepared some pupils are for the next steps in their education and in their lives. The school’s arrangements for safeguarding are not effective, and this has left pupils at risk of harm.

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What is it like to attend this school?

Some aspects of pupils’ personal, social, health and economic (PSHE) education are underdeveloped. The PSHE curriculum is dependent on what staff think pupils should learn. Some pupils do not learn important life skills such as understanding what consenting relationships are. This means that some pupils are not prepared sufficiently well for life in modern Britain.

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What is it like to attend this school?

The school does not ensure that staff have the necessary skills and expertise to manage pupils’ poor behaviour. Many pupils are unsettled during lessons and lose interest in their work. The school has not ensured that lessons and activities match pupils’ needs.

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What is it like to attend this school?

Pupils enjoy the small family feel of the school. They benefit from the caring attention of staff who nurture pupils. Pupils build trusting relationships with adults and with their peers.

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better?

The school, including the proprietor body, has overseen a decline in the quality of education at Mayfield House since the previous inspection. The proprietor body has not ensured that the school meets all of the requirements of the independent school standards (the standards). They do not demonstrate a secure understanding of statutory responsibilities related to safeguarding and health and safety regulations.

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better?

The curriculum is not designed well enough. In most subjects, the school has not selected the important knowledge that pupils need to learn. Consequently, pupils do not learn as well as they should. There are areas of the curriculum where provision is stronger. For example, in mathematics, the curriculum is well designed, building on pupils’ prior knowledge and skills. However, this is not the case in many other subjects.

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better?

Without curriculum guidance, staff are unable to design activities that enable pupils to build their learning over time. Pupils do not connect new learning to previous knowledge. As a result, they complete work that does not help them to build their knowledge as they move between topics and year groups. Additionally, the school does not have appropriate checks in place to establish what pupils have understood or need to know next. Many pupils have wide gaps in their learning as a result. They underachieve. 8 to 10 July 2025 The school does not have an agreed approach to teach pupils who need help to learn to read. Staff use their own understanding of phonics to identify gaps in pupils’ knowledge. However, staff do not have the required resources or expertise in phonics to teach reading effectively. This means that some pupils do not learn to read fluently and with accuracy.

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better?

Teachers know pupils well. The sensory tools they provide help pupils to focus and manage their behaviour. However, staff have not been trained to use the information detailed in pupils’ education, health and care (EHC) plans effectively enough. Pupils sometimes struggle unduly to access the curriculum. This is because tasks are not well matched to their needs.

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better?

Pupils do not develop their talents and interests as well as they could. While pupils enjoy school trips, other aspects of the PSHE curriculum are underdeveloped. For example, the school does not design careers guidance and enrichment opportunities well enough to meet pupils’ needs. Additionally, while pupils in key stage 4 receive a relationships and sex education (RSE) programme, other pupils do not. Overall, some pupils are not prepared well enough for life in modern Britain.

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better?

Many staff build positive relationships with pupils. Nonetheless, the school does not have an effective approach to managing pupils’ behaviour. Staff often ignore misbehaviour. The school does not evaluate the reasons for pupils’ poor behaviour or the effectiveness of its behaviour management strategies, preventing improvement. Some pupils do not get the support they need to regulate their own behaviour.

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better?

Many pupils have missed significant amounts of their education prior to joining this school. Attendance for most pupils improves during their time at Mayfield House School. The school pays careful attention and works with pupils to ensure that they are in school as often as possible. Pupils enjoy the welcome they get from the school’s dog and spending time with him going for walks.

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better?

The proprietor body’s oversight of the school lacks rigour. Members have not been effective in ensuring that the school fulfils its statutory duties. Lapses in safeguarding practices have been allowed to persist, and leaders have not been challenged or held to account well enough. For example, during the inspection it was found that there was insufficient first-aid equipment. In addition, there were a few unmet standards at the start of the inspection that the proprietor body rectified while inspectors were on site. For example, it provided an appropriate complaints policy that reflected its procedures and systems.

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better?

Staff said that the proprietor body and leaders consider their workload and well- being. They appreciate the weekly staff meetings where they can support each other. The proprietor body also ensures the school fulfils its statutory obligations under schedule 10 of the Equality Act 2010.

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Safeguarding

8 to 10 July 2025 The arrangements for safeguarding are not effective.

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Safeguarding

The proprietor body has not followed its statutory responsibilities to keep pupils safe. The school does not develop staff’s safeguarding knowledge and expertise sufficiently well. Checks on the suitability of staff are not completed rigorously enough. Additionally, the school does not make the required checks for contractors who work at the school. This puts pupils at risk of harm and does not follow statutory guidance.

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Safeguarding

Staff apply physical restraint to pupils excessively. This occasionally results in injuries to pupils and staff. Instances of restraint are not recorded or are recorded inappropriately. Consequently, the school does not have an accurate oversight of how restraint practices are used or how effectively they are implemented.

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Safeguarding

The school’s written safeguarding policy meets statutory guidance and is published on the school’s website. However, this policy does not accurately reflect the school’s arrangements. For example, it refers to a governing body that the school does not have.

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Safeguarding

Some safeguarding records lack detail. Meetings with external professionals and the voice of the child are not recorded. Therefore, the school cannot assure itself that it has followed up on safeguarding concerns sufficiently well in order to safeguard pupils.

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(Information for the school and proprietor)

 There are weaknesses in safeguarding arrangements. The school’s records relating to agreed actions to keep pupils safe are not updated in a timely fashion. In addition, information about checks on the suitability of staff and contractors is not recorded properly in the single central record. The school should ensure that all records relating to safeguarding are updated promptly and that the agreed actions are recorded accurately.  The school does not ensure that staff have the necessary expertise to use physical restraint practices appropriately. Furthermore, physical restraint practices are not recorded or reviewed rigorously enough. The school must ensure that staff have the necessary expertise to use physical restraint appropriately and only when necessary.  The proprietor body has overseen a decline in the quality of education at the school and has not ensured that leaders fulfil their statutory responsibilities. The

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(Information for the school and proprietor)

proprietor body must hold leaders to account stringently and assure itself by using evidence from a range of sources that standards are improving rapidly.  There is a lack of curriculum coherence in many subjects. The school has given insufficient thought to how pupils’ learning builds as they progress through the school. As a result, many pupils do not achieve as well as they should. The school should ensure that there is an ambitious, well-sequenced curriculum in place that 8 to 10 July 2025 enables pupils to achieve well and that prepares them well for their next steps in learning.  Curriculum activities do not consistently meet the aim of the intended learning. Consequently, pupils do not achieve as well as they should. The school should ensure that staff receive the training that they require to deliver the curriculum well.  The school’s assessment strategies in most subjects are ineffective. As a result,

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(Information for the school and proprietor)

teachers are unsure about what pupils know and remember. This means that the school does not address gaps in pupils’ learning. The school should make sure that its assessment processes are effective and that staff develop the expertise to check pupils’ learning and adapt their teaching sufficiently well.  The school does not review the implementation and impact of the provision specified on each pupil’s EHC plan with sufficient rigour. Consequently, adaptations to the provision for each pupil are not always made in a timely manner. Pupils sometimes do not access the curriculum as they should. The school should ensure that it routinely reviews the impact of the provision for each pupil to ensure that it remains suitable.  The school has not ensured that teachers have a secure understanding of phonics or how to support pupils in the earlier stages of learning to read. As a result, pupils do not gain the necessary knowledge to read with accuracy, confidence,

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(Information for the school and proprietor)

and fluency. The school should ensure that staff have the expertise to teach reading so that pupils gain these essential skills.  The school does not design personal development opportunities carefully enough. Some pupils do not benefit from suitable careers guidance and enrichment opportunities. Not all pupils receive an appropriate RSE programme. Consequently, some pupils are not prepared well enough for life in modern Britain. The school should develop an effective programme of careers guidance, enrichment opportunities, and RSE for all pupils.

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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

Type of school Other independent special school

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School details

School category Independent special school

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School details

Headteacher Mike Williams (Acting Headteacher)

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School details

Email address admin@mayfieldhouseschool.co.uk

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School details

Date of previous inspection 27 to 29 September 2022 8 to 10 July 2025

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Information about this school

 The school’s previous standard inspection was on 27 to 29 September 2022. A material change inspection, commissioned by the Department for Education, took place on 24 May 2024.  The school is located at Mitchell House, King Street, Chorley, PR7 3AN and at 1 Mayfield Road, Chorley, Lancashire, PR6 0DG.  The school caters for pupils with special educational needs and/or disabilities (SEND). All pupils have an EHC plan for social, emotional, and mental health needs.  The school is registered to admit up to 50 pupils.  At the time of the inspection, there were no pupils on roll in key stage 1.  The school uses one unregistered alternative provision.  At the time of this inspection, an acting headteacher was in post.

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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 judgement about the quality of a school’s education provision.

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Information about this inspection

The school has failed to meet the independent school standards. These are the requirements of the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

 Inspectors spoke with two members of the proprietor body, the headteacher, the designated safeguarding lead and other school leaders.  Inspectors carried out deep dives in the following subjects: English, mathematics, and art and design. They discussed the curriculum with subject leaders, visited some lessons, reviewed pupils’ work, and spoke with staff and pupils.  Inspectors reviewed curriculum plans and pupils’ work in a range of other subjects, including languages and science.  Inspectors met with leaders to discuss SEND, the curriculum, assessment, pupils’ behaviour, and the provision for pupils’ wider development.  Inspectors considered responses to Ofsted Parent View, including the free-text comments.  An inspector made a tour of the premises and accommodation with leaders.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; took account of the views of leaders, staff, and pupils; and

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Information about this inspection

8 to 10 July 2025 considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors spoke with pupils about their experiences of school life. They observed pupils’ behaviour during lessons and at breaktime and lunchtime.  Inspectors spoke with staff about their workload and well-being. There were no responses to Ofsted’s online surveys for staff and pupils.

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Inspection team

Helen Friend, lead inspector His Majesty’s Inspector

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Inspection team

Sally Rix His Majesty’s Inspector 8 to 10 July 2025

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if- – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and – 2(1)(b) the written policy, plans, and schemes of work- – 2(1)(b)(i) take into account the ages, aptitudes, and needs of all pupils, including those pupils with an EHC plan; and  2(2) For the purposes of paragraph (2)(1)(a), the matters are- – 2(2)(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human, and social, physical, and aesthetic and creative education; – 2(2)(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that-

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Part 1. Quality of education provided

– 2(2)(e)(ii) enables them to make informed choices about a broad range of career options; and – 2(2)(e)(iii) helps to encourage them to fulfil their potential; – 2(2)(h) that all pupils have the opportunity to learn and make progress; and  2A(1) The standard in this paragraph is met if the proprietor- – 2A(1)(a) ensures that every registered pupil who is provided with primary education at the school is provided with relationships education, – 2A(1)(b) ensures that every registered pupil who is provided with secondary education at the school is provided with relationships and sex education, except in so far as the pupil is excused as mentioned in sub-paragraph (2), – 2A(1)(e) makes and keeps up to date a separate written statement of its policy with regard to the provision of education as required by each of paragraphs (a) and (b), – 2A(1)(f) consults parents of registered pupils at the school before making or

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Part 1. Quality of education provided

revising a statement under sub-paragraph (e), and – 2A(1)(g) publishes a copy of the statement on a website and provides a copy of the statement free of charge to anyone who asks for one.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; – 3(b) fosters in pupils self-motivation, the application of intellectual, physical, and creative effort, interest in their work and the ability to think and learn for themselves; – 3(c) involves well planned lessons and effective teaching methods, activities, and management of class time; 8 to 10 July 2025 – 3(d) shows a good understanding of the aptitudes, needs, and prior attainments of the pupils, and ensures that these are taken into account in the planning of

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Part 1. Quality of education provided

lessons; – 3(e) demonstrates good knowledge and understanding of the subject matter being taught; – 3(f) utilises effectively classroom resources of a good quality, quantity, and range; – 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress; – 3(h) utilises effective strategies for managing behaviour and encouraging pupils to act responsibly;

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

 5 The standard about the spiritual, moral, social, and cultural development of pupils at the school is met if the proprietor- – 5(b) ensures that principles are actively promoted which- – 5(b)(i) enable pupils to develop their self-knowledge, self-esteem, and self- confidence; – 5(b)(iii) encourage pupils to accept responsibility for their behaviour, show initiative, and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely;

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Part 3. Welfare, health, and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that- – 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and – 7(b) such arrangements have regard to any guidance issued by the Secretary of State.  9 The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that- – 9(b) the policy is implemented effectively; and – 9(c) a record is kept of the sanctions imposed upon pupils for serious misbehaviour.  11 The standard in this paragraph is met if the proprietor ensures that relevant health and safety laws are complied with by the drawing up and effective implementation of a written health and safety policy.  12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005[12].  13 The standard in this paragraph is met if the proprietor ensures that first aid is

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Part 3. Welfare, health, and safety of pupils

administered in a timely and competent manner by the drawing up and effective implementation of a written first aid policy.  15 The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the Education (Pupil Registration) (England) Regulations 2006[13]. 8 to 10 July 2025  16 The standard in this paragraph is met if the proprietor ensures that- – 16(a) the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy; and – 16(b) appropriate action is taken to reduce risks that are identified.

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

 18(2) The standard in this paragraph is met if- – 18(2)(a) no such person is barred from regulated activity relating to children in accordance with section 3(2) of the 2006 Act where that person is or will be engaging in activity which is regulated activity within the meaning of Part 1 of Schedule 4 to that Act; – 18(2)(d) the proprietor ensures that, where relevant to any such person, an enhanced criminal record check is made in respect of that person, and an enhanced criminal record certificate is obtained before or as soon as practicable after that person’s appointment;  18(3) The checks referred to in sub-paragraphs (2)(c) and (except where sub- paragraph (4) applies) (2)(e) must be completed before a person’s appointment.  21(1) The standard in this paragraph is met if the proprietor keeps a register which shows such of the information referred to in sub-paragraphs (3) to (7) as is applicable to the school in question.

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

 21(3) The information referred to in this sub-paragraph is- – 21(3)(a) in relation to each member of staff ("S") appointed on or after 1st May 2007, whether- – 21(3)(a)(ii) a check was made to establish whether S is barred from regulated activity relating to children in accordance with section 3(2) of the 2006 Act; – 21(3)(a)(iii) a check was made to establish whether S is subject to any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition or restriction which takes effect as if contained in such a direction; – 21(3)(a)(v) an enhanced criminal record certificate was obtained in respect of S; – 21(3)(a)(vi) checks were made pursuant to paragraph 18(2)(d);

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Part 5. Premises of and accommodation at schools

 24(1) The standard in this paragraph is met if the proprietor ensures that suitable accommodation is provided in order to cater for the medical and therapy needs of pupils, including- – 24(1)(b) accommodation for the short-term care of sick and injured pupils, which includes a washing facility and is near to a toilet facility; and  24(2) The accommodation provided under sub-paragraphs (1)(a) and (b) may be used for other purposes (apart from teaching) provided it is always readily available to be used for the purposes set out in sub-paragraphs (1)(a) and (b).  25 The standard in this paragraph is met if the proprietor ensures that the school premises and the accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practicable, the health, safety and welfare of pupils are ensured. 8 to 10 July 2025

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Part 6. Provision of information

 32(1) The standard about the provision of information by the school is met if the proprietor ensures that- – 32(1)(b) the information specified in sub-paragraph (3) is made available to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector, the Secretary of State or an independent inspectorate.  32(3) The information specified in this sub-paragraph is- – 32(3)(a) particulars of the school’s policy on and arrangements for admissions, misbehaviour, and exclusions; – 32(3)(b) particulars of educational and welfare provision for pupils with EHC plans and pupils for whom English is an additional language; – 32(3)(c) particulars of the policy referred to in paragraph 2; – 32(3)(d) particulars of arrangements for meeting the standards contained in paragraphs 9, 10, 11 and 13; – 32(3)(e) particulars of the school’s academic performance during the preceding school year, including the results of any public examinations;

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school- – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and – 34(1)(c) actively promote the well-being of pupils. 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

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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