Serenity School Crawley

Serenity School Crawley Atlantic House, Hazelwick Avenue, Three Bridges, Crawley, West Sussex RH10 1QQ

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1)(a) to 2(1)(b)(i), 2(2)(b), 2(2)(h), 3 to 3(a), 3(c) to 3(h) and 4  The school’s curriculum has been specifically designed to be ambitious while meeting pupils’ varied needs and starting points. It is coherent and well organised. Different ‘pathways’ help ensure that curriculum plans, classroom environments and teaching and learning approaches are a suitable starting point for pupils’ education. From there, the curriculum is appropriately adapted for each pupil. This includes taking account of their education, health and care (EHC) plans.  Within this clear structure, the school remains flexible in its approach. For example, pupils who are ready to access more formal teaching, initially get used to this in their environment that is designed for nurture and engagement.  Teachers generally demonstrate secure subject knowledge. They are clear about what

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Main inspection findings

they intend pupils to learn. Staff typically adopt and adapt suitable approaches to meet pupils’ needs. Various sensory and learning resources support staff and pupils in this endeavour. Pupils’ individual education plans link to personalised teaching and activities. Support staff, known as ‘progress partners’, are purposefully deployed to support specific pupils.  Pupils are usually well engaged, and often enthused, in their activities and learning. For those at an earlier stage of development, the curriculum is specifically broken down to support the next steps that pupils need to take. Pupils who study a subject- based curriculum link their learning across subjects, drawing on themes they have learned. They convey clear, articulate opinions and show pride in their work.  Leaders identify strengths in teaching accurately, as well as pertinent points for further improvement. The school supports the ongoing professional development of

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Main inspection findings

staff well.  The school has a clear framework for assessing pupils’ progress that links closely with the curriculum, as well as pupils’ needs and starting points. Staff share the outcomes of these assessments regularly with parents and carers.  The proprietor has ensured that all the requirements checked in this part are met.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 9 to 11 and 16 to 16(b)  The school implements its behaviour and anti-bullying policies well to create a calm, safe space for pupils to learn. Staff support pupils effectively to meet the school’s high expectations. Consequently, learning time is purposeful and relaxation times are enjoyable, calm and controlled. Staff anticipate and plan for potential issues. They promptly respond with positive strategies to diffuse emerging situations.  Staff supervise and support pupils well at breaktimes. Overall, pupils make sensible choices that demonstrate an awareness of their own needs and a sensitivity to the needs of others. Staff address any undesirable behaviour appropriately. The school is mindful of potential links between pupils’ behaviour and possible safeguarding concerns.  The school has effective systems to analyse and respond to behaviour and bullying

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Main inspection findings

patterns. Staff tailor additional support to pupils’ needs. The proprietor trains all staff in line with the school’s positive handling policy. Arrangements for keeping associated records of physical interventions and carrying out bespoke risk assessments are well established.  Pupils are positive about their school experience. They are confident that staff deal with any concerns and meet their needs. Pupils explained that bullying is not a problem at the school. They recognise that pupils can sometimes make the wrong choices and are confident that staff address this well.  The proprietor has established clear processes to implement the school’s risk assessment, and health and safety policies effectively. The site and premises are safe, clean and well managed. Risk assessments take account of both general and specific pupil-level risks. They detail helpful control measures to mitigate and reduce any

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Main inspection findings

potential danger.  The proprietor has ensured that all the requirements checked in this part are met.

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Main inspection findings

Part 5. Premises of and accommodation at schools Paragraphs 25 and 29(1) to 29(1)(b)  The school has sufficient outdoor space for pupils to play. As well as the large hard- surface playground, there is a small sensory garden and a sitting area with artificial grass. There is some equipment available for pupils to use, including trikes, scooters, a table-tennis table, a basketball hoop and a goal. Leaders report that the delivery of some further equipment is imminent having previously been delayed.  Taking account of pupils’ views, the school has prioritised developing high-quality indoor sensory spaces. The proprietor has sought occupational therapy advice before investing in provision. Pupils access off-site facilities for physical education, including swimming.  Careful timetabling and well-established routines mean that lunchtime runs smoothly. Kitchen and dining facilities are clean, and food suitably stored.

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Main inspection findings

 The proprietor has ensured that all the requirements checked in this part are met.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraphs 34(1) to 34(1)(c)  After an initial period where there were some leadership changes as the school established, there is now stability in terms of senior leadership and teaching staff. The proprietor demonstrates a track record of successfully developing and promoting leaders. This means that some leaders may be new to their specific role but are not new to the proprietor group or school.  Notwithstanding recruitment challenges, the proprietor has employed a speech and language therapist, an occupational therapist and a counsellor. Their work is supported by a team of therapy assistants. Leaders have documented their detailed tracking of all of the therapy requirements that are outlined in pupils’ EHC plans. This audit shows how the school delivers these entitlements. The school has begun to use this analysis to communicate better with parents about how therapy needs are being

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Main inspection findings

met.  The proprietor has a deep working knowledge of the school. A team of ‘quality-control leads’ follow a tightly programmed schedule of routine checks to both support school leaders and hold them to account. The headteacher reports formally to the board on the school’s progress against specific key performance indicators linked to the school development plan. This supports the work of the board to analyse and respond to what is going well and where improvement is need. The underpinning evidence is verified by the chief executive officer, who scrutinises provision and outcomes for individual pupils on a regular basis.  Expectations of staff are high. The proprietor aims to create conditions where staff have a ‘realistic chance of being successful’. Staff told inspectors they are proud to work at the school. There is an extensive programme of development and training for them within the school and wider group. This includes specific training for progress

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Main inspection findings

partners, as appropriate, according to the pupils they support. Staff were positive about the professional development opportunities and the well-considered measures that leaders take to support their workload and well-being.  The proprietor has ensured that the standard in this part is met.

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Compliance with regulatory requirements

The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements that were checked during this inspection. Not all of the standards and associated requirements were checked during this inspection.

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School details

This inspection was carried out under section 109(1) and (2) of the Education and Skills Act 2008, the purpose of which 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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School details

Type of school Other independent special school

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School details

Annual fees (day pupils) £41,000 to £76,000

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School details

Email address crawleyoffice@serenityschool.org.uk

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School details

Dates of previous standard inspection 28 to 30 November 2023

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Information about this school

 Serenity School Crawley caters for pupils who have social, emotional and mental health difficulties, primarily autism. All pupils have an education, health and care plan and are placed by their local authority.  The school is housed in Atlantic House, Hazelwick Avenue, Three Bridges, Crawley, West Sussex RH10 1QQ.  The school’s most recent standard inspection took place from 28 to 30 November 2023. There has been a change of headteacher since then.  Following the previous standard inspection, the school had a material change inspection on 29 April 2025. The Department for Education (DfE) subsequently increased the capacity of the school from 180 to 210.  The school does not currently use alternative provision.

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Information about this inspection

 This inspection was commissioned by the DfE because of concerns raised about aspects of the school’s provision and work. It was conducted without notice.  Inspectors held discussions with the chair of the proprietor body, the chief executive officer, the headteacher and other leaders. They visited lessons and spoke with pupils and staff. The lead inspector spoke on the telephone with a representative of West Sussex local authority.  The inspection team observed the work of the school at different times throughout the day including drop off arrangements, lunch and breaktimes. They reviewed a range of documents and records relevant to the independent school standards being checked.  The inspection also considered the school’s safeguarding arrangements, including the single central record of pre-employment checks and whether the school’s safeguarding policy is available to parents. These requirements of the independent

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Inspection team

Clive Dunn, lead inspector His Majesty’s Inspector

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Inspection team

Tash Hurtado His Majesty’s Inspector guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Inspection team

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Inspection team

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Inspection team

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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