Aspiration House School

School progress monitoring inspection report

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Aspiration House School Aspiration House, Church Road, Freiston, Boston, Lincolnshire PE22 0NX

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1), 2(1)(a), 2(1)(b), 2(1)(b)(i), 2(2), 2(2)(b) and 2(2)(h)  At the previous inspection, it was found that the curriculum was not well organised. For some pupils, there was no clear sequence of learning. Staff improvised the delivery of the curriculum content. Pupils were given learning activities when they had not secured the prior knowledge that they needed to complete these tasks successfully. As a result, the curriculum was not meeting the pupils’ needs. Staff lacked the skills that they needed to deliver the curriculum effectively. They had not received the training that they needed to deliver the phonics programme expertly. Information about pupils’ knowledge gaps was not used well enough to design lessons. Too often, pupils were given work that was too hard for them or, occasionally, did not reflect what they were capable of achieving.  The proprietor has very recently implemented some commercial curriculum schemes for

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Main inspection findings

mathematics and phonics. Although these are well-sequenced schemes, staff have not had the training they need to implement these plans effectively.  The proprietor has not ensured that the curriculum for each pupil is thought through carefully enough to ensure that each pupil’s needs are met closely. Information on pupils’ education, health and care (EHC) plans, their individual education plans (IEP) and their personal education plans often does not align with the curriculum that each pupil experiences. Agreed targets do not routinely inform the planned learning activities. This means that pupils often do not benefit from a curriculum that is matched closely to their specific needs. Teaching assistants, who are often responsible for delivering the curriculum, use plans that do not indicate precisely what the outcomes of the learning activities should be. There is little evidence of well-planned lessons that build pupils’

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Main inspection findings

knowledge and skills of what they are studying.  Staff’s own subject knowledge and expertise to deliver the new mathematics curriculum is not secure. The new phonics scheme has been in place just a few weeks. Staff lack the knowledge necessary to deliver this scheme effectively so that pupils who are at the early stages of learning to read secure the knowledge and skills that they need to become accurate readers. The identified support for communication, as outlined in pupils’ EHC plans, is not available to staff. For example, staff working with a pupil who requires a picture-based communication system had little knowledge of the scheme or access to the resources to support this pupil’s communication needs. This lack of training and resources has hindered pupils’ development of communication, speaking, listening, literacy and numeracy skills. Paragraphs 3, 3(a) to 3(g)  The proprietor has not ensured that appropriate assessment procedures identify pupils’

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Main inspection findings

starting points and accurately measure the progress pupils make through the curriculum. As a result, it is difficult to see how the small-step targets pupils are set build appropriately towards the larger outcomes listed in their EHC plans. This lack of knowledge about pupils’ aptitudes, needs and prior attainment means that staff often deliver curriculum content that pupils know already, or that is too difficult for them, or that is not in line with what pupils’ IEPs state that they need to learn.  The intent of what pupils should know or be able to do has not been identified sufficiently well. There are some indications that lessons help pupils to develop their independent living skills, such as personal hygiene. However, the lack of clear curriculum planning means that opportunities for pupils to develop the ability to think and learn for themselves are often missed.  Staff lack the skills that they need to deliver the curriculum effectively. They have not

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Main inspection findings

received sufficient training to know how to deliver the new programmes and schemes of work. For example, they do not always model accurate use of language when working with pupils. Staff often do not demonstrate secure knowledge and understanding of the subject matter being taught. They lack clarity about the best ways to present new content to pupils. Too much is left to personal choice or chance, rather than being the result of careful consideration. Consequently, pupils do not learn as well as they could.  The requirements of the independent school standards (the standards) inspected in this part remain unmet.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Part 6. Provision of information Paragraphs 7 to 7(b) and 32(1)(c)  There is a clear, open and transparent culture of safeguarding at the school. Staff know to be vigilant and pass on any concerns that they may have about pupils. They use their training and knowledge of each pupil to pick up on any changes to behaviour that might indicate a concern. Leaders responsible for safeguarding are knowledgeable and have ensured that all staff complete mandatory safeguarding training. They also provide staff with regular safeguarding updates. Staff know how to pass on any concerns they may have about other members of staff. However, the school’s approach to managing low- level concerns needs to be more clearly understood by all staff. The designated safeguarding lead knows to pass on any serious concerns about staff to the local authority designated officer and appreciates their responsibilities to inform the Disclosure

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Main inspection findings

and Barring Service when thresholds are met. Safeguarding records are thorough and show that leaders follow up any concerns with the appropriate agencies in a timely and robust way. The school’s safeguarding policy is made available to parents and carers and placing authorities when a pupil starts, as there is no school website.  The requirements of these standards were met at the previous inspection and they continue to be met. Paragraph 11  The requirements of this standard were met at the last inspection. However, during this inspection, there is evidence that the school’s health and safety policy is not implemented consistently and effectively. The proprietor has implemented a regime of checks that cover most aspects related to the school’s sites. The checks carried out by staff on the Aspiration House site are thorough and cover all aspects outlined in the school’s policy. However, the health and safety audits carried out at Inspire House are

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Main inspection findings

not as rigorous. For example, room audits do not include the kitchen, where multiple concerns were identified that pose a risk of harm to pupils. All staff take some responsibility for completing health and safety checks at Inspire House. However, training to help them do this consistently is limited. Staff do not always adhere to the school’s health and safety policies and procedures. This leads to unnecessary risks, such as COSHH-related materials not placed in a locked cupboard and sharp knives kept in an unlocked box in the kitchen.  As a result, the proprietor has not ensured that the relevant health and safety laws are complied with through the effective implementation of the school’s policy. Therefore, the requirements of this standard are not met. Paragraph 12  The proprietor has ensured continued compliance with the Regulatory Reform (Fire Safety) Order 2005. They have commissioned a full fire risk assessment, which is

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Main inspection findings

reviewed annually. Fire extinguishers and fire detection systems are checked annually by a company. Weekly checks on alarm call points, emergency lighting and evacuation routes ensure the safety of staff and pupils. There are evacuation plans in place for each pupil, and these drills are practised once a term. The requirements of this standard continue to be met. Paragraphs 16, 16(a) and 16(b)  At the previous inspection, the oversight of the school building and the site was not meticulous enough. Not all risks were identified, and when risks were identified, the proprietor waited too long to take action.  The proprietor has ensured that a clear risk assessment policy is in place that guides staff to produce detailed and accurate assessments of risk. The site-specific risk assessments cover all areas of the school as well as activities undertaken by pupils. Off- site risk assessments are specific and provide staff with clear details about the risks

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Main inspection findings

associated with the visit. The daily and weekly site checks made by staff identify any potential risks, which are logged and dealt with swiftly by the maintenance staff. Individual pupil risk assessments seen were thorough and detailed. They had any changes in a pupil’s behaviour added in red and dated to show staff what to be aware of. These pupil risk assessments are regularly reviewed after any significant event, changes in behaviour or routinely each month as per the policy.  The proprietor has ensured that the requirements of this standard are now met. Part 5. Premises of and accommodation at schools Paragraphs 25, 28(1) and 28(1)(b)  The proprietor has ensured that concerns raised about the accommodation at Aspiration House have been addressed. The school premises at Aspiration House are well maintained. However, the Inspire House site has ongoing issues relating to heating. Staff and pupils are working in an environment that is too cold, and there is no hot water

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Main inspection findings

available from ground-floor taps. Portable heaters have been brought in, but these appliances have not been safety tested in line with the school’s own policy. The environment is not conducive for learning. The premises at Inspire House have not been maintained to a standard that ensures the health, safety and welfare of pupils.  The proprietor has not ensured that the requirements of the standards 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)  Those responsible for leadership and management have not consistently demonstrated good skills and knowledge appropriate to their roles. The proprietor is in the process of appointing a new headteacher, as this position is currently vacant. Teachers are trying to introduce the new curriculum schemes, with limited support. They are also spread across both school sites, which are a considerable distance apart. This hinders their effectiveness. The chair of the proprietor body and newly appointed head of education for the group have spent more time in the school recently. However, the impact of this has been mostly around compliance. Leaders have recently invested further resources and time into the school. Despite this, it is too early to determine whether these developments will bring about much needed and sustained change for the benefit of

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Main inspection findings

pupils and staff. The same issues around the curriculum and the quality of teaching found at the previous inspection remain, and as a result, the same standards are not met. The proprietor has not ensured that the standards have been met and maintained consistently over time. The proprietor has not acted effectively on the issues of heating at Inspire House and so the welfare of pupils has not been prioritised. This has led to additional standards related to health and safety being failed at this inspection. The school’s new directors are ambitious for what they want to achieve at the school and the improvements that they want to make. However, they are only at an early stage of identifying what needs to change and the actions they must take to achieve this.  Due to the health and safety failings found at this inspection and the continued poor quality of education provided, it is clear that leaders are not actively promoting the

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Main inspection findings

wellbeing of pupils as outlined in standard 34(2). Pupils are appropriately safeguarded and risk assessment procedures are thorough. However, the wider aspects of pupils’ wellbeing are not prioritised.  The proprietor has not ensured that the requirements of the standards in this part are met.

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Compliance with regulatory requirements

The school does not meet 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, as set out in the annex of this report. This included the standards and requirements that the school was judged to not comply with at the previous 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

Headteacher Laura Hilliam (Interim Headteacher)

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School details

Annual fees (day pupils) £85,000 to £108,300

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School details

Email address laura.hilliam@aspirationhouse.co.uk

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School details

Dates of previous standard inspection 16 to 18 September 2025

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Information about this school

 The proprietor of the school is Aspiration House Limited.  The school has two sites. One site is based at Aspiration House, Church Road, Freiston, Boston, Lincolnshire PE22 0NX and the other at Inspire House, Lincoln Road, Holton cum Beckering, Market Rasen LN8 5NG.  The school is registered for 24 pupils aged 7 to 18 years old. Across both sites, there are 5 pupils on roll. There is currently one pupil receiving post-16 education.  All pupils who attend the school have a diagnosis of autism and have an EHC plan.  The school’s last standard inspection took place from 16 to 18 September.  The deputy headteacher is now acting as the interim headteacher until the newly appointed headteacher takes up their position.  The chair of the proprietor body has changed since the last standard inspection.  The school does not use alternative provision.

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Information about this inspection

 This inspection was carried out at the request of the registration authority for independent schools. The purpose of the inspection was to monitor the progress the school has made in meeting the independent school standards and other requirements that it was judged to not comply with at its previous inspection.  This is the first progress monitoring inspection the school has received since the standard inspection in September 2025.  The Department for Education (DfE) required the school to prepare a statutory action plan. Ofsted evaluated this action plan on 30 December 2025. The DfE rejected the action plan.  The inspection was conducted without notice.  The inspection also considered the school’s safeguarding arrangements relating to the single central record of pre-employment checks.  Inspectors held meetings with the deputy headteacher, the unqualified teacher, the chair of the proprietor body and education director. They also spoke with members of staff.

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Information about this inspection

 Inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers and pupils and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the inspectors took account of the views of leaders, staff and pupils.  Inspectors checked the safety and suitability of the premises. They considered risk assessments and the policies in place to promote the wellbeing of pupils.

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Inspection team

Dave Gilkerson, lead inspector His Majesty’s Inspector

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The school does not meet the following independent school standards

Standards that were not met at the previous inspection and remain un-met at this inspection

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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)(b) that pupils acquire speaking, listening, literacy and numeracy skills; – 2(2)(h) that all pupils have the opportunity to learn and make progress; and  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

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Part 1. Quality of education provided

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; – 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 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;

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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

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Part 8. Quality of leadership in and management of schools

Standards that were met at the previous inspection, but are now judged to not be met at this inspection

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Part 3. Welfare, health and safety of pupils

 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.

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Part 5. Premises of and accommodation at schools

 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.  28(1) The standard in this paragraph is met if the proprietor ensures that- – 28(1)(b) toilets and urinals have an adequate supply of cold water and washing facilities have an adequate supply of hot and cold water;

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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)(c) actively promote the well-being of pupils.

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Part 3. Welfare, health and safety of pupils

 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; – 16(b) appropriate action is taken to reduce risks that are identified. 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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Part 3. Welfare, health and safety of pupils

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Part 3. Welfare, health and safety of pupils

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Part 3. Welfare, health and safety of pupils

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Part 3. Welfare, health and safety of pupils

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Part 3. Welfare, health and safety of pupils

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Part 3. Welfare, health and safety of pupils

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