Breightmet School

Breightmet School Milnthorpe Road, Breightmet, Bolton BL2 6PD

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inspection report:

Overall outcome The school does not meet all of the independent school standards that were checked during this inspection

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inspection report:

At its most recent inspection, the school was judged to not meet all of the independent school standards and associated requirements.

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inspection report:

The purpose of this 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. The Department for Education (DfE) also asked inspectors to consider concerns raised about teaching, welfare, health and safety, behaviour, and suitability of staff.

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Part 8. Quality of leadership in and management of schools

When we carry out progress monitoring inspections of independent schools, we report on the school’s likely compliance with part 8 of the independent school standards (the standards) first. Under part 8, the proprietor is required to ensure that the school meets all of the standards consistently. The standard in part 8 is intended to ensure that the quality of leadership and management at the school is sufficient for that purpose.

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Part 8. Quality of leadership in and management of schools

At the standard inspection in June 2025, inspectors found that the proprietor and leaders did not have the knowledge and skills appropriate to their roles to ensure that all the standards were met consistently. The proprietor had not ensured that leaders were fulfilling their responsibilities effectively. Despite leaders responding urgently during the inspection to remedy some of the unmet standards found, there remained a number of standards unmet.

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Part 8. Quality of leadership in and management of schools

When the school’s action plan was evaluated in September 2025, it was judged that proprietor’s plans to improve leadership and management were likely to mean that this standard would be met. Since the standard inspection in June 2025, the school has been in a period of turmoil. However, a new headteacher was appointed, who swiftly and dynamically addressed the issues in school. As a result, order, routine, clear procedures, positive behaviour management strategies and a culture of appropriate, consistent safeguarding practice have been established. These proactive and positive actions have stabilised the school. Staff morale is positive. Staff and pupils feel safe. Procedures and practices are in place and used consistently by leaders and staff. As a result, the school actively promotes the wellbeing of pupils.

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Part 8. Quality of leadership in and management of schools

The new leaders have been quick to develop a carefully considered curriculum for pupils. It is designed to meet the range of ages, abilities and needs of pupils, all of whom have special educational needs and/or disabilities (SEND).

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Part 8. Quality of leadership in and management of schools

The school has introduced assessment that identifies pupils’ individual needs and gaps in learning. Staff have had a range of training so that they can begin to implement this new curriculum confidently and use assessment to inform their planning.

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Part 8. Quality of leadership in and management of schools

However, both the curriculum and the use of assessment are at a very early stage of implementation. In most cases, this is only a few weeks. It is too early to be assured of its effectiveness and successful implementation.

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Part 8. Quality of leadership in and management of schools

In the time between the previous standard inspection in June 2025, until the appointment of the new headteacher in October 2025, the proprietor did not have sufficient oversight of the school. This resulted in a toxic school culture, poor practice and insufficient regard for pupil and staff’s welfare and safety. The proprietor addressed leadership issues at this time. It was successful in appointing the new senior leaders. However, the proprietor has not put in place rigorous and comprehensive enough oversight to ensure that the previous culture will not recur.

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Part 8. Quality of leadership in and management of schools

Apart from, 32(1)(c), the standards checked in this part are not met.

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Curriculum

At the standard inspection in June 2025, inspectors found the school did not have appropriate plans and schemes of work that set out curriculum subjects in sufficient detail. Curriculum thinking in some subjects lacked clarity about what pupils should learn and when they should learn it. Also, subject curriculums did not take enough account of the ages, aptitudes and needs of pupils, all of whom have education, health, and care (EHC) plans for their SEND.

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Curriculum

When the school’s action plan was evaluated in September 2025, it was judged that the proprietor’s plans to improve the quality of education for pupils regarding the curriculum were likely to mean that this standard would be met. Initially, there was a delay in responding to the action plan until a new headteacher and deputy headteacher were appointed. However, once in post, they wasted no time in developing a suitable and appropriate curriculum policy. This outlines a sufficiently broad range of subjects for pupils to study. It details how the curriculum content differs between key stages. The policy demonstrates the proprietor’s approach to providing a flexible and personalised education for each pupil.

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Curriculum

The school has also acted quickly to put schemes of work in place. They have given careful thought to what they want pupils to learn during their time at the school. They have developed schemes of work for each subject across all key stages. Curriculum design, in all subjects, takes into account the specific and individual needs of pupils. For example, pupils that are not ready for a formal curriculum are offered a sensory approach. This less formal curriculum breaks learning down into small steps and pays particular attention to pupils’ increasing engagement.

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Curriculum

However, although there has been a positive start made and all areas of the curriculum are now in place, the implementation is very new. It is too early to be able to evaluate that these actions are having an effective impact on improving learning for pupils.

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Curriculum

The standards checked in this part are not met.

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Teaching

There is a commitment from leaders to employ teachers with qualified teacher status. The proprietor has provided all staff with training on how to deliver the new curriculum. The school has focused on ensuring staff understand the curriculum and can use it effectively to help them plan for the individual needs of pupils. The school has introduced a comprehensive assessment system that can identify where pupils are in their learning and any gaps they may have. It is evident that staff are using this assessment to plan activities for pupils and assess their learning. There is positive evidence that indicates that staff are taking into account pupils’ EHC plans in their target setting and planning of activities.

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Teaching

However, again, the implementation of this approach to planning and assessment is very new. It is too early to see the full impact of staff’s improved planning and use of assessment on pupils. Leaders agree there is much more training and monitoring that is needed to ensure that staff are fully confident and competent in using planning and assessment effectively to meet pupils’ needs.

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Teaching

The proprietor has invested in a good-quality range of resources, including the development and stocking of a library and an imaginative play area. There are a range of appropriate educational books and equipment. These are relevant to the age range of pupils who the school admits.

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Teaching

Staff have benefited from additional training in behaviour management strategies to support them in the classroom. This is having a positive effect on the atmosphere and around school. It has ensured that the environment is conducive to learning. Consequently, staff are more confident, pupils calm and classrooms are purposeful.

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Teaching

Overall, some of the standards checked in this part remain unmet.

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Safeguarding and provision of information

The proprietor has a suitable safeguarding policy in place that is implemented effectively. This policy has due regard to current statutory guidance.

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Safeguarding and provision of information

Staff receive appropriate safeguarding training. They understand their safeguarding responsibilities and follow procedures to report and record safeguarding or pupil welfare concerns that they may have. The school acts upon and follows up these swiftly. It communicates effectively with other professionals to share information to ensure that pupils are safe.

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Safeguarding and provision of information

Should they arise, leaders address concerns and allegations about staff appropriately. The school makes referrals to the right agencies, and seeks suitable support.

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Safeguarding and provision of information

The standard in paragraph 7 and the requirement in paragraph 32(1)(c) continue to be met.

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Behaviour

The school has revised the behaviour policy. This is detailed, appropriate and reflects the school’s new approach to managing pupil’s behaviour. It includes increased expectations of pupils’ behaviour. The policy is consistently applied. This includes recognising and rewarding positive behaviour.

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Behaviour

The school has implemented a new online system to record incidents of behaviour, including restrictive physical intervention (RPI). Any incidents of poor behaviour are carefully and precisely recorded.

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Behaviour

Leaders cross-reference this information weekly so that they can gain a full picture of an individual pupil’s behaviour and respond quickly to any additional needs that arise. Incidents of challenging behaviour have reduced.

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Behaviour

The school supports staff well in recognising the needs and behaviours of pupils. This is through a range of training and professional development, including for RPI. The school has reviewed staff expertise and gaps in their knowledge. This has informed training.

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Health and safety

At the standard inspection in June 2025, some aspects related to the health and safety of pupils were not met. This included the procedures for administering intimate care. There were gaps in the maintenance checks, good order and organisation of cleaning materials and health and safety documentation. Although pupils were not at risk of immediate harm, the proprietor did not have sufficient oversight or rigour in ensuring that the standards related to health and safety were consistently met.

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Health and safety

When the school’s action plan was evaluated in September 2025, it was judged that the proprietor’s plans to improve the health and safety practice and procedures in school were likely to mean that this standard would be met.

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Health and safety

The school has an appropriate health and safety policy that is sufficiently detailed. It complies with all relevant laws. There have been many improvements in health and safety in school. For example, staff are now aware of and adhere to the procedures for intimate care. Cleaning cupboards are secure, well ordered and comply with the required regulations. Regular health and safety checks are routinely completed. They are comprehensive, rigorous, and precise.

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Risk assessment

There is a suitable risk assessment policy in place. Risk assessments demonstrate appropriate actions to minimise risks to pupils. The school has recently improved pupils’ individual risk assessments and wider whole-school risk assessments. This includes for events such as off-site visits or plans to support behaviour. This help staff to implement appropriate strategies that best support pupils and keep them safe.

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Risk assessment

The standards checked in this part are met.

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The single central record and recruitment checks made on staff, supply staff

The single central record is in place and meets the requirements for the information that it must contain. There are currently no supply staff working in the school. However, the proprietor is aware of the procedures that it should follow in the event of employing supply staff. This ensures that they are suitable to work with pupils. Safe recruitment procedures are in place and records are kept securely. The proprietor understands the need to complete all the required checks on the suitability of staff before they take up an appointment. The standards checked in this part are met.

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Ensuring the health, safety, and welfare of pupils

At the standard inspection in June 2025, some aspects related to the welfare, health and safety of pupils were not met. Some classrooms and corridors were untidy and unclean. There was graffiti on a wall, and it was not clear which rooms and spaces were accessible to pupils, and which were not in use. Fridges in classrooms were unhygienic and often there was no shelving. Generally, around school the environment was unkempt. Although pupils were not at risk of immediate harm, the school did not have sufficient oversight or rigour in ensuring that the school premises and facilities were maintained to a consistent standard that ensured the welfare, health and safety of pupils.

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Ensuring the health, safety, and welfare of pupils

When the school’s action plan was evaluated in September 2025, it was judged that the proprietor’s plans to improve the environment in school to ensure the welfare, health and safety of pupils were likely to mean that this standard would be met.

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Ensuring the health, safety, and welfare of pupils

The school has been thoroughly cleaned and, in many areas, repainted. There is a cleaner and site manager in post and a regular schedule of cleaning tasks to maintain a high standard of cleanliness throughout the school premises. Staff are required to have high expectations of the environment around school. At briefing meetings each day, staff are asked to highlight any issues related to cleanliness, maintenance or the school building. This information is forwarded to site staff, who action issues quickly and efficiently. Consequently, the school now looks cared for and welcoming to pupils. The premises, accommodation and facilities are now maintained to a high standard that ensures the health, safety and welfare of pupils.

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Ensuring the health, safety, and welfare of pupils

The standard checked in this part is met.

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About this inspection

Inspectors carried out this inspection under sections 109(1) and (2) of the Education and Skills Act 2008, at the request of the registration authority for independent schools.

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About this inspection

Inspectors checked the school’s compliance with 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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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

The purpose of the inspection was to monitor the progress the school has made in meeting the standards that it was judged to not comply with at its previous inspection. As part of concerns raised to the DfE, inspectors also considered additional teaching, welfare, health and safety, behaviour, and suitability of staff standards. This was the first progress monitoring inspection since the standard inspection in June 2025. It was conducted with no notice.

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About this inspection

The DfE required the school to prepare an action plan. This plan was statutory. Ofsted evaluated the plan on 25 September 2025. It was evaluated as acceptable.

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About this inspection

The inspectors met with the headteacher, who is also the designated safeguarding lead, and the deputy headteacher, who is responsible for developing the curriculum.

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About this inspection

The inspectors met with proprietors, including the chair of the proprietor body.

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About this inspection

The inspectors also met with teaching staff and support staff.

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About this inspection

An inspector spoke to an alternative provision provider and a representative from the local authority.

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About this inspection

The inspectors looked at a wide variety of documentation in relation to the standards checked.

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About this inspection

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 and carers. These requirements of the independent school standards are met.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

All pupils who attend this school have SEND. All have an EHC plan. Pupils’ needs include social, emotional and mental health needs and autism.

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About this inspection

The school uses 2 unregistered alternative providers.

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About this inspection

The school operates from premises at Milnthorpe Road, Breightmet, Bolton BL2 6PD

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About this inspection

The school has an agreed capacity with the Department of Education (DfE) for 80 pupils.

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About this inspection

At the time of this inspection, there were no key stage 2 pupils.

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About this inspection

The proprietor is Birchwood Children’s Services Limited. The proprietor acts as the governing body for the school. Since the standard inspection in June 2025 there have been several changes to staffing. A new headteacher and deputy headteacher took up post in the autumn term 2025. There have also been several changes in teaching and support staff.

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About this school

Proprietor Birchwood Children’s Services Limited Headteacher Carol Nolan Type of school Other independent special school Capacity 80 Number of full-time pupils of compulsory school age on roll Number of part-time pupils of compulsory school age on roll Age range of pupils 5 to 18 Gender of pupils Mixed Annual fees for day pupils £86,000 Email address cnolan@breightmetschool.com

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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  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 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(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 3. Welfare, health, and safety of pupils

 11 The standard in this paragraph is met if the proprietor ensures that the relevant health and safety laws are complied with by 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.

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Part 8. Quality of leadership in and management of schools

– 34(1)(c) actively promote the well-being of pupils

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Part 1. Quality of education provided

– 3(f) utilises effectively classroom resources of a good quality, quantity, and range; – 3(h) utilises effective strategies for managing behaviour and encouraging pupils to act responsibly;

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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  9 The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that- – 9(a) a written behaviour policy that, amongst other matters, sets out sanctions to be adopted in the event of a pupil misbehaviour; – 9(b) the policy is implemented effectively; and – 9(c) a record is kept of the sanctions imposed upon pupils for serious misbehaviour  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

 This paragraph relates to the suitability of supply staff at the school. – 19(2)(a)(i)(bb) that, where relevant to that person, an enhanced criminal record check had been made and that it or another employment business has obtained an enhanced criminal record certificate in response to such a check; and – 19(2)(a)(ii) a copy of any enhanced criminal record certificate obtained by an employment business before the person is due to begin work at the school; education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people

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Part 4. Suitability of staff

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Part 4. Suitability of staff

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Part 4. Suitability of staff

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