Grateley House School

Grateley House School Pond Lane, Grateley, Andover, Hampshire, SP11 8TA

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inspection report:

Overall outcome The school is unlikely to meet the relevant independent school standards if the material changes relating to the school provision are implemented

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inspection report:

This inspection was commissioned by the Department for Education (DfE), which is the registration authority for independent schools. The school has applied to the DfE to make a material change to its registration. The school proposes to change the age range of pupils and change its premises.

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inspection report:

The purpose of the inspection is to advise the Secretary of State for Education about the school’s likely compliance with the independent school standards that are relevant to the material change that the school has applied to make.

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Part 8. Quality of leadership in and management of schools

When we carry out material change inspections of independent schools, we report on the school’s likely compliance with part 8 of the independent school standards first. Under part 8, the proprietor is required to ensure that the school meets all of the independent school 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

The proprietor and leaders have a clear vision for providing high-quality, bespoke education for the pupils the school caters for. Leaders believe that the proposed material change will meet local demand for additional specialist provision. Leaders state that the school has the space to provide such provision.

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Part 8. Quality of leadership in and management of schools

Leaders have identified suitable staffing requirements for the proposed material change. These include employing appropriately qualified specialist primary teachers as well as using existing staff expertise to deliver specific subjects such as physical education.

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Part 8. Quality of leadership in and management of schools

Leaders have carefully considered the impact of introducing key stage 2 pupils into the school. This includes identifying suitable accommodation within buildings previously used as boarding houses. However, for the purpose of the material change inspection, leaders have not designed suitable curriculum, policies and schemes of work to account for the phase that they propose to admit. They have also not begun the works to repurpose the buildings that they intend to use. This means that leaders do not demonstrate good skills and knowledge of their roles and responsibilities in respect of the material change as required by the standards in part 8 1(a) and 1(b).

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Part 8. Quality of leadership in and management of schools

Therefore, these aspects are unlikely to be met.

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Part 8. Quality of leadership in and management of schools

The school has a rigorous system of induction, which ensures that staff have the knowledge and skills they need to work in this school. This includes training to meet pupils’ specific needs and to ensure the welfare, health and safety of the pupils. Safeguarding is effective. Pupils feel safe. They appreciate the care, guidance and support they receive from staff. Pupils are confident that staff will help them with any worries or concerns.

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Part 8. Quality of leadership in and management of schools

Therefore, part 8 1(c) of the standards is likely to be met.

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Curriculum

The school’s curriculum policy does not include information about the school’s proposed curriculum for key stage 2. Leaders have produced a curriculum overview for key stage 2. This identifies the topics that pupils will study in each subject each term based on the requirements of the national curriculum. However, leaders have not produced schemes of work that identify the knowledge and skills that key stage 2 pupils must learn.

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Curriculum

Therefore, there is no suitable curriculum in place for the key stage 2 pupils. This means that the standards related to this part are unlikely to be met.

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Teaching and Assessment

The school intends to employ specialist primary teachers to teach the key stage 2 pupils. However, leaders have not identified exactly how the curriculum will be delivered. This will be considered once the first primary specialist member of staff is in post. Leaders have a clear understanding of the principles of assessment and how to identify and address gaps in understanding. The school intends to introduce systems and processes in key stage 2 that are similar to those already used in the secondary school. However, as the school does not currently have a suitable key stage 2 curriculum in place, it is not clear what knowledge and skills need to be assessed and when this should be done.

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Teaching and Assessment

The standards relating to teaching and assessment are unlikely to be met should the material change be approved.

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pupils

Leaders have carefully considered how they will promote British values through whole school events and planned assembly themes. For example, leaders regularly invite visitors into school to help to develop pupils’ understanding of the range of cultures in modern Britain. These are pertinent for the school’s whole age range including the proposed year groups.

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pupils

The school’s plan for personal development identifies a range of themes and events that promote pupils’ social, moral, spiritual and cultural development. These apply to all year groups and include topics such as sustainability, health and safety, celebrating different religious festivals and marking national days and events. Pupils cover these topics through a range of activities and experiences such as through assemblies, subject curriculums and special celebrations. This programme is appropriate to meet the needs of the intended additional year groups.

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pupils

Leaders use a variety of approaches to ensure that pupils develop a secure understanding of right from wrong. For example, pupils use social stories to unpick and understand differences that they may have with their peers. Pupils also learn about the law through real-life examples and from visitors such as the local community police officer.

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pupils

The standards in this part are likely to met if the material change is approved.

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Safeguarding

Leaders promote a positive safeguarding culture. A comprehensive induction programme and ongoing regular staff training ensures that all staff have the knowledge and skills they need to identify pupils who may be at risk of harm. All staff know what to do to report any safeguarding concerns. The leaders responsible for safeguarding review any concerns that are raised swiftly and thoroughly. Record keeping is thorough.

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Safeguarding

Leaders have an appropriate understanding of the specific safeguarding challenges faced by the pupils in the school. Leaders have ensured that there are systems in place to educate all members of the school community about these. This includes using external speakers to educate pupils about keeping themselves safe.

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Safeguarding

Leaders have considered carefully how they will keep the proposed key stage 2 pupils safe. This includes providing primary pupils with their own secure outdoor spaces.

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Safeguarding

Pupils enjoy coming to school and feel safe. Pupils say that they trust staff to help them with any worries or concerns.

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Safeguarding

The standard in this part is likely to be met if the material change is approved.

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The recruitment checks made on staff, supply staff and the proprietor

Leaders have a clear understanding of the checks they need to make to ensure that adults are safe to work with children. These are carried out in a timely manner and in full. The proprietor has appropriate oversight of the recruitment process.

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The recruitment checks made on staff, supply staff and the proprietor

The standards in this part are likely to be met if the material change is implemented.

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The single central record of these recruitment checks

The school maintains an appropriate single central record of its recruitment checks. This meets the requirements set out in Keeping Children Safe in Education 2025. Senior leaders and the proprietor have appropriate oversight of the school’s single central record.

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The single central record of these recruitment checks

The standards in this part are likely to be met if the material change is implemented.

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Part 5. Premises of and accommodation at schools

Leaders intend to accommodate the new year groups in two buildings formerly used as boarding houses. These buildings provide ample space to accommodate the number of pupils that the school intends to admit to these year groups. This includes space for classrooms for whole class teaching, suitable breakout spaces and therapy rooms.

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Part 5. Premises of and accommodation at schools

However, these buildings are not ready for use. Significant refurbishment work is required, which has not begun. The classroom spaces have not been set up. This means that, while the spaces could provide sufficient and suitable accommodation eventually, they are currently not suitable for this purpose.

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and showers

Each building has toilets and kitchen spaces. However, it is currently not clear which toilets will be designated to which users such as pupils or staff.

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and showers

The hot water supply is fitted with a suitable thermostat. It does not pose a scalding risk to users.

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and showers

Neither of the buildings currently has clearly marked drinking water.

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and showers

The related standards are unlikely to be met should the material change be approved.

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Medical room and accommodation for pupils’ therapy needs

The school has a fully equipped medical room in place. This is in the main school building and is used by existing pupils. It is located sufficiently close to the proposed key stage 2 buildings to be suitable for their use. The medical room has suitable washing facilities, a shower and a separate toilet. It also has access to clearly signed drinking water.

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Medical room and accommodation for pupils’ therapy needs

The standards in this paragraph are likely to be met.

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Ensuring the health, safety and welfare of pupils

While the proposed accommodation will be ample to accommodate the intended year groups, it is not currently suitable for its intended purpose. This is because the proposed buildings have not yet been repurposed from a boarding house. Work needs to be carried out to provide suitable classroom spaces, to refurbish toilet facilities and to provide drinking water in each building. The school has a comprehensive plan of works, which is due to begin shortly.

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Ensuring the health, safety and welfare of pupils

Currently, however, as this work has not been started, the standard in this part is unlikely to be met should the material change be implemented.

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Outdoor spaces

The school benefits from extensive grounds. These provide secure dedicated sports spaces as well as meadow and woodland. As such, the school grounds provide suitable outside spaces for pupils to play and to take part in physical education. In addition, each of the proposed buildings has a suitable, secure outdoor space. This will be for the sole use of the key stage 2 pupils.

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The school’s accessibility plan

The school meets the requirements of the Equality Act 2010. It has an appropriate and up-to-date accessibility plan. This is published on the school’s website.

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About this inspection

Inspectors carried out this inspection under section 162(4) of the Education Act 2002, at the request of the registration authority for independent schools. Inspectors checked the school’s likely 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

Inspectors checked the school’s likely 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 updated inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI)

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About this inspection

This inspection was commissioned by the Department for Education (DfE) to check the school’s suitability to change its age range and building use.

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About this inspection

During the inspection, the inspector spoke with the principal, other school leaders, pupils and a representative of the proprietor body.

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About this inspection

The school has recently changed its registration. It no longer offers residential/boarding provision. Since September 2025, it offers day provision only.

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About this school

Proprietor Cambian Asperger Syndrome Services Ltd Headteacher Mrs Eva Pereira Type of school Other Independent Special School Capacity 64 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 11 to 19 Gender of pupils Mixed Annual fees for day pupils £97,831 to £113,506 Email address eva.pereira@cambiangroup.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 – 2(1)(b)(ii) do not undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.  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,

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Part 1. Quality of education provided

human and social, physical and aesthetic and creative education; – 2(2)(b) that pupils acquire speaking, listening, literacy and numeracy skills; – 2(2)(d) personal, social, health and economic education which- – 2(2)(d)(i) reflects the school’s aim and ethos; and – 2(2)(d)(ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act[9]; – 2(2)(h) that all pupils have the opportunity to learn and make progress; and – 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.  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)(d) in making arrangements for the purposes of paragraphs (a), (b) or (c), has regard to any guidance under section 80A of the Education Act 2002

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Part 1. Quality of education provided

that applies in relation to the provision of education by maintained schools, – 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 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.  2A(2) Arrangements made by the proprietor for the purposes of sub-paragraph (1)(b) must ensure that where a pupil’s parent requests that the pupil is wholly or partly excused from sex education provided as part of relationships and sex education, the pupil is so excused until the request is withdrawn, unless or to the extent that the head teacher considers that the pupil should not be so excused.

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Part 1. Quality of education provided

 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; – 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;

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Part 1. Quality of education provided

– 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; – 3(i) does not undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs; and – 3(j) does not discriminate against pupils contrary to Part 6 of the 2010 Act[10].  4 The standard in this paragraph is met where the proprietor ensures that a framework for pupil performance to be evaluated, by reference to the school’s own aims as provided to parents or national norms, or to both, is in place.

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Part 5. Premises of and accommodation at schools

 23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that- – 23(1)(a) suitable toilet and washing facilities are provided for the sole use of pupils; – 23(1)(b) separate toilet facilities for boys and girls aged 8 years or over are provided except where the toilet facility is provided in a room that can be secured from the inside and that is intended for use by one pupil at a time; and  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.  26 The standard in this paragraph is met if the proprietor ensures that the acoustic conditions and sound insulation of each room or other space are suitable, having regard to the nature of the activities which normally take place

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Part 5. Premises of and accommodation at schools

therein.  27 The standard in this paragraph is met if the proprietor ensures that- – 27(a) the lighting in each room or other internal space is suitable, having regard to the nature of the activities which normally take place therein; and  28(1) The standard in this paragraph is met if the proprietor ensures that- – 28(1)(a) suitable drinking water facilities are provided; – 28(1)(c) cold water supplies that are suitable for drinking are clearly marked as such; and  28(2) The facilities provided under sub-paragraph (1)(a) will be suitable only if- – 28(2)(a) they are readily accessible at all times when the premises are in use; and – 28(2)(b) they are in a separate area from the toilet facilities.

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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 providing 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 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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