Mapesbury School

Mapesbury School

Address: 228 Walm Lane, London, NW2 3BS Unique reference number (URN): 151476

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

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Achievement Expected standard

Pupils make positive progress from their starting points academically and in their participation in learning. Staff carefully personalise learning. They recognise success regularly. Typically, pupils learn the taught content appropriately. They increasingly use resources independently to support their learning. They grow in confidence and in the development of personal and social skills.

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Achievement Expected standard

Pupils' work shows that the curriculum is adapted effectively to meet different needs and enable pupils to achieve well overall. For example, pupils in Year 9 study the same texts, with tasks tailored appropriately to develop each pupil's understanding. Some pupils write extended responses, while others focus on key words or short phrases. Teachers intervene well to shape next steps in learning. For instance, feedback on punctuation is followed by targeted activities to develop pupils' use of speech marks and commas. New words are taught explicitly and revisited through follow-up tasks, enabling pupils to use vocabulary confidently and accurately. These approaches ensure that pupils typically secure foundational knowledge in reading, writing and communication. They also help to prepare pupils to be successful in their next steps.

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Attendance and behaviour Expected standard

Many pupils have had a negative experience of schooling in the past. As a result, leaders prioritise improving attendance and supporting pupils to re-engage positively with education. Attendance is monitored closely and sensitively, recognising the needs of pupils and their families. Staff use knowledge of each pupil's previous attendance history to identify barriers. They work closely with families and professionals to implement personalised transition plans to increase attendance gradually but purposefully. This approach is effective. Leaders review progress regularly and escalate support when needed. The school takes full responsibility for improving attendance, easing pressure on families. Overall attendance is improving steadily, though leaders recognise that it may dip temporarily when new pupils join.

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Attendance and behaviour Expected standard

The school environment is calm and orderly. Behaviour is generally positive, and learning is purposeful. Pupils follow routines well. Clear procedures support pupils who become unsettled to re-engage quickly. Behaviour incidents have reduced significantly. This is due to staff training in de-escalating incidents and praising positive behaviour to re-enforce it. Pupils trust staff and show respect to them and to peers. Discrimination and bullying are not tolerated. Staff know pupils well and use personalised strategies to support behaviour. Staff build warm and nurturing relationships with pupils. This contributes to a safe and well- managed learning environment where pupils remain focused in lessons.

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Curriculum and teaching Expected standard

The curriculum has been planned to reflect the ambitions of the national curriculum. The school's values also underpin curriculum design. This is supported by a broader offer that includes life skills, food technology, and enrichment opportunities. Leaders make sure that teachers have the subject knowledge they need to deliver the curriculum. Across subjects, learning is generally well planned to build knowledge and skills over time. However, the curriculum is an area of ongoing development. In some areas, effective sequencing and assessment of knowledge have not been considered precisely. This includes tailoring the content to meet pupils' needs better and to prepare them more thoroughly for the next stage of education or employment.

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Curriculum and teaching Expected standard

The school uses assessments effectively to identify pupils' starting points. This is particularly where pupils are working below age-related expectations in reading, phonics and mathematics. Staff prioritise key knowledge and skills and provide targeted support. Staff adapt learning well. They provide clear instructions and practical activities that sustain pupils' involvement. Teachers check pupils' understanding regularly and address misconceptions promptly. However, sometimes activities do not support the intended learning that staff want pupils to develop.

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Curriculum and teaching Expected standard

Reading is a clear priority across the school. Pupils study high-quality texts, with reading sessions closely matched to individual needs, including one-to-one support. Pupils' work shows appropriate levels of challenge and support. This helps them to feel successful and make progress from their starting points.

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Inclusion Expected standard

Leaders place inclusion at the heart of the school's work. Robust transition arrangements ensure that staff quickly understand pupils' individual needs and barriers to learning from the point of admission. The school provides a warm, supportive environment. Well-chosen strategies support the school's approach, including the use of visual timetables, 'now/next boards' and calming resources to help pupils feel secure and ready to learn. Strong, trusting relationships with pupils and parents and carers are prioritised. This encourages pupils to rebuild confidence and develop personal and social skills. As a result, pupils successfully re- engage with education. Those on flexible programmes have clear plans in place to enable them to move towards full-time attendance.

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Inclusion Expected standard

Staff value the specialist training they receive, including support related to autism and dyslexia. They use a range of strategies to adapt learning effectively. The clinical team, though still developing, is enhancing staff knowledge. This improves how consistently the school is identifying need. The clinical and pastoral teams deliver appropriately targeted interventions and support pupils to manage their emotions. This work is contributing to pupils' positive participation in learning.

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Inclusion Expected standard

Leaders' monitoring systems are developing. These systems are increasingly used to identify pupils' successes and next steps. Staff review education, health and care plans regularly and this ensures that the support is planned at appropriate levels. The school works closely with external professionals, including the virtual school, to support those pupils known to social services.

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Leadership and governance Expected standard

The proprietor has high expectations for the education and care pupils receive. Leadership at all levels has shaped a strong sense of purpose through timely and well-considered decisions. Actions taken are having a positive impact on pupils' experiences and outcomes. This is because leaders place a close focus on pupils' achievement. Leaders are determined that all pupils succeed. This ambition is shared by staff, who are committed to the school and its pupils. Staff mostly value the training and support they receive. However, some professional learning and development is relatively new. Some aspects are not as well developed as they could be. Leaders recognise this and have plans in place to strengthen the professional learning programme.

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Leadership and governance Expected standard

Staff feel able to speak openly with leaders about workload and wellbeing. Although they report that workload can be demanding at times, staff feel valued. They appreciate that leaders listen and respond to feedback. For example, leaders adapt curriculum planning expectations and increase leadership presence during social times. Staff are proud to work at the school and value the strong relationships they build with pupils. Supervision arrangements are appropriate. Staff know pupils well.

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Leadership and governance Expected standard

The proprietor and school leaders share a strong commitment to improving pupils' life chances, recognising that many have had negative prior experiences of education. Leaders have created a safe, nurturing environment where pupils feel a strong sense of belonging, grow in independence and foster ambition for the future. The school meets all the independent school standards and statutory requirements.

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Personal development and wellbeing Expected standard

The school provides a suitable programme for personal, social and health education and relationships and sex education. This supports pupils' personal development well. It includes learning important content, such as about relationships and online safety. On occasion, pupils are less confident in recalling specific knowledge. However, they demonstrate their knowledge through their rich application of the school's values. For example, their politeness shines through, with pupils regularly saying 'please' and 'thank you'. They also show an appropriate knowledge of fundamental British values, such as tolerance of others.

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Personal development and wellbeing Expected standard

The school's careers programme has an increasingly positive impact on preparing pupils with special educational needs and/or disabilities for adulthood. Pupils receive personalised guidance that helps them to understand their strengths and explore future pathways. They are well supported in making informed decisions about education, training and employment. For example, pupils benefit from structured careers interviews and targeted employability sessions. They have access to meaningful work experience placements that reflect their interests and needs. This enables them to develop the confidence, skills and independence required for their next steps.

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Personal development and wellbeing Expected standard

Pupils are given meaningful opportunities to contribute to decisions about their learning and wider experiences. For example, they help decide how enrichment time is used. Pupils work collaboratively. For example, they design and build mock Tudor houses and link this to science learning about the Great Fire of London. Other enrichment activities include charity fundraising, structured games and shared responsibility for spending time with the school's therapy dog. Pupils value these opportunities.

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Personal development and wellbeing Expected standard

Pupils are enthusiastic about contributing through the recently formed school council. The school provides opportunities for organised sport, including a football team, where they agree to expectations linked to behaviour, effort and respect. During social times, pupils cooperate well. For example, pupils playing football welcome others to join in. They encourage one another and celebrate success together, while other pupils engage calmly in alternative activities. Disadvantaged pupils have equal access to opportunities. Leaders plan to extend competitive opportunities with other schools. Leaders are beginning to monitor pupils' wider experiences more systematically to strengthen the personal development offer further.

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What it's like to be a pupil at this school

Pupils value the care, encouragement and support that they receive from staff. Many pupils recognise the positive changes they have made in their attitudes towards attending school and learning alongside others. Pupils are confident that the school meets their individual needs. This is because staff take time to understand them well and respond to what matters most to them. As a result, pupils build trusting and positive relationships with staff and peers.

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What it's like to be a pupil at this school

Behaviour is generally positive across the school. Each day begins with opportunities for pupils to reflect on how they are feeling and how ready they are to learn. When pupils become unsettled, staff respond quickly and sensitively. This helps pupils to stay safe and return to learning more quickly. Pupils learn to use a range of strategies to manage their emotions, including accessing calming spaces in classrooms, sensory resources and fidget tools. Pupils speak to a trusted member of staff about their worries and feelings. They know staff deal swiftly with bullying.

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What it's like to be a pupil at this school

Pupils understand and demonstrate the school's values, such as collaboration, integrity and empathy. They show good manners and respect personal space. They are increasingly able to take responsibility for their actions, including recognising mistakes and apologising independently. Pupils enjoy enrichment activities and school outings. Many of these link closely to their learning. These experiences provide opportunities to practise social skills in real-life contexts. Pupils take pride in representing the school, including through roles such as the school council.

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What it's like to be a pupil at this school

Pupils benefit from leaders' high expectations. Although some aspects of the school's curriculum and wider offer are still being refined, the curriculum supports pupils to build knowledge well, including their use of vocabulary. Pupils make positive progress from their starting points. They benefit from a nurturing environment where they feel included, confident and prepared for the next stage of their education and adulthood.

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Next steps

• The proprietor should strengthen the school's work to develop the curriculum, ensuring that all aspects are clearly defined, with key content, knowledge and skills set out explicitly and sequenced coherently. • Leaders should ensure that learning activities are consistently purposeful and closely aligned to the intended curriculum so pupils clearly understand what they are learning. • The proprietor should ensure that staff have access to consistently high-quality

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Independent school standards

Independent school standards are either met or not met for each category. professional learning and development to further strengthen their expertise in behaviour management and curriculum development.

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About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008 and 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

Inspectors spoke with representatives of the chief operating officer, members of the proprietor body, senior leaders and a range of staff during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

Mapesbury School was registered by the DfE on 18 March 2025. This is the school's first standard inspection.

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About this inspection

Mapesbury School is an independent school situated in 228 Walm Lane, London, NW2 3BS. Email is mapesbury@kedlestongroup.com.

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About this inspection

The school is registered to admit up to 54 pupils aged 7 to 16.

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About this inspection

All the pupils at the school have an education, health and care plan, with autism and social, emotional and mental health needs as the primary categories of need. Some pupils also have associated learning needs, such as speech, language and communication needs.

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About this inspection

The current headteacher was appointed in September 2024 and worked with the proprietor in shaping and opening the school in April 2025.

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About this inspection

The deputy headteacher joined in February 2025.

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About this inspection

The school does not make use of alternative provision.

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About this inspection

The chair of the proprietor body is Paul Brosnan.

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About this inspection

Headteacher: Adam De Vecchi 1. Quality of education provided Standards met

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About this inspection

2. Spiritual, moral, social and cultural development of pupils Standards met

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About this inspection

3. Welfare, health and safety of pupils Standards met

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About this inspection

4. Suitability of staff, supply staff, and proprietors Standards met

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About this inspection

5. Premises of and accommodation at schools Standards met

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About this inspection

6. Provision of information Standards met

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About this inspection

7. Manner in which complaints are handled Standards met

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About this inspection

8. Quality of leadership in and management of schools Standards met

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Lead inspector:

Lascelles Haughton, His Majesty's Inspector

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it. All standards have been met.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Insufficient evidence

Inspectors were unable to gather reliable enough evidence to grade an evaluation area. This is rare and normally only happens if there are no pupils on roll at the school.

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Insufficient evidence

services 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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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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