Taliesin Education Ltd

Taliesin Education Ltd Loveny House, 10 Miller Business Park, Liskeard, Cornwall PL14 4DA

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inspection report:

Overall outcome The school meets 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.

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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 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

At the time of the previous inspection, the proprietor did not take effective action to ensure there was a strong vision and strategic sense of direction. School systems lacked accountability, scrutiny and rigour to consistently meet the independent school standards (the standards).

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Part 8. Quality of leadership in and management of schools

The proprietor has re-established the school’s vision with leaders, ensuring a shared understanding of the school’s direction. The proprietor now maintains regular contact with leaders to provide appropriate support and challenge. This has strengthened oversight of the school’s work, including the actions taken to address previously unmet standards.

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Part 8. Quality of leadership in and management of schools

Leaders, including the proprietor, have accessed relevant training to improve their knowledge and expertise, including their understanding of the standards. They have SENSITIVE-OFSTED USE ONLY

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Part 8. Quality of leadership in and management of schools

sought advice from external specialists to support the work of the school, such as improving the support in place for pupils with special educational needs and/or disabilities.

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Part 8. Quality of leadership in and management of schools

The school has improved the quality assurance systems in place to ensure leaders are held to account for the impact of their actions, contributing to continued school improvement.

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Part 8. Quality of leadership in and management of schools

The proprietor has ensured that these standards are met.

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Curriculum

At the time of the previous standard inspection, inspectors found that pupils experienced a poorly planned curriculum. Across key stages 2 to 4, leaders had not put in place appropriate plans and schemes of work. Pupils with special educational needs and/or disabilities were not benefiting from a curriculum that took into account the targeted outcomes set out in their education, health and care plan (EHC plans).

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Curriculum

Leaders have now devised and implemented a clear curriculum policy that sets out the school’s offer to all pupils, taking account of their individual starting points. This policy is now supported by appropriate schemes of work across subjects and age ranges. As a result, teachers have clarity about what to teach and when, ensuring that lessons are well planned. They are developing their understanding of the prior knowledge pupils need in order to access new learning. This helps to address pupils’ gaps, including for those who are new to the school.

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Curriculum

All pupils now receive an annual review linked to their EHC plan. This gives staff and parents and carers a clearer understanding of pupils’ progress towards their EHC plan outcomes. To support this, the school has introduced individual pupil profiles that set out pupils’ learning targets and the support they need. These profiles guide both academic and therapeutic provision in line with EHC plan requirements and are beginning to have a positive impact on how well pupils are learning.

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Curriculum

Staff have received training that has strengthened their understanding of EHC plans and improved their ability to adapt the curriculum to meet individual needs. As a result, they now have a clearer picture of pupils’ starting points and can plan learning that builds more effectively on prior knowledge over time.

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Curriculum

The proprietor has ensured that these standards are met.

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Teaching

At the time of the previous inspection, the proprietor had not ensured that staff had the knowledge and expertise needed to deliver the curriculum effectively. SENSITIVE-OFSTED USE ONLY

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Teaching

Since then, staff have benefited from regular professional learning that has improved their understanding of how to teach the curriculum well. For example, training in adaptive teaching strategies has equipped staff with a broad range of approaches to support pupils’ learning. Staff continue to develop their understanding of working with pupils who have complex needs. Recent training, such as a focus on attention deficit hyperactivity disorder, has helped staff to understand pupils’ additional needs more precisely and to put in place appropriate support. This helps to reduce pupils’ barriers to learning so they can engage more positively in lessons.

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Teaching

As a result of staff’s increasing expertise, pupils are now making appropriate progress from their individual starting points. This includes progress towards qualifications that supports pupils’ next steps in education and training.

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Teaching

The proprietor has ensured that these standards are met.

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Assessment

At the time of the previous inspection, checks on pupils’ understanding were weak. As a result, pupils often completed learning activities that did not build on what they already knew or could do.

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Assessment

The school has now implemented a systematic approach to assessment to identify how well pupils are learning across subjects. Baseline assessments are completed on entry, with further checks carried out at planned intervals. Leaders track this information closely to have an accurate oversight of pupils’ progress. When pupils’ progress slows in relation to their individual starting points, this is identified more quickly, and suitable support is then put in place to help them catch up.

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Assessment

Teachers also check informally, on a daily basis, how well pupils are learning new concepts. They use this information to adjust future teaching so that it better addresses pupils’ gaps in knowledge. This is helping pupils to build their understanding more securely over time.

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Assessment

The proprietor has ensured that these standards are 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

The inspector 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. SENSITIVE-OFSTED USE ONLY

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About this inspection

Following our updated 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

This is the school’s first progress monitoring inspection. It was conducted without notice.

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About this inspection

The inspector spoke with the headteacher, senior leaders and the proprietor.

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About this inspection

The inspector 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 school’s last standard inspection took place in June 2025, at which time the school was judged to not comply with the independent school standards.

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About this inspection

The DfE required the school to prepare a statutory action plan. Ofsted evaluated this plan on 21 October 2025. The DfE rejected the school’s action plan.

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About this school

Proprietor Taliesin Education Ltd Headteacher Barry Coppins Type of school Other Independent Special School Capacity 15 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 7 to 16 Gender of pupils Boys Annual fees for day pupils £66,446 - £84,971 Email address barry.coppins@tpluscentres.co.uk SENSITIVE-OFSTED USE ONLY

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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 (b) the written policy, plans and schemes of work– (i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan. 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; 3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- (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; (b) fosters in pupils self-motivation, the application of intellectual, physical and creative

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Part 1. Quality of education provided

effort, interest in their work and the ability to think and learn for themselves; ( c) involves well planned lessons and effective teaching methods, activities and management of class time; (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; (e) demonstrates good knowledge and understanding of the subject matter being taught; (f) utilises effectively classroom resources of a good quality, quantity and range; and (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. SENSITIVE-OFSTED USE ONLY

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Part 8. Quality of leadership in and management of schools

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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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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