Phoenix School

Context

During the focused monitoring inspection, inspectors considered the following evaluation areas. This was due to concerns raised to Ofsted about the school related to:

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Context

 Safeguarding  Leadership and governance  Attendance and behaviour

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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 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, children are made safer and feel safe.

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Leadership and governance

Leadership remains a strength at Phoenix. Leaders at all levels regularly check that approaches to safeguarding, behaviour and daily routines are working well. Systems are clear, and leaders use information from all school sites to identify what is going well and what needs improvement. They closely monitor pupils' behaviour and attendance. When concerns arise, they follow up promptly to ensure that pupils stay safe, calm and ready to learn.

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Leadership and governance

Governors review this work appropriately, for example through reports and discussions with leaders. Their oversight has helped strengthen practice, set clear expectations for staff and bring greater consistency in approaches across all school sites.

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Leadership and governance

Leaders work positively with families. They want parents and carers to feel informed, involved and confident about the provision that their child receives. Governors support Phoenix School 49 Bow Road, London E3 2AD

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inspection report:

27 January 2026 Monitoring inspection report: Phoenix School 27 January 2026

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this by encouraging openness and regular communication. Leaders and the local authority recognise that parents need clearer, more consistent information from the school, particularly about the strategies used when pupils become upset or distressed. Leaders have already begun to improve this. They are reviewing how information is shared and giving families more chances to ask questions.

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Across the school, there is an open culture. Concerns are discussed candidly. Improvements are made as needed, and leaders remain committed to helping every parent understand the support available to their child.

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Attendance and behaviour

The school manages behaviour using clear routines and a consistent approach. Staff focus on preventing problems by keeping expectations clear and providing pupils with the support that they need. They use calm, steady communication to help pupils to understand their feelings and know what is expected of them.

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Attendance and behaviour

Across different classes, staff notice early when a pupil is becoming unsettled and respond in ways that suit the pupil’s individual needs. Quiet or ‘regulation’ spaces are used when pupils need time to calm. These spaces have clear rules, supervision and planned times for pupils to return to learning. Leaders monitor how these are used and review them regularly to ensure that they remain appropriate and understood by everyone.

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Attendance and behaviour

Attendance is also monitored closely. When a pupil’s attendance changes, staff follow this up quickly and, if needed, work with external agencies to provide support. Staff maintain frequent contact with families and try different solutions when attendance becomes a concern. The school brings together information about each pupil’s education, wellbeing and safety so that decisions are made with a full picture in mind. Although some actions depend on advice from other professionals, leaders take steps to reduce risk and keep pupils connected to learning.

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Attendance and behaviour

Together, these systems help to keep pupils safe, settled and able to learn.

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Additional next steps

Leaders and those responsible for governance must, in addition to the next steps raised at the school’s last full inspection:

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Additional next steps

 further enhance communication with families about the school’s regulation strategies so that all parents and carers have a clear understanding of the provision for their child, including how support is provided when their child experiences significant dysregulation. Monitoring inspection report: Phoenix School 27 January 2026

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About this inspection

This inspection was conducted under section 8(2) of the Education Act 2005 in accordance with Ofsted's published procedures for focused monitoring inspections. The inspection was carried out because concerns had been raised with Ofsted about leadership and governance, safeguarding, attendance and behaviour.

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About this inspection

The purpose of this focused monitoring inspection was not to determine grades for any of the evaluation areas, but to look into the concerns that led Ofsted to decide to inspect the school.

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About this inspection

Since the last inspection, the school has restructured its leadership team to increase capacity across all phases. There have been appointments to senior leadership roles, of existing or returning staff, as well as leaders new to the school.

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About this school

Headteacher Veronica Armson (executive headteacher)

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applicable)

The school provides specialist provision for pupils with a range of needs, including speech, language and communication needs (SLCN), autism spectrum disorder (ASD), social, emotional and mental health needs (SEMH) and moderate learning difficulties (MLD). Monitoring inspection report: Phoenix School 27 January 2026

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked-after children, safeguarding and child protection.

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