Forest Edge School

Forest Edge School 1 Faulkner Lane, Sandown, Isle of Wight PO36 9AZ

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inspection report:

Overall outcome The school is likely 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, change its premises and change the maximum number of pupils attending.

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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

Leaders have substantial experience in the independent school sector, and this expertise has directly shaped the clear and well ‑ reasoned rationale for the proposed material change. They have identified a gap in suitable provision for Year 9 pupils transitioning into key stage 4 within the locality. Leaders’ proposal demonstrates a strong commitment to meeting local need and ensuring that pupils’ best interests remain central to decision ‑ making. SENSITIVE-OFSTED USE ONLY

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Part 8. Quality of leadership in and management of schools

The proprietor has planned the implementation thoroughly. Together with leaders, they have developed a strategic and systematic approach to increasing pupil numbers, alongside a planned increase in suitably skilled staff, across both the existing site and the proposed additional site. They have ensured that the new premises are ready for use, appropriately resourced and compliant with all health, safety and fire regulations.

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Part 8. Quality of leadership in and management of schools

Leaders, including those from the central team, have a secure understanding of the independent school standards and ensure these are rigorously scrutinised and checked for compliance. Proprietorial oversight is strong and supported by an established independent governance board, which provides effective scrutiny and challenge through governors’ expertise in education, care services and safeguarding.

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Part 8. Quality of leadership in and management of schools

The proprietor has also considered induction and training arrangements for new staff. The school’s current programme is extensive, covering teaching and learning, safeguarding, fire safety and risk assessment, and will be used to induct any additional staff if the material change is approved.

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Part 8. Quality of leadership in and management of schools

The proprietor has ensured that the standards are likely to be met if the material change application is approved.

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Curriculum

The school’s curriculum is ambitious and coherently sequenced. It aligns closely with the national curriculum. Leaders have clearly identified the essential knowledge pupils are expected to learn at each stage. New curriculum plans for key stage 4 are precisely mapped and build purposefully on the learning secured in key stage 3. As a result, the proposed schemes of work provide a logical progression that enables pupils to deepen their understanding and successfully access their chosen accreditation pathways.

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Curriculum

Pupils who need support with early reading receive targeted intervention through a well-structured phonics programme, delivered by trained staff. Leaders use adapted phonics materials to ensure they are appropriate for pupils in key stage 3. These will be suitable for key stage 4. Targeted interventions are used to close gaps in pupils’ prior mathematical learning.

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Curriculum

The school has ensured that there is a well-considered curriculum for personal, social, health and economic education. Within this, there is a strong emphasis on ensuring that pupils will develop skills to build their resilience and independence, for example through using public transport in the local community. SENSITIVE-OFSTED USE ONLY

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Curriculum

The curriculum encourages respect for other people and pays due regard to protected characteristics. The school intends to adapt the curriculum to reflect the emotional needs and maturity of pupils.

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Curriculum

Policies for careers education and for relationships and sex education (RSE) are aligned with statutory guidance. A well-sequenced programme for the teaching of careers and RSE is already established with leaders’ plans in place to extend this into key stage 4.

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Teaching

Lesson visits during the inspection indicate that teachers are implementing the intended curriculum effectively. Staff demonstrate secure subject knowledge and use questioning skilfully to check understanding and extend pupils’ thinking.

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Teaching

Lessons are well planned and resourced to meet the wide-ranging needs of pupils, including those with special educational needs and/or disabilities (SEND). Staff know the pupils well and use this knowledge to shape learning that supports pupils’ progress.

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Assessment

Leaders have designed curriculum pathways that take full account of the individual aptitudes and diverse needs of pupils, all of whom have education, health and care plans. When pupils join the school, staff use appropriate checks on reading and mathematics to establish their baseline knowledge. These assessments help identify gaps in learning, which informs the planning of tailored support, including additional help for pupils with specific needs, such as dyslexia.

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Assessment

Pupils will be able to study a suitable range of GCSE and BTEC subjects, including English and mathematics. Leaders plan to tailor aspects of this offer further to reflect key stage 4 pupils’ interests and strengths.

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Assessment

The independent school standards (the standards) in this part checked during the inspection are likely to be met if the material change application is approved.

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pupils

The curriculum and wider enrichment programme are intentionally designed to promote pupils’ spiritual, moral, social and cultural development. Themes such as respect, kindness and belonging are embedded throughout the curriculum. This helps pupils develop a strong sense of identity within both the school community and wider society. Pupils are taught to express their views appropriately. SENSITIVE-OFSTED USE ONLY

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pupils

For key stage 4, leaders intend to extend the curriculum to ensure that pupils learn about difference and the protected characteristics defined in the Equality Act 2010. This builds on the existing offer and ensures progression as pupils move into older year groups. Staff incorporate opportunities for pupils to learn about democratic processes, such as voting and reaching consensus, into daily routines. This enables pupils to practise these skills in ways that are relevant and meaningful to them.

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pupils

Pupils are encouraged to discuss news stories to develop awareness of current affairs. Local and national events are deliberately used to prompt discussion, reflection and consideration of differing viewpoints. This helps pupils develop an informed understanding of community issues and fosters a deeper respect for diversity. Staff facilitate these discussions effectively and ensure that pupils are not exposed to political bias.

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pupils

A broad range of experiences enrich pupils’ development. Pupils contribute positively to the local community, for example by maintaining the school’s garden area and taking part in art projects with a local gallery. Such opportunities help pupils develop social responsibility, cultural awareness and pride in their achievements.

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pupils

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

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Safeguarding

The school’s child protection and safeguarding policy aligns with statutory guidance. It is accessible on the school’s website. The school has in place robust procedures to identify, report and record concerns about pupils’ welfare.

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Safeguarding

Those responsible for leading safeguarding have the additional training that they need to check that the culture of safeguarding helps to protect pupils from harm. Leaders ensure that staff receive regular and pertinent safeguarding training, including on their statutory duties and the school’s contextual needs. The proprietor, governors and school leaders regularly review safeguarding practices and procedures. SENSITIVE-OFSTED USE ONLY

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Health, safety and fire

The school has an appropriate health and safety policy that is implemented consistently and effectively. Leaders ensure that suitable checks, including audits, are carried out regularly. Any recommendations arising from these checks are addressed promptly. These systems help to ensure the ongoing welfare of pupils and staff across the school day.

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Health, safety and fire

Arrangements for fire safety are comprehensive and well managed. An external fire risk assessment has been completed, with no recommendations from the contractor. Weekly checks on fire alarms, fire doors and emergency lighting ensure continued compliance with fire safety regulations. These procedures help maintain a safe environment for all pupils and staff.

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Risk assessment

Leaders have established suitable risk-assessment processes that cover a wide range of school activities. This includes assessments for off-site visits, such as the trip to the Houses of Parliament. Pupils have individual risk assessments that are reviewed regularly. These assessments clearly identify pupils’ vulnerabilities and associated risks, alongside appropriate strategies to reduce potential harm. Leaders plan to produce suitable and detailed risk assessments for key stage 4 pupils should the proposed material change be approved.

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Risk assessment

The proprietor has ensured that the standards in these parts are likely to be met.

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

The school follows robust safer recruitment procedures, ensuring that all required checks are completed before staff begin employment. Leaders involved in recruitment are trained in safer recruitment, enabling them to apply safeguarding expectations confidently and consistently throughout the process.

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

The proprietor ensures that thorough and effective procedures are in place for the safe recruitment and induction of new staff and governors. SENSITIVE-OFSTED USE ONLY

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The single central record of these recruitment checks

The school maintains its single central record accurately and in full compliance with statutory requirements. It includes all required pre ‑ employment checks for the proprietor, governors and staff.

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The single central record of these recruitment checks

The single central record is subject to regular checks by both the proprietor and school leaders, ensuring consistent oversight and ongoing accuracy. The school does not currently use, nor does it intend to use, supply staff.

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The single central record of these recruitment checks

The proprietor has ensured that the standards in this part are likely to be met.

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and showers

Across both the existing site and the newly proposed site, there are sufficient toilets and washing facilities to meet the needs of the increased pupil numbers. All toilets are individual cubicles and can be securely locked from the inside, providing appropriate privacy. Hot water is regulated to a safe temperature and is subject to regular checks to ensure ongoing compliance. Pupils have access to drinking water throughout the school day, and all drinking ‑ water points are clearly labelled.

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and showers

The school supplements its on-site provision through the use of off ‑ site facilities, such as local leisure centres, for physical education. Pupils are able to access appropriate changing and showering facilities at these venues.

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Medical room and accommodation for pupils’ therapy needs

Both the current school site and the proposed additional site have dedicated medical rooms that provide suitable accommodation for pupils who become unwell. Each room includes appropriate space for pupils to lie down, along with a sink and washing facilities and toilets located nearby. The medical room in the proposed new building is fully prepared for use should the material change be approved, ensuring consistent welfare provision across both sites.

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Medical room and accommodation for pupils’ therapy needs

Across both sites, there is appropriate accommodation for therapeutic work, including breakout areas and communal spaces that staff can use to support pupils’ therapeutic needs effectively. SENSITIVE-OFSTED USE ONLY

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Ensuring the health, safety and welfare of pupils

The school is proposing to operate across 2 sites. Leaders have ensured that pupils’ health, safety and welfare are prioritised on both the existing and proposed sites. Each building is appropriately resourced with the required health, safety and fire equipment, ensuring compliance with regulatory expectations. Both sites also benefit from secure access, providing safe entry and exit arrangements for pupils and staff.

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Ensuring the health, safety and welfare of pupils

Staffing levels are appropriate to ensure pupils’ safety and welfare. The school currently operates with a ratio of one staff member to 4 pupils, enabling leaders to meet pupils’ needs and ensure effective supervision throughout the day. Recent recruitment of 2 additional teachers and one support staff member will ensure the school has sufficient capacity to meet the proposed increase of 12 pupils.

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Lighting and acoustic conditions

The classrooms and learning spaces across both the existing site and the newly proposed site have suitable ventilation, lighting and acoustic conditions, supporting effective teaching and learning. The number and size of classrooms across both sites provide ample and appropriate learning space for the proposed increase in capacity. The newly refurbished classrooms at the second site are well resourced and conducive to learning. Specialist learning spaces, including the food technology room and art and design technology rooms, also meet the required standards and provide suitable environments for learning.

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Outdoor space

While the existing site has limited outdoor space, the proposed site offers an attractive and well ‑ maintained outdoor area that will be suitable for outdoor learning should the material change be approved. To supplement on-site provision, the school currently makes effective use of local facilities, including leisure centres for physical education, swimming and nearby parks for outdoor play. Leaders plan to continue this approach to ensure that pupils have regular access to high ‑ quality outdoor and physical activity spaces.

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Outdoor space

The proprietor has ensured that the standards in this part are likely to be met. SENSITIVE-OFSTED USE ONLY

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The school’s accessibility plan

The proprietor has in place an accessibility policy and plan that covers accessibility in relation to the required areas of curriculum, physical environment and written information for the proposed age range.

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The school’s accessibility plan

The proprietor has ensured that Schedule 10 of the Equality Act 2010 is likely to be met.

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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

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

The proprietor has requested a material change to extend the age range to include pupils up to the age of 16 years and to increase the maximum number of pupils on roll to 20. The proprietor has requested a material change to use additional premises for educating pupils.

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About this inspection

The Department for Education commissioned the inspectors to inspect the suitability of the school’s provision in relation to the quality of education; the spiritual, moral, social and cultural development of pupils; the welfare, health and safety of pupils; the suitability of staff; the suitability of premises and accommodation; and the quality of leadership and management.

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About this inspection

The inspector checked the suitability of the new premises during their site check. She met with the headteacher and a range of other staff. The inspector met with the executive headteacher as well as the proprietor.

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About this inspection

The inspector visited lessons and spoke with pupils and staff. She also reviewed documents in relation to the curriculum, teaching and learning, the provision for pupils with SEND, recruitment, safeguarding, health and safety, fire safety and risk assessment.

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About this inspection

Inspectors also considered the school’s safeguarding arrangements, including the single central record of pre-employment checks and whether the school’s SENSITIVE-OFSTED USE ONLY

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About this inspection

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 inspector confirmed the following information about the school:

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About this inspection

The school currently operates from 1 Faulkner Lane, Sandown, Isle of Wight PO36 9AZ.

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About this inspection

The proposed additional site is located at 17b Riverway, Newport, Isle of Wight PO30 5UX. This site is currently being used as an alternative provision that the provider runs separately to the school. The provider intends to close the alternative provision in July 2026 so that the site is available as the additional school premises should the material change be granted. The school intends for the increase in pupil numbers to take effect from September 2026.

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About this inspection

The school caters for pupils with social, emotional and mental health needs, autism and attention deficit hyperactivity disorder.

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About this inspection

The school uses no providers of alternative provision.

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About this school

Proprietor New Forest Care Ltd Headteacher Nicola Peace Type of school Other Independent Special School Capacity 8 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 14 Gender of pupils Mixed Annual fees for day pupils £69,500 Email address npeace@forestedgeschool.co.uk SENSITIVE-OFSTED USE ONLY

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About this school

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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About this school

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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About this school

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About this school

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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