Brooke House Day School

Brooke House Day School

Address: Croft Road, Cosby, Leicester, Leicestershire, LE9 1SE Unique reference number (URN): 135185

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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 steady and sustained progress through the curriculum across subjects and year groups. Pupils build their knowledge and skills in a logical order over time. They can make clear links between their current learning and what they have learned before. Typically, pupils with special educational needs and/or disabilities and pupils with other barriers to their learning achieve well.

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Achievement Expected standard

Teachers ensure that they secure pupils' essential knowledge so that pupils are prepared for the next stage of their learning. Pupils are well prepared for study at each key stage. Pupils overcome the challenges they face and experience success. By the time pupils leave the school, they gain a range of appropriate qualifications. This means they can follow their interests as they move to the next stage in their education.

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Attendance and behaviour Expected standard

Leaders track pupils’ attendance with great care. They work closely with parents and external agencies to offer support for pupils, who struggle to attend well. As a result of this work, the attendance of many pupils improves. For some pupils, this improvement is significant. Nevertheless, there is a small number of pupils who still do not attend school regularly enough and are persistently absent.

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Attendance and behaviour Expected standard

Warm and caring relationships between staff and pupils are at the heart of the school’s work. These relationships help pupils to meet the consistently high standards of behaviour that staff expect. Day-to-day routines are well established. Staff celebrate pupils’ individual successes and provide sensitive support, when pupils need help to manage their behaviour and emotions.

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Attendance and behaviour Expected standard

Across the school, pupils behave well. In lessons, pupils focus on their learning, engage well in the tasks teachers set and follow the school rules. Pupils support each other. They value kindness and know that bullying is wrong and should not be tolerated. Pupils feel safe, valued and welcome.

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Attendance and behaviour Expected standard

Typically, pupils work hard and are eager to learn. However, occasionally some pupils do not engage successfully in their learning and are unwilling to share their ideas and opinions.

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Curriculum and teaching Expected standard

Leaders have taken effective action to improve the curriculum and teaching. The curriculum is ambitious and carefully sequenced. Leaders take extra care to ensure that the order of the curriculum is appropriate for mixed-age classes. They also adapt the curriculum for pupils with the most significant learning needs. Pupils enjoy a broad curriculum offer. For example, Year 9 pupils learn about the work of Henry Moore in art and design, and Year 7 and 8 pupils study the poetry of Wilfred Owen in English. Younger pupils make their own pizzas in food technology. Typically, teachers support pupils' learning well. They communicate new knowledge clearly and break tasks down into manageable steps for pupils. Teachers adapt their teaching to help pupils access the curriculum. They check pupils' knowledge and understanding and identify gaps in pupils' learning.

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Curriculum and teaching Expected standard

Teachers ensure that they secure pupils' essential knowledge. Pupils gain appropriate knowledge and key skills in reading, writing and mathematics. Younger pupils use their knowledge of sounds to decode words and learn to read well. Pupils practise times tables, and their understanding of number deepens. Pupils communicate their knowledge effectively in their written work.

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Inclusion Expected standard

The school provides an inclusive learning environment. Leaders promptly identify pupils who have barriers to their learning, including disadvantaged pupils and pupils with special educational needs and/or disabilities. Leaders review the information they receive about individual pupils, when pupils join the school. Leaders also seek the views of parents and carers. The school ensures that it has a well-rounded understanding of each pupil’s individual needs. Leaders use this information well to establish priorities for pupils' learning and development. These priorities focus on addressing gaps in pupils' learning and on meeting pupils' social, emotional and mental health needs. The school provides staff with the training and support they need to meet pupils' needs. As a result, staff are able to adapt the curriculum and provide the pastoral care that pupils need. Some pupils receive a more tailored curriculum to address their higher levels of need.

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Inclusion Expected standard

The school makes regular checks to ensure that pupils are meeting their individual targets. It consults with external agencies, such as speech and language therapists, mental health experts and specialist teachers. The school uses the expertise of these professionals to adjust the support it provides for pupils.

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Leadership and governance Expected standard

The headteacher is also the sole proprietor of the school. As such, the proprietor is actively involved in the day-to-day running of the school and is responsible for setting the school’s vision and strategic direction. The proprietor understands the school’s context well and has worked successfully with the support of other school leaders to develop the curriculum and improve teaching. Leaders monitor the implementation of the curriculum effectively. The school also works closely with a range of external agencies, who provide effective support and challenge. This support and challenge helps leaders to develop the quality of school provision.

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Leadership and governance Expected standard

Leaders are positive role models for staff. They have high expectations of staff and have established a purposeful working environment. Staff feel well supported and valued. Leaders make decisions with pupils' best interests at heart and staff show a confidence in leaders' decisions. Leaders foster a positive working culture in which staff's workload and wellbeing are prioritised. Also, many parents are positive about the school’s work in educating and caring for their children. Leaders provide staff with plenty of individual training to develop their expertise. However, staff have limited opportunities to share their ideas and develop their expertise as a staff team.

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Leadership and governance Expected standard

The proprietor has ensured that the independent school standards are met. Leaders have the capacity to ensure that the standards continue to be met over time.

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Personal development and wellbeing Expected standard

The school’s personal development offer supports pupils to develop the attributes they need for life in modern Britain. Pupils learn right from wrong and understand the principles of fundamental British values. They discuss and debate current issues. For example, in climate literacy lessons pupils discuss the impact of intensive farming on birdlife. In food technology, they discuss how food waste can be addressed. The school promotes pupils' physical and mental health through regular outdoor activities. Pupils learn about personal safety, including how to keep themselves safe online. Pupils also learn about relationships and sex education at an age-appropriate level.

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Personal development and wellbeing Expected standard

Pupils receive the pastoral support and guidance they need. Older pupils receive appropriate information and guidance about possible careers. Pupils attend national careers fairs. Guest speakers open pupils’ eyes to a wide range of jobs.

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Personal development and wellbeing Expected standard

Pupils know about a range of other faiths and cultures. They understand that being different is a human right. Pupils learn about wider society through trips and visitors. For example, they have the opportunity to visit the Houses of Parliament and travel to European cities. Pupils contribute to their local community by planting bulbs in public spaces and singing for groups of senior citizens.

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Personal development and wellbeing Expected standard

The school develops and extends pupils’ talents and interests through weekly clubs and other activities. These include the ‘anything and everything’ club, chess, strategy games and environmental clubs. Pupils' participation in these activities is high. The school's Christmas production allows pupils to showcase their talents as singers, actors, dancers, make-up artists and costume and set designers.

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Personal development and wellbeing Expected standard

Each pupil is a member of one of the school houses, ‘Respect’, ‘Truth’, ‘Honesty’ and ‘Sincerity’. Older pupils lead house activities in their roles as house captains and vice captains. The school's house system adds to pupils’ sense of belonging and introduces them to healthy competition.

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

Pupils show high levels of affection for the school. They feel like they belong in this small school because staff accept pupils for who they are. Pupils are proud to be part of such a supportive community. Pupils introduce themselves confidently and engage in conversation. They are keen to talk about their interests and learning. Pupils behave well at all times throughout the school day. At lunchtime and other social times, pupils enjoy talking with their friends and playing in the school garden. Pupils look out for one another and let staff know if they spot a classmate who needs help or needs someone to talk to.

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

Relationships between adults and pupils are deeply rooted in kindness. Pupils appreciate that staff care for them and keep them safe. The school does not tolerate any unkind behaviour or bullying. Pupils recognise that staff are there to help them to do their best, both academically and personally. Staff know pupils well. They are keenly aware of the barriers that can make it difficult for pupils to learn. Staff help pupils to overcome these barriers. Staff are ambitious that all pupils will experience success. Pupils progress steadily through the curriculum and enjoy their lessons.

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

A significant number of pupils who attend the school have previously struggled to access education. Before joining the school, some pupils have spent time out of education. Pupils recognise the difference that attending the school has made to their lives. Pupils learn well and socialise successfully with others. Many parents also appreciate the warm and welcoming learning environment the school provides. One parent’s comment sums up the views of many, ‘Brooke House is more than just a school, it’s a family.’

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Next steps

Leaders should continue to adapt and refine the curriculum so that pupils with the most significant barriers to learning can achieve consistently well. Leaders should continue to work closely with families and external agencies to improve the attendance of pupils who are persistently absent. Leaders should provide staff with more opportunities to participate with each other in professional learning activities, so that staff can share their ideas and develop their expertise as a staff team.

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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 met with the headteacher who is also the proprietor and the school manager.

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About this inspection

The chair of the proprietor body is Joy Parker.

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About this inspection

The fees currently charged range between £9,930 and £12,085.

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About this inspection

The school's email address is info@brookehouseschool.org.

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Independent school standards

Independent school standards are either met or not met for each category. The inspectors confirmed the following information about the school:

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Independent school standards

The school is an independent day school. A significant number of pupils have an education, health and care plan.

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Independent school standards

The school operates from two premises. One based at Croft Road, Cosby, Leicester, Leicestershire LE9 1SE, and the other at 31 Croft Road, Cosby, Leicester, Leicestershire LE9 1SF.

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Independent school standards

The school does not make use of alternative provision.

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Independent school standards

1. Quality of education provided Standards met

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Independent school standards

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

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Independent school standards

3. Welfare, health and safety of pupils Standards met

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Independent school standards

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

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Independent school standards

5. Premises of and accommodation at schools Standards met

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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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Pupils with special educational needs (SEN) support

6. Provision of information Standards met

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Pupils with special educational needs (SEN) support

7. Manner in which complaints are handled Standards met

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Pupils with special educational needs (SEN) support

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

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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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

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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Insufficient evidence

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Insufficient evidence

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

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