Hawley Woods School

Hawley Woods School

Address: Fernhill Road, Blackwater, Camberley, Hampshire, GU17 9HU Unique reference number (URN): 150808

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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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Attendance and behaviour Strong standard

The school has made notable improvements in pupils' attendance. Many pupils have records of very low attendance in education prior to joining the school. Now, they attend school regularly and with enthusiasm. This is because leaders promote the importance of high attendance through careful and rigorous planning. For example, prior to pupils joining the school leaders liaise closely with pupils and their families. The school identifies precisely pupils' individual barriers to positive attendance. In discussion with pupils and families, the school also determines actions to address and overcome these barriers to attending school. This bespoke approach helps pupils to improve their attendance quickly.

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Attendance and behaviour Strong standard

Pupils behave very well. They are respectful and kind. Leaders know pupils and their individual needs well. Staff manage pupils' behaviour effectively. The school's calm and focused environment supports pupils to flourish. Pupils respond well and participate enthusiastically in lessons. They clearly understand the school's high expectations for behaviour and follow these expectations consistently well. Pupils learn how to listen. This helps them form secure social relationships with their peers. As a result, unkindness, bullying and other types of prejudicial behaviour are rare. However, when such incidents occur, leaders ensure that they are dealt with effectively.

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Achievement Expected standard

Generally, pupils achieve well. In most subjects, pupils make appropriate progress through the curriculum. Over time, they learn and remember more. Pupils enjoy talking about what they know and they do this with confidence. On the whole, pupils learn the knowledge and skills they need to be ready for their next steps. In addition, the school ensures that pupils' education, health and care plans inform pupils' individual therapy curriculum. The school's well-informed approach to meeting pupils' therapeutic needs contributes effectively to pupils' progress and achievement.

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Achievement Expected standard

Leaders prioritise pupils’ learning of communication, reading and mathematics. Generally, staff use strategies that enable pupils to develop their understanding well and to close gaps in learning quickly. Pupils develop their knowledge and understanding particularly well in reading and spoken communication. Pupils receiving additional support to read make tangible progress to catch up quickly.

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Curriculum and teaching Expected standard

Leaders have developed a carefully considered curriculum designed to meet the specific needs of its pupils. Leaders have a clear understanding of where the curriculum is working well and where it needs improving. For most subjects, the curriculum is well sequenced, identifying clearly what pupils need to learn and when they need to learn it. However, in a few subjects the curriculum sequence does not enable pupils to learn the knowledge and skills they need for their next steps securely enough. For example, in some subjects at key stage 3, pupils do not learn subject specific skills in sufficient detail to prepare them for their learning at key stage 4.

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Curriculum and teaching Expected standard

Generally, staff have the subject knowledge they need to support pupils' learning effectively. For example, pupils often benefit from careful explanations and opportunities to revisit previous learning. Staff make regular checks on pupils’ understanding and use this knowledge to help pupils move on to new learning. However, sometimes pupils' work does not enable them to learn the curriculum as securely as they could. When this is the case, the work does not consistently meets their needs, including the needs outlined in their education, health and care plans.

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Curriculum and teaching Expected standard

The school prioritises the development of pupils' basic English and mathematics knowledge. Well-trained staff deliver phonics well, particularly to those pupils at the earliest stages of learning to read. Pupils also learn to explain their thinking effectively. In addition, pupils have ample opportunities to learn and practise important number facts and mathematics skills.

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Inclusion Expected standard

Right from the very start, leaders make every effort to get to know pupils' individual needs well. They do this through the systematic use of a range of carefully devised systems and processes. Leaders ensure that staff know and understand pupils' individual needs swiftly and accurately. They provide staff with the training they require to meet pupils' needs. Generally, leaders use pupils' education, health and care plan targets effectively as a focus for pupils' individual therapy and learning programmes. Mostly, pupils receive appropriate support that reduces their barriers to learning successfully. For example, an expert therapy team provides carefully tailored programmes that support pupils' needs well. However, occasionally leaders do not check the quality of pupils' learning targets and the tasks set to achieve these targets as well as they could. When this happens, staff do not receive appropriate guidance about how to support pupils' learning most effectively.

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Inclusion Expected standard

Generally, appropriate adaptations and support ensure that pupils benefit from the school's provision. Classrooms provide calm, clear spaces for pupils to learn, including individual workspaces and sensory rooms for those pupils who need them. The school makes appropriate use of external support services when necessary. Leaders maintain close relationships with parents and carers to ensure they are well informed about their child's progress.

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Leadership and governance Expected standard

The proprietor and school leaders have a clear and ambitious vision for the school. They work closely together to develop an environment in which pupils can succeed. Leaders generally have a clear understanding of what they need to do to improve the school further. The proprietor works closely with leaders to improve the school's provision, providing appropriate challenge and support. Leaders prioritise meeting pupils' needs and preparing pupils well for their next steps and for adulthood. Leaders have worked hard to establish systems, processes and a curriculum to support their aims. Pupils benefit from high-quality school premises that meet all the requirements of the independent school standards (the standards). The proprietor maintains appropriate oversight of the school's premises and provides effective support in ensuring that the standards continue to be met.

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Leadership and governance Expected standard

Leaders have established a positive learning culture for staff. Staff feel valued and well supported, including with regard to their workload. Leaders have also established a carefully considered staff induction process and a programme for ongoing professional development. Staff enjoy professional learning that gives them the knowledge and skills that they need to do their jobs well. They gain appropriate training in effective teaching and how to meet pupils' individual needs. Staff understand the school's expectations of them. Staff show a commitment to do their very best for the pupils in their care.

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Personal development and wellbeing Expected standard

The school supports pupils' personal development and wellbeing effectively. Leaders ensure that pupils learn about relationships, health and sex education, as required by law. Pupils learn about these aspects in an age-appropriate way that meets their specific additional needs. Pupils confidently explain the features of healthy relationships and how to be a good friend. They are prepared well for life in modern Britain. For example, pupils learn how to be tolerant of others and to treat people with respect. They also know how to keep themselves safe, particularly when online.

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Personal development and wellbeing Expected standard

Developing pupils' social skills is a priority. Informed by a clear understanding of pupils' needs, staff implement a rigorous and successful approach to developing pupils' social skills in key stage 3. However, the approach to developing social skills in younger pupils in key stage 2 is not as well established.

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Personal development and wellbeing Expected standard

The school provides a range of opportunities to enrich and enhance pupils' learning. Pupils enjoy visits to places of interest, such as local museums and the library. Through the 'life skills curriculum', pupils also learn important knowledge that prepares them for life beyond school and successful adulthood. Pupils benefit from a range of leadership opportunities that instil a sense of belonging and community responsibility. Leaders are keen that all pupils have the opportunity to take on a leadership role during their time at the school. Pupils value the part they play in helping to improve their school. For example, pupils are proud that they helped leaders to make extra-curricular clubs more accessible.

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Personal development and wellbeing Expected standard

The school has a carefully considered careers programme for pupils in key stage 3. This includes working with an external independent provider to help pupils understand the career opportunities available to them. Leaders know that they need to ensure an appropriate careers programme is in place as pupils move into key stage 4.

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

Pupils are very happy at this school. Pupils benefit greatly from a caring, respectful community that understands their needs well. Personalised approaches to meeting pupils’ needs ensure that they feel safe and secure. This enables pupils to rise to the school's high aspirations for their education. Most pupils attend school regularly, settle to learning quickly and achieve well.

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

Staff act with kindness and courtesy towards pupils, taking time to get to know each pupil individually. Staff use their knowledge of pupils thoughtfully to help them with their behaviour around the school. As a result, pupils feel listened to and understood. Pupils behave very well. They manage their emotions with confidence. Pupils show high levels of respect to each other and to staff. Bullying is rare. When it happens, it is dealt with effectively. Pupils know that staff will address any unkind behaviour. Pupils are assured that they have trusted adults in school to help with any worries or concerns.

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

The school enriches pupils' learning in several ways. For example, the thoughtful 'life skills curriculum' enables pupils to learn the knowledge and skills that they need to prepare them for adulthood and life in modern Britain. Skills that pupils learn include how to plan and cook a meal, how to carry out important domestic tasks and how to navigate public transport. In addition, the school provides many opportunities to support pupils' wellbeing and mental health. For example, pupils enjoy exploring the school's extensive grounds. They have many opportunities to play outdoors. This enables them to keep fit and healthy and learn about the natural world. Furthermore, pupils' social, emotional and mental health is positively supported through their learning about animal care, such as the newly hatched chicks, which they find very exciting.

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Next steps

Leaders should ensure they consistently check the quality of pupils' learning targets and the tasks set so that staff receive appropriate guidance about how to support pupils' learning most effectively. Leaders should ensure that the curriculum is sequenced coherently in all subjects, so that pupils can build an appropriate body of knowledge and skills as they move through the school. Leaders should ensure that teaching consistently meets the needs of pupils, including the needs outlined in their education, health and care plans, so that pupils can achieve consistently well from their individual starting points. Leaders should ensure the approach to developing social skills in younger pupils in key stage 2 is implemented as rigorously as seen in key stage 3, so that these pupils can successfully develop their social skills to support their future learning and life in modern Britain.

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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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Independent school standards

Independent school standards are either met or not met for each category. 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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Independent school standards

Inspectors spoke with the head teacher, other senior leaders and a representative from the proprietor body during the inspection.

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Independent school standards

The name of the chair of the proprietor body is Paul Brosnan

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Independent school standards

The school's email address is hawleywoods@kedlestongroup.com

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Independent school standards

The inspectors confirmed the following information about the school:

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Independent school standards

This school caters for pupils with a diagnosis of autism. All pupils at this school have an education, health and care plan.

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Independent school standards

The school currently uses no alternative provision.

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Independent school standards

The school operates from one site. The school's address is Fernhill Road, Blackwater, Camberley, Hampshire GU17 9HU.

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Independent school standards

The school was registered with the DfE in September 2024. This is the school's first standard inspection.

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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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. All standards have been met.

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Facts and figures used on inspection

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

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Facts and figures used on inspection

5. Premises of and accommodation at schools Standards met

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Facts and figures used on inspection

6. Provision of information Standards met

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Facts and figures used on inspection

7. Manner in which complaints are handled Standards met

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Facts and figures used on inspection

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

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Facts and figures used on inspection

All standards have been met. This data is from 10 February 2026

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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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