Wolfdale School

Wolfdale School

Address: CROPSTON ROAD, ANSTEY, LEICESTER, LEICESTERSHIRE, LE7 7BP Unique reference number (URN): 142659

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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

Many pupils arrive at Wolfdale having missed a lot of education or have found school difficult in the past. Staff help them settle quickly. Pupils begin to make real progress from their starting points. Trusting relationships, predictable routines and therapeutic support help pupils feel safe. This helps them to be confident and ready to learn. In lessons, pupils remember what they have been taught. Teachers use effective questions to check how well pupils are remembering the learning.

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Achievement Expected standard

Pupils appreciate how staff help them catch up step by step. Reading improves quickly because pupils read often. Pupils are proud of how much better they can read. Some pupils find writing and communicating their ideas tricky. This is usually because of gaps in earlier learning. Leaders keep a close eye on progress and put support in place when needed. Older pupils gain meaningful qualifications, and most move successfully into college or training.

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Attendance and behaviour Expected standard

Leaders strive to improve pupils' attendance. This is important, especially since many start with low rates or having had long breaks from school. Staff build caring relationships with pupils and families. This helps pupils feel confident about coming into school each day. Leaders check attendance trends and review patterns often so they can step in quickly if a pupil begins to struggle. They use personalised plans, supportive conversations and gradual transition timetables. These help pupils increase their time in school safely. As a result, many pupils who previously did not attend school regularly now come to school far more often.

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Attendance and behaviour Expected standard

Pupils behave with increasing confidence as they settle into school routines. Pupils appreciate the rewards for positive behaviour. Staff notice early signs of worry and step in with steady reassurance and interventions to help pupils to reset and return to learning. Many pupils arrive with significant behaviour needs. However, this improves as relationships strengthen and expectations stay consistent. The clinical team support staff to understand pupils' needs and put in well-considered support. This includes appropriate and carefully chosen alternative provision to help pupils re-engage with learning. Pupils say they feel understood, supported and proud of the progress they make.

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Curriculum and teaching Expected standard

Leaders think carefully about how they design the curriculum. They use pupils’ education, health and care plans, assessments and what they know about each child to create learning pathways that are right for them. The curriculum is broad and well organised, helping pupils build their knowledge step by step. Leaders adapt it so that it meets pupils’ academic needs as well as their social and emotional needs.

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Curriculum and teaching Expected standard

Reading is a daily priority. Leaders ensure that any pupil, regardless of age, who is at the early stages of learning to read does so through a systematic and clear approach. Those who need extra help receive targeted support to help them to grow in confidence in their ability to read. Secondary ‑ age pupils receive support to secure any gaps in their foundational knowledge in reading, writing and mathematics. A few pupils are less positive about writing.

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Curriculum and teaching Expected standard

Staff are trained well to support pupils with special educational needs and/or disabilities. They also receive development to help them teach the curriculum effectively. Most lessons are purposeful and engaging. Occasionally, staff do not have sufficient subject expertise to deliver the curriculum consistently well. This slows learning and pupils do not deepen their understanding of the subject.

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Inclusion Expected standard

Staff take time to really understand each pupil and what they need. They know pupils well and use key ‑ worker systems, daily check s, who have additional needs or who receive support from social care. Leaders remove barriers by providing the right support. This includes visual checklists, speech ‑ to ‑ text tools, sensory breaks and personalised timetables. Therapeutic support is built into the school day so pupils can manage their emotions and stay engaged in learning.

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Inclusion Expected standard

Leaders keep a close eye on pupils’ progress to see what is working and to change support quickly if needed. Staff are trained well in how to support pupils with additional needs and how to teach the school’s curriculum effectively. Leaders work closely with families, social workers and other professionals to make sure that support is joined up and funding is used well. Pupils known to children’s social care receive well ‑ coordinated support. When the school uses alternative provision, it is done safely and with a clear purpose. It helps pupils prepare for their next steps in education, training or employment.

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Leadership and governance Expected standard

The proprietor leads the school with a strong moral purpose. They keep pupils’ needs at the centre of every decision. The proprietor works closely with leaders to understand the school’s strengths and to identify the areas that need further development. Together, they check important information regularly. This includes safeguarding, attendance, behaviour and the curriculum. As a result, they build an accurate picture of what is working well and where pupils may need extra support. Some of these monitoring systems are new. Leaders are refining how they use them so that the information gathered is precise, consistent and helps move the school forward.

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Leadership and governance Expected standard

Staff benefit from a wide range of training. This includes in the curriculum, therapeutic approaches and safeguarding. Leaders and the proprietor invest in staff development. Several leaders are completing national qualifications to deepen their expertise. Staff say they feel valued and supported. Workload is considered carefully. These actions contribute to a stable and positive working environment, where staff can focus on meeting pupils’ needs.

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Leadership and governance Expected standard

Parents and carers are generally positive about the school’s work. Leaders help families understand the support available to them. They guide parents and carers through statutory processes, such as annual review cycles. The proprietor and leaders consider parents’ views carefully. They use them to strengthen communication and provision where needed. Through this combined approach, the proprietor ensures that the school continues to develop its practice, meets requirements and places pupils’ wellbeing, safety and progress at the heart of its work.

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Personal development and wellbeing Expected standard

Leaders provide a well ‑ planned personal development programme. It meets pupils’ needs and supports their spiritual, moral, social and cultural development. Pupils learn to reflect on their own feelings and experiences. They think about right and wrong in a way that makes sense to them. In lessons, such as religious education and personal social and health education, staff encourage pupils to listen to different viewpoints. Pupils are expected to respect other people’s values. They also learn fundamental British values, including respect and tolerance. They talk about issues, such as friendships, fairness and keeping themselves safe. Pupils take part in activities that build cooperation and confidence. This includes creative arts, sports and community visits. These experiences help pupils learn how to work with others. They learn to solve disagreements and understand that people have different backgrounds and beliefs.

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Personal development and wellbeing Expected standard

Staff know pupils very well. They tailor personal development activities to individual needs. For example, some pupils learn how to walk safely on a footpath or ride a bike. Others practise strategies to manage their emotions or build independence. The personal development curriculum is taught sensitively. It includes clear lessons on consent, healthy relationships and risks online and offline. Leaders make sure disadvantaged pupils, those with special educational needs and/or disabilities and pupils known to social care receive the right support. Pupils do not miss important lessons that will prepare them for the wider world. They, alongside their peers, receive bespoke lessons. This includes travel planning and learning how to make healthy meals.

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Personal development and wellbeing Expected standard

Older pupils receive strong careers guidance. They explore their strengths and interests early. Pupils take part in college visits and work experience. They complete vocational qualifications that help them prepare confidently for adulthood. Pupils say trusted adults, clear routines and supportive activities help. These things help them grow in independence, resilience and ambition.

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

Pupils feel safe and well supported at Wolfdale School. Many arrive having had disrupted education or difficult past experiences. They quickly learn that adults listen to them and understand their needs. Pupils say they have trusted adults, who help them manage their emotions and describe the school as a place where their feelings are understood. This helps them settle, feel ready to learn and grow in confidence. They say that the school is friendly and that any worries are dealt with quickly. Pupils explain that they ‘fit’ here and can be themselves, giving them a strong sense of identity and belonging that they did not have before. Many look forward to visits from the emotional support dogs, which help them relax, regulate and settle to their work. Pupils enjoy learning. They are proud of the progress they make in reading, and daily practise builds their confidence. They like learning new things and working with friends,

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

which helps them develop independence, teamwork and resilience. From their starting points, pupils become more confident learners. They develop positive learning habits, attend more regularly and begin to take pride in what they can achieve. Pupils learn how to be respectful and responsible members of their community. The school’s vocational offer gives pupils meaningful experiences of the workplace and helps them understand responsibility, teamwork and preparation for life in modern Britain.

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

Around school, pupils move with confidence and purpose. They understand behaviour expectations and say staff are fair and consistent. They learn about friendships, kindness, healthy relationships and online safety. Bullying is rare, and pupils say that staff respond swiftly and effectively if it happens. Pupils enjoy sport, outdoor areas, calm spaces and time with friends. Older pupils value the extra responsibility they have at lunchtime and say they feel more confident since joining the school.

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Next steps

Leaders should further refine their systems and analysis for school performance, so that the proprietor can continue to sharpen its understanding of the effectiveness of the school. Leaders should continue to strengthen teachers’ subject knowledge so the curriculum is delivered consistently well in all subjects and across all key stages. Leaders should enable pupils to develop greater confidence and enjoyment in writing by ensuring staff identify and address gaps in pupils’ foundational knowledge, so that pupils can apply the knowledge and skills they are taught with increasing independence.

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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 spoke with the proprietor, principal, heads of school and several other senior school leaders. The lead inspector checked the school premises for compliance across the 3 school sites. Inspectors visited lessons across all the sites, spoke to pupils and staff and reviewed school documents, including those related to health and safety, safeguarding, school development, attendance and behaviour.

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About this inspection

Pupils attending the school have behavioural needs or social, emotional or mental health needs. Many have a diagnosis of autism spectrum disorder. All pupils have an education,

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Independent school standards

Independent school standards are either met or not met for each category. health and care plan. All places at the school are commissioned by the local authority. Some pupils are in the care of the local authority.

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Independent school standards

The school uses 5 unregistered alternative providers and one registered provider.

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Independent school standards

The school no longer uses the premises at 10–12 Victoria Road North, Leicester LE4 5EX and Lodge Farm, Broad Lane, Markfield LE67 9BT. It has acquired a new site at Engine Block, No. 1 The Sidings, Merry Lees Road, Desford, Leicester LE9 9FE. This site is used for the vocational curriculum offer. No pupil attends this site full time. The school continues to use the site at Ratby Sports Club, Ratby, Leicester LE6 0JN for some secondary-age pupils.

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Independent school standards

The proprietor body is Wolfdale School Limited. The chair of the proprietor body is Gemma Thompson.

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Independent school standards

The fees currently charged are £60,000 to £100,000.

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Independent school standards

The school's email address is office@wolfdaleschool.leics.sch.uk

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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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Lead inspector:

Shaheen Hussain, His Majesty's Inspector

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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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Total pupils

5. Premises of and accommodation at schools Standards met

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Total pupils

6. Provision of information Standards met

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Total pupils

7. Manner in which complaints are handled Standards met

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Total pupils

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. 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

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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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