The Divergent School Harborough

The Divergent School Harborough

Address: 2 Heygate Street, Market Harborough, LE16 7JS Unique reference number (URN): 150863

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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

Typically, pupils join the school with significant gaps in their education. The school systematically identifies where these gaps exist and tailors the curriculum to ensure that they are addressed over time. The school ensures that the basic knowledge and skills pupils need are prioritised, including in reading, phonics, mathematics and handwriting. In lessons, pupils increasingly recall what they have learned previously and apply this in new learning. Pupils' work shows that they learn the curriculum at an appropriate rate and that teachers accurately identify where pupils are getting on well and where they need additional support.

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Achievement Expected standard

Overall, from their relative starting points, all pupils achieve well. They receive the support that they need to be ready for the challenges that they will face as they move on from the school.

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Attendance and behaviour Expected standard

Many pupils join the school with a history of poor attendance. Many have been out of education for prolonged periods of time. The school provides a safe, calm and welcoming environment that positively supports pupils’ attendance. Leaders keep a close eye on trends and patterns of attendance. They provide robust challenge and support when needed. As a result, pupils’ attendance increases rapidly and significantly when they join the school. The vast majority of pupils attend for the vast majority of the time. The school’s overall rates of attendance has increased incrementally since it opened. Attendance rates are high.

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Attendance and behaviour Expected standard

The school identifies pupils' needs quickly and accurately. It ensures that all staff understand these needs. It puts the right support in place. As a result, behaviour across the school is calm, orderly and respectful. In many cases, pupils show high levels of courtesy and manners. They have positive attitudes to their learning. They are eager to engage in lessons. When pupils struggle, the school provides well-tailored support that helps pupils to learn about, understand and manage their feelings and emotions. Staff apply the behaviour policy consistently.

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Curriculum and teaching Expected standard

The school has devised and implemented a curriculum that is fit for purpose. Across all subjects, it is well organised and makes clear what pupils will learn at each stage of their education. However, in some places, the curriculum does not make clear enough the precise content that pupils are expected to know and remember.

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Curriculum and teaching Expected standard

In most subjects, the school has established how it will measure and check the progress that pupils make. Teachers make good use of this to tailor the curriculum to pupils’ individual needs. However, these assessment processes are not in place for some subjects.

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Curriculum and teaching Expected standard

Teachers check pupils’ achievement closely. They quickly identify and address any gaps in pupils’ knowledge. Pupils are supported to catch up on the most important content that they have missed. They catch up quickly. Teaching staff have an astute understanding of the needs of pupils relating to special educational needs and/or disabilities. They adapt lessons expertly to accommodate these. Lessons are fun and interactive. Adults use effective questioning to probe and extend pupils’ understanding.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of teaching at their school. They ensure that all staff have the training necessary to deliver the curriculum effectively.

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Inclusion Expected standard

Pupils' needs relating to special educational needs and/or disabilities are catered for well. The school ensures that all pupils’ needs are identified and assessed quickly and accurately. As a result, the barriers that pupils face are, over time, successfully addressed.

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Inclusion Expected standard

The school takes good account of the targets in pupils’ education, health and care plans. It establishes what these should look like in the short and medium term. As a result, pupils make good steps towards these long-term goals.

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Inclusion Expected standard

The school works effectively with the full range of stakeholders, including parents and external agencies. It takes good account of the advice provided by experts. Staff training is regular and robust. Staff know how best to help with the full range of needs relating to special educational needs and/or disabilities that the school caters for.

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Inclusion Expected standard

The school provides effective support for pupils who have been looked after by the local authority.

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Inclusion Expected standard

The school is fully aware of the full range of vulnerabilities that pupils face. This includes pupils who are known to social care and/or face challenges outside school. It takes good account of these when tailoring the curriculum. Leaders have ensured that all staff understand their role in this.

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Leadership and governance Expected standard

Leaders’ intentions for pupils to be safe, feel safe, be well, learn and thrive are evident in the day-to-day life of the school. The values of compassion, respect, resilience and tolerance underpin all decisions that are taken. Pupils are put first.

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Leadership and governance Expected standard

At both school leadership and proprietor levels, leaders have a systematic approach to quality assuring the work of the school. As a result, they typically know their school well and set the right priorities for improvement. The actions they take make a positive difference. However, leaders do not always use the full range of information available to them to evaluate the impact of the school’s work. In a small number of instances, what is written in policy documents does not always match closely with what happens in practice.

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Leadership and governance Expected standard

Leaders look after their staff as well as they do their pupils. They systematically identify and address training needs. Staff's workload and wellbeing are prioritised and well considered. Parents are consistently highly positive about the school. They praise the positive impact that the school has on pupils. As one parent summed up, ‘We couldn’t ask for a better school.’

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Personal development and wellbeing Expected standard

The school’s curriculum for personal, social and health education is well organised. It provides a well-structured programme of topics, including ‘secrets beneath the surface’, ‘living in the wider world’ and ‘choices and pathways’. These set out clearly what pupils should know and remember. Pupils learn how to stay safe online and to distinguish between right and wrong. They learn about different people and places. Daily-news activities help pupils learn about and reflect on national and global issues. Pupils develop an understanding of relationships and what makes them healthy or unhealthy. They learn about fundamental British values and why they are important.

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Personal development and wellbeing Expected standard

Opportunities to develop pupils’ social, moral, spiritual and cultural understanding are woven systematically through the curriculum. Pupils take part in local community events. They learn about neurodiversity and celebrate the achievements and strengths linked to this. The school provides a wide range of enrichment activities, including arts and crafts, Lego, chess and board games. Staff respond promptly to pupils’ interests, ensuring that activities remain engaging. Pupils’ achievements are shared and celebrated, contributing to a strong sense of pride.

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Personal development and wellbeing Expected standard

Pupils benefit from a well ‑ organised life ‑ skills programme that prepares them well for life beyond school. They learn practical skills such as shopping, cooking and using public transport. The careers information and guidance programme is as equally well-organised.

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Personal development and wellbeing Expected standard

A broad range of therapeutic support is carefully tailored to individual needs. Ozzy, the school’s trainee therapy dog, is a much ‑ loved presence and supports pupils’ wellbeing.

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Personal development and wellbeing Expected standard

Outdoor learning is a valued part of school life. Pupils relish these opportunities. The daily mile of exercise in the nearby park is completed enthusiastically. The school’s allotment is impressive. Pupils have transformed a previously overgrown area into a productive, well ‑ organised space. They share the produce they grow with considerable pride.

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

From its recent opening, the school has aimed to be ‘just the right fit’, so pupils can be safe, feel safe, be well, learn and thrive. This ambition has become a reality. The school serves its pupils well. It understands their special educational needs and/or disabilities well.

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

Relationships are consistently positive. Staff know what motivates pupils. They skilfully anticipate where challenges might arise. Pupils get on well and look after each another, including routinely making each other cups of tea and/or coffee. They have positive attitudes to learning. Bullying is rare. Pupils know who to return to if they need any help or advice. Rates of attendance have dramatically improved over time. Current attendance rates are high. In lessons, there is no lost time. Pupils respond quickly to what teachers ask of them. They take turns and listen to each other. Teachers skilfully adapt the curriculum to meet the needs of all pupils. The school’s values of compassion, respect, resilience and tolerance are clear to see in the classroom, around school and when off the school site.

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

From their relative starting points, pupils achieve well. Gaps in their learning are quickly identified and addressed.

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

Pupils’ personal development is prioritised. Pupils benefit from a range of activities that contribute to their development. Pupils are proud of the work that they undertake on the allotment; they take very good care of it. They talk proudly about the fish, fruit and vegetables that they nurture. The daily-news activities help them to learn about people and events across the word. The ‘mile’ that they complete daily helps them to understand the importance of physical health. Participation in local-community events provides a sense of belonging.

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

Pupils benefit from a broad range of therapeutic services. Ozzy, the trainee therapy dog, plays an important role.

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Next steps

The school should ensure that the curriculum, across all subjects, makes clear the most important content that pupils are expected to know and remember. Leaders should complete their work in identifying how pupils’ achievement will be gauged and measured across all subjects. Leaders should ensure that they use the full range of information available to them to evaluate the impact that the school’s work has on pupils over time. Leaders should ensure that written polices and practice match closely and consistently.

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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 headteacher, groups of staff and pupils and the chair of the proprietor body.

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About this inspection

The inspectors confirmed the following information about the school:

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Independent school standards

Independent school standards are either met or not met for each category. The school is a special school that provides education for pupils aged 11 to 16 years. All pupils have an education, health and care plan for a range of special educational needs and/or disabilities, including autism and social, emotional and mental health difficulties.

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Independent school standards

The school does not use any alternative providers.

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Independent school standards

The school is located at 2 Heygate Street, Market Harborough LE16 7JS. The school’s second site is located at 7 Ashley Court, Shropshire Place, Market Harborough, Leicestershire LE16 7NZ.

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Independent school standards

The school’s email address is: charlie.smith@thedivergentschoolharborough.com

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Independent school standards

The fees currently charged are from £42,900 to £46,500

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Independent school standards

This was 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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Independent school standards

4. Suitability of staff, supply staff, and proprietors 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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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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