Eton Dorney Independent Therapeutic School

Eton Dorney Independent Therapeutic School

Address: 34 Lake End Road, Dorney, Berkshire, SL4 6QS Unique reference number (URN): 145298

p.1

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.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Pupils achieve very well across the school and are increasingly well prepared for the next stage of their education. Leaders have developed a curriculum that prioritises strong development of foundational knowledge and skills. Provision for reading is sharp and well structured, enabling pupils to strengthen their literacy and access learning more confidently across subjects. This benefits all pupils and particularly those with special educational needs and/or disabilities and those who are disadvantaged. As a result, gaps in pupils’ knowledge are closing over time.

p.2

Achievement Strong standard

Preparation for moving between key stages is excellent. Pupils moving from key stage 2 to key stage 3, and from key stage 4 into further education or training, are supported very effectively to develop the knowledge, qualifications and confidence they need for aspirational next steps. Outcomes for older pupils demonstrate increasing ambition. Over the past two years, leaders have broadened the curriculum to include a wider range of vocational and examination courses, enabling more pupils to achieve meaningful qualifications, such as higher levels in arts awards and a range of life skills courses.

p.2

Attendance and behaviour Strong standard

Leaders have secured strong improvements in attendance, particularly for the most vulnerable pupils. Through rigorous monitoring and swift intervention, staff identify patterns of absence early and work closely with families to remove barriers to regular attendance. Targeted support, including pastoral guidance and external agency involvement, has helped pupils who previously struggled to attend school consistently. As a result, attendance for disadvantaged pupils and those with additional needs has risen significantly and continues to improve. Pupils understand the importance of attending school regularly and value the support they receive. Leaders’ determined and systematic approach ensures that high expectations for attendance are embedded across the school community.

p.2

Attendance and behaviour Strong standard

Behaviour across the school is very positive and improving, particularly for the most vulnerable pupils. Leaders have established high expectations that are understood and consistently applied by staff. Excellent pastoral care and warm, respectful relationships help pupils feel safe, valued and ready to learn. Staff know pupils well and provide timely support when challenges arise. As a result, pupils who previously struggled with behaviour now engage more positively in lessons and around the school. The school’s clear routines and nurturing approach foster a strong sense of belonging. Pupils respond well to this supportive environment and demonstrate increasing self-regulation, respect for others and pride in their school.

p.2

Curriculum and teaching Strong standard

Leaders have designed and implemented a highly ambitious curriculum that is sharply focused on enabling pupils with special educational needs and/or disabilities (SEND) to thrive both academically and personally. Since the last inspection, the curriculum has been skilfully sequenced and adapted so that pupils build knowledge and skills over time while overcoming barriers to learning and wellbeing. Leaders ensure that staff have a deep understanding of pupils’ individual needs and use this knowledge to shape teaching, resources and support with precision.

p.2

Curriculum and teaching Strong standard

Teachers deliver the curriculum with expertise and clarity. They routinely adapt their teaching so that pupils with SEND access the same ambitious learning as their peers. Staff use a range of effective strategies, including explicit modelling, carefully structured scaffolding and targeted questioning, to secure pupils’ understanding. As a result, pupils develop confidence, independence and resilience as learners.

p.3

Curriculum and teaching Strong standard

Leaders use assessment purposefully to identify pupils’ starting points and to monitor progress closely. Teachers respond swiftly to any emerging gaps in knowledge or understanding and adjust teaching accordingly. This ensures that pupils with SEND make strong progress through the curriculum and develop secure foundations for future learning. Highly adaptive teaching of the carefully-constructed curriculum enables pupils with SEND to flourish.

p.3

Inclusion Strong standard

Support for pupils with special educational needs and/or disabilities is highly effective and underpinned by precise identification and assessment of individual need. All pupils have education, health and care plans. Leaders ensure that pupils’ needs are clearly understood through robust assessment, careful baseline information and ongoing review. Particular attention is given to pupils who are disadvantaged and those who have been known to children’s social care. As a result, provision is sharply aligned to pupils’ individual outcomes and pupils make tangible progress towards their personalised targets.

p.3

Inclusion Strong standard

Leaders work strategically to reduce barriers to learning and wellbeing. Through thoughtful adjustments, targeted therapeutic support and highly inclusive classroom practice, staff support pupils to engage successfully in learning. Staff demonstrate expertise in supporting pupils with significant social, emotional and mental health needs. Staff receive frequent high-quality professional development to continually strengthen their work to help pupils. Classrooms are calm and purposeful, helping pupils to feel safe, valued and ready to learn.

p.3

Inclusion Strong standard

Leaders closely monitor pupils’ progress and review the impact of support closely. Detailed tracking and frequent reviews enable staff to adapt provision in response to pupils’ changing needs. Proprietors and leaders invest funding to constantly offer wider opportunities to help disadvantaged pupils to thrive.

p.3

Leadership and governance Strong standard

Leaders, proprietors and those responsible for governance have driven strong improvement since the last inspection. They have led curriculum development impressively to ensure that pupils now experience excellent opportunities to grow academically and personally. Leaders and proprietors manage resources and finances to enhance opportunities for all. This helps pupils to conquer barriers to wellbeing when pupils restart their educational journeys in this deeply caring and ambitious school. Frequent professional development ensures that staff are expertly trained and highly supported in their work. Governance is fulfilled by an education committee, which harnesses expertise and rigour to provide highly effective support and challenge. Members challenge and support leaders through informed questioning, careful review of data and policies, and systematic monitoring of outcomes for pupils. Leaders at all levels are sharply focused on the right priorities, with

p.3

Leadership and governance Strong standard

the pupils of this special school closely at the heart of every decision. Leaders are visible, dedicated role models who demonstrate high expectations for staff and pupils. A strong moral purpose underpins leaders’ work.

p.4

Leadership and governance Strong standard

Proprietors know the school deeply and show high aspiration to transform pupils’ lives. They ensure that equality, safeguarding and inclusion are now consistently strong. Leaders, proprietors and the education committee show unwavering commitment to deliver transformational learning and wellbeing opportunities for pupils with special educational needs and/or disabilities and those who are disadvantaged or have been known to children’s social care. This strong leadership and governance structure ensures that high standards are maintained, statutory obligations are robustly met, and that the school continues to provide a safe, successful and high-quality educational environment.

p.4

Personal development and wellbeing Strong standard

The school places a strong emphasis on pupils’ personal development and wellbeing. Leaders have established a highly inclusive culture where every pupil is known, valued and supported to succeed. Excellent pastoral care is at the heart of the school. Staff build warm, trusting relationships with pupils and families, ensuring that support is responsive and carefully tailored to individual needs. As a result, pupils feel safe, respected and confident to seek help when needed.

p.4

Personal development and wellbeing Strong standard

The school prepares pupils impressively for adulthood and future life. A well-developed careers programme ensures that pupils experience work experience and training opportunities that build their aspirations for the future. Visitors come to the school to inspire pupils about future jobs. Well-designed personal, social health and economic education and sex and relationships education equip pupils well for life in British society. Provision for mental health and emotional wellbeing is particularly impressive. Leaders have implemented a well-coordinated programme of support that enables pupils to develop resilience, self- confidence and positive strategies for managing challenges. Pupils benefit from a range of opportunities to talk about their feelings, reflect on their experiences and develop a strong understanding of how to maintain their wellbeing. Art therapy is proving particularly effective to help pupils who have experienced trauma in the past.

p.4

Personal development and wellbeing Strong standard

The school’s highly inclusive community helps pupils develop a strong sense of belonging. Differences are celebrated and pupils learn to respect and value one another. Through assemblies, enrichment opportunities and wider school experiences, pupils develop confidence, empathy and a clear understanding of how to contribute positively to their community and beyond. Opportunities in coaching, football, rugby, boxing, horse riding and working with pupils from other special schools enrich character development and build pupils’ confidence and collaboration. Leaders and proprietors enrich pupils' lives further with extensive trips to venues such as museums and activity centres. Visits to places of worship across a range of faiths further enrich pupils' spiritual awareness.

p.4

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

Pupils are friendly, polite and welcoming at this deeply caring and aspirational school. Values of nurturing, self-belief, kindness and compassion underpin high expectations and warm relationships. Pupils feel safe and highly supported. Expectations are consistently clear and the school is an oasis of calm, offering a nurturing platform for pupils to manage their emotions and access learning. Behaviour across the school is strong and improving, particularly for the most vulnerable pupils. Leaders have established high expectations that are understood and consistently applied by staff. Excellent pastoral care and warm, respectful relationships help pupils to feel safe, valued and ready to learn. Pupils are not concerned about bullying because leaders address any worries swiftly and robustly.

p.5

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

Pupils achieve well here. They develop vital reading, writing, mathematics and communication skills alongside an increasing range of formal qualifications including GCSEs, BTEC National Diplomas and Arts awards. Leaders and proprietors ensure that the curriculum provides impressive preparation for future living. From gardening to shopping to cooking, pupils learn independence, resilience and confidence to look after themselves in the modern world. Pupils thrive in this school with excellent personal development opportunities. They develop workplace skills and knowledge through links with employers and high-quality careers guidance. Pupils embrace world faiths and celebrate diversity as a result of strong personal, social, health and economic education.

p.5

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

The school provides targeted support, including pastoral guidance and external agency involvement, to help pupils to attend school consistently. This is particularly transformational for pupils who have been out of education for extended periods of time or struggled to attend previous schools. As a result, attendance for disadvantaged pupils and those with additional needs has risen significantly and continues to improve. Pupils told inspectors that this school has given them a second chance and helped them to believe in themselves.

p.5

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.

p.5

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.5

About this inspection

Inspectors spoke with the headteacher, deputy headteacher, leaders, teachers, support staff, proprietors and those responsible for governance during the inspection.

p.5

About this inspection

The inspectors confirmed the following information about the school:

p.5

About this inspection

The current headteacher and deputy headteacher started their posts in September 2024. The headteacher was previously deputy headteacher. The previous headteacher is now executive headteacher.

p.5

Independent school standards

Independent school standards are either met or not met for each category. The school is registered to admit 50 pupils. There are currently 40 pupils on roll.

p.6

Independent school standards

Every pupil has an education, health and care plan. All pupils are placed at the school from local authorities. Pupils' all have social, emotional and mental health (SEMH) needs. Some pupils have other learning needs and many have missed extended periods of time in school before joining.

p.6

Independent school standards

The school currently uses one registered alternative provision.

p.6

Independent school standards

The school operates from Eton Dorney Independent Therapeutic School, Lake End Road, Dorney SL4 6QS. Pupils attend additional provision called ‘Exceed’ which is situated at Woodland Farm, Oare, Hermitage, Thatcham, Berkshire RG18 9SG. This is overseen by the same proprietor.

p.6

Independent school standards

The proprietor body is Calcot Services for Children (Education) Ltd. The chair of the proprietor body is Harvinder Singh.

p.6

Independent school standards

The annual fees are £56,306.25 per year.

p.6

Independent school standards

The email address for the school is etondorneyschool@csfc.co.uk

p.6

Independent school standards

1. Quality of education provided Standards met

p.6

Independent school standards

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

p.6

Independent school standards

3. Welfare, health and safety of pupils Standards met

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Facts and figures used on inspection

This data is from 10 March 2026 4. Suitability of staff, supply staff, and proprietors Standards met

p.7

Facts and figures used on inspection

5. Premises of and accommodation at schools Standards met

p.7

Facts and figures used on inspection

6. Provision of information Standards met

p.7

Facts and figures used on inspection

7. Manner in which complaints are handled Standards met

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.8

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.9

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.

p.9

Insufficient evidence

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 .

p.9

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 .

p.9

Insufficient evidence

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Insufficient evidence

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

p.9