Grove Road School

Grove Road School

Address: 36-46 Grove Road, Sutton, SM1 1BT Unique reference number (URN): 150751

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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

The school checks pupils' individual needs carefully through, for example, one-to-one assessments. This helps staff to understand each pupil's starting point and plan learning that suits them. Pupils make steady progress academically, socially and in how they take part in lessons. This happens because staff set tasks that match pupils' needs, build their confidence and celebrate their successes. Teachers generally adapt learning well, and pupils' work shows appropriate challenge and helpful support. Pupils grow in independence, and staff monitor progress closely, making changes when needed. Staff use clear systems to spot gaps. Some pupils make rapid progress, although a few pupils still struggle to remember earlier learning. Reading remains a priority, and pupils take part positively in daily routines and targeted support.

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Achievement Expected standard

Well-planned assessment and tailored teaching help pupils to grow in knowledge and participation. Staff guide pupils carefully so they can take qualifications that suit their abilities and future plans. Overall, the school helps pupils prepare well for future learning and work.

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Attendance and behaviour Expected standard

Leaders encourage regular attendance by using clear routines and giving each pupil the support that they need. Staff record attendance accurately. Staff know pupils and their families well. They spot challenges early and take action straight away. Staff use strategies such as tailored plans, home visits and phased returns to help pupils get back into school. Part-time timetables are rare, short term and checked often. Leaders' work is making a lasting difference.

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Attendance and behaviour Expected standard

Behaviour around the school is calm and respectful. Pupils settle quickly because they know what is expected. Staff use simple, personalised behaviour plans to guide pupils. When a pupil becomes overwhelmed and struggles to cope, staff step in quickly. Staff use well- practised strategies to reduce anxiety and help pupils to feel safe. They stay settled and ready to learn, showing that the school's approach is working. Staff deal with bullying or unkind language immediately and use restorative conversations to resolve situations. Strong relationships and staff vigilance help pupils feel safe and supported. This approach has led to far fewer physical intervention incidents and exclusions this year. When pupils attend alternative provision, the school checks regularly to make sure it is suitable and safe.

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Curriculum and teaching Expected standard

Pupils follow a suitably broad curriculum with different pathways so they can learn at a level that matches their needs and interests. Leaders' work to check and improve the quality of the curriculum and teaching is generally timely and effective.

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Curriculum and teaching Expected standard

Staff identify pupils' skills carefully when they join the school. They use this information well to plan learning that builds steadily over time. Staff know pupils well and usually adapt tasks so everyone can take part. As a result, pupils experience a personalised curriculum that helps them grow in confidence and remember more of what they learn. Staff place strong focus on developing pupils' early reading, writing and mathematics. A range of approaches, such as daily routines, phonics sessions and regular practice, help pupils strengthen these key skills. Pupils enjoy reading and take part enthusiastically in small-group sessions and activities, such as library visits and bookshop workshops. Writing sessions help them to improve their grammar, punctuation and fluency.

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Curriculum and teaching Expected standard

Most teaching sets out learning into clear steps which pupils can follow. It checks understanding and gives pupils time to explain their thinking. Pupils especially benefit when staff revisit previous learning and introduce key words clearly. Occasionally, teaching does not include these positive features. When this happens, expectations of pupils are unclear and teaching misses opportunities to check understanding, which reduces pupils' progress. Nevertheless, even with these occasional inconsistencies, teaching enables pupils to make steady progress from their starting points.

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Inclusion Expected standard

Leaders manage admissions carefully and make sure that each pupil's move into school is calm and personalised. In the first few weeks, they check each pupil's needs closely, including in relation to speech, language, emotional wellbeing and mental health. Staff use this information well. They take time to understand each pupil's strengths and difficulties. Staff use what they learn to plan support and shape learning in a way that typically works well for the pupil as an individual. Relationships between pupils and adults are a clear strength. Staff know pupils well and work together to meet pupils' emotional, social and learning needs. As a result, pupils grow in confidence and feel safe to share their thoughts and worries. Pupils also help shape their own timetables and activities, which gives them a sense of responsibility and ownership.

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Inclusion Expected standard

Ongoing training has improved staff skills and confidence in adapting what they teach. For example, staff use simple and typically effective strategies to help pupils to build their reading, writing and mathematics skills. Targeted teaching, therapeutic support and personalised activities help pupils manage their emotions, become more independent and enjoy learning. Leaders and staff create a nurturing, supportive environment, usually checking appropriately that support makes a positive difference to pupils' learning and development. The school's approach helps all pupils to feel safe, make steady progress and develop a positive view of their future.

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Leadership and governance Expected standard

Since opening, leaders have created a caring and purposeful ethos that puts pupils' safety, wellbeing and learning first. They have appointed staff who understand how trauma can affect a child's life and who know how to build trusting, respectful relationships with vulnerable pupils. Staff receive a clear induction and ongoing training that strengthens their skills. As a result, staff morale is high, teamwork is strong and pupils benefit from a calm, steady and nurturing environment.

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Leadership and governance Expected standard

The proprietor, governors and senior leaders provide effective support and challenge. They work together well, keeping a close watch on safeguarding, the quality of learning and compliance with the required independent school standards (the standards). Their visits and checks help leaders stay focused on the right priorities. The school's decisions reflect a steadfast commitment to therapeutic approaches, personalised support and high expectations for pupils.

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Leadership and governance Expected standard

Leaders know what the school does well and where it still needs to improve. They use regular checks and safeguarding reviews to refine their work and check that the school maintains compliance with the standards. Training is well targeted and helps staff improve practice, especially in reading, adapting lessons and using support staff well. Leaders also monitor absence closely, act quickly when concerns arise and put personalised plans in place. Leaders show ambition, care and a clear commitment to continued improvement. While their self-evaluation is becoming stronger, a few aspects of improvement planning are not as sharp as they could be and do not reflect the full depth of their understanding. Leaders' actions create a safe, stable and aspirational environment where pupils build independence, develop life skills and move towards positive 'bright' futures.

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Personal development and wellbeing Expected standard

The school provides a clear, appropriate and well-planned personal development programme that helps pupils understand important topics. These include how to stay safe, make sensible choices and respect differences. As a result, pupils show a strong awareness of risks and talk confidently about how to handle difficult situations. In citizenship lessons, pupils learn about rules, laws and consequences and the fundamental British values. They discuss what it means to act responsibly in society and link this learning to real-life situations. They talk openly about healthy and unhealthy relationships, emotional wellbeing and fairness. In personal, social, health and economic (PSHE) education, pupils learn about the dangers of drugs and alcohol and how these affect decision-making. Staff explain sensitive topics in a clear, calm way. They create a safe environment where pupils feel confident asking questions. For example, the PSHE question box offers a safe mechanism

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Personal development and wellbeing Expected standard

for pupils to ask sensitive questions. This helps them feel emotionally ready to engage with content that may be initially challenging for them. Pupils build secure knowledge about sleep, puberty and physical health through these discussions.

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Personal development and wellbeing Expected standard

Pastoral support plays an important role in helping pupils manage their emotions and become more independent. Staff use steady, reassuring approaches when pupils feel overwhelmed. Pupils trust adults enough to ask for help. They build positive friendships, learn about healthy choices and begin to think about future careers in age-appropriate ways. Older pupils benefit from careers guidance, work experience and vocational options that prepare them well for adult life.

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Personal development and wellbeing Expected standard

Enrichment activities, nurture sessions and targeted group sessions help pupils build confidence, resilience and positive relationships. They enjoy having a voice in school decisions and value opportunities such as educational and recreational outings, museum visits and trips to local places like the library and café.

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Personal development and wellbeing Expected standard

As a result of this effective provision, pupils become more self-aware, socially responsible and are well prepared for their next steps.

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

Pupils learn in a safe and nurturing environment where staff know them well and understand their individual needs. Pupils settle quickly because they receive carefully planned admissions and personalised transition arrangements that help them to feel secure and ready to learn. Pupils access support shaped by clear assessments, including prompt therapeutic checks that allow staff to tailor help precisely. As a result, pupils receive consistent therapeutic support throughout the day. Activities such as sensory circuits and targeted groups help pupils to manage their emotions, communicate more effectively and build independence.

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

Pupils benefit from an ambitious curriculum, and staff typically adapt teaching to meet individual needs. This helps pupils feel safe to express their feelings and grow in confidence and self-advocacy. Pupils make steady progress from their starting points, supported by classrooms that are calm and routines that are clear. Staff track pupils' academic, social and emotional development closely.

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

Behaviour across the school is generally positive, and learning in classrooms is purposeful. Pupils who previously struggled with attendance or anxiety re-engage well through personalised timetables. Pupils form trusting relationships with adults who listen carefully and respond sensitively. Pupils are confident that staff help them explain their feelings and deal quickly with bullying or unkind behaviour. Pupils consistently describe the school as a place where they feel safe, valued and understood.

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

Pupils benefit from effective work with external professionals, meaningful enrichment experiences and other opportunities to prepare them for future education and work. For example, educational visits, nurture sessions and community experiences help pupils develop confidence, resilience and social skills. Pupils feel included and supported to succeed both academically and personally.

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

Pupils experience a caring, stable and aspirational environment that helps them to build independence. They develop important life skills, such as cooking in food technology and caring for animals. The school actively encourages pupils to look ahead to positive future pathways and career opportunities.

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Next steps

Leaders should continue to strengthen the consistency of teaching across the school. They should make sure that all staff have the knowledge and confidence to deliver the school's approach in the same clear and effective way in every subject and classroom. Leaders should sharpen their improvement plans so they fully reflect the next steps for the school and fully reflect leaders' clear and accurate understanding of what needs to improve.

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Independent school standards

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

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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 representatives of the chief executive officer, members of the proprietor body, senior leaders and a range of staff during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

Grove Road School was registered by the Department for Education on 15 October 2024. This is the school's first standard inspection.

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About this inspection

The school is an independent school situated in 36 – 46 Grove Road, Sutton SM1 1BS.

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About this inspection

The school is registered to admit up to 45 pupils aged 11 to 19. There are currently 27 pupil on roll.

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About this inspection

All the pupils at the school have an education, health and care plan. The school has a specialism in social, emotional and mental health needs alongside autism, and also serves a range of additional special needs.

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About this inspection

The current headteacher was appointed in October 2024 and worked with the proprietor in shaping and opening the school, also in October 2024.

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About this inspection

The school makes use of two registered alternative provision.

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About this inspection

The chair of the proprietor body is Amanda Cunningham.

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About this inspection

The fees currently charges are £72,050 to £102,000.

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About this inspection

The school's email address is: groveroad.office@horizoncare.co.uk

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About this inspection

1. Quality of education provided Standards met All standards have been met.

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About this inspection

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

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About this inspection

3. Welfare, health and safety of pupils Standards met

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About this inspection

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

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About this inspection

5. Premises of and accommodation at schools Standards met

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About this inspection

6. Provision of information Standards met

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About this inspection

7. Manner in which complaints are handled Standards met

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About this inspection

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

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Lead inspector:

Lascelles Haughton, 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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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

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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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