Elderbrook School

Arc School Old Arley

Address: Ansley Lane, Old Arley, Nuneaton, Warwickshire, CV7 8NU Unique reference number (URN): 125790

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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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Leadership and governance Strong standard

Leaders at all levels share a clear, optimistic vision. They have driven significant improvements across the school and ensured that all the independent school standards are met consistently. Quality assurance is now a notable strength. Leaders demonstrate a precise understanding of the school's strengths and strategic direction. Decisions consistently reflect pupils' best interests. They are grounded in a thorough understanding of pupils' special educational needs and/or disabilities, as well as their social care needs.

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Leadership and governance Strong standard

The pace and scale of improvement since the last inspection are impressive. Leaders have implemented strategies that have had a marked impact, for example in behaviour, pupil engagement and the breadth of opportunities within the personal development curriculum. Governance has been enhanced since the previous inspection. They have introduced an improved framework for oversight and challenge. This is sharply focused on the aspects of the school's work that matter most.

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Leadership and governance Strong standard

There is a shared ambition across the school. Staff, many of whom worked here at the time of the last inspection, speak with confidence and pride about the direction set by the leaders. A strong sense of teamwork and common purpose stands out. Staff have a daily voice in shaping provision through effective debriefing sessions.

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Leadership and governance Strong standard

Despite the rapid rate of improvement, staff report feeling valued and well supported. Leaders and the proprietor place a high priority on staff wellbeing. This includes maintaining generous staffing levels and ensuring that workload is manageable. There is an ambition for continued professional development at all levels. Staff are supported to choose and fulfil both corporate and personal needs.

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Achievement Expected standard

There is clear evidence that pupils are being effectively supported to prepare for their next steps in education. Pupils' work shows improving quality and positive progress. This is particularly impressive given the pupils' previous barriers to education. This is equally true for all groups of pupils, including those in care and those known to social care.

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Achievement Expected standard

When pupils have gaps in basic skills, particularly in early reading, targeted support helps them to develop the knowledge and fluency they need. Most pupils acquire reading skills quickly enough to access the wider curriculum. Where this is not the case, continued interventions help pupils to improve and catch up. Although writing and handwriting are less consistent, support in these areas is usually well focused. Leaders continually refine the curriculum and intervention pathways. This way, the provision remains responsive to pupils' needs so that they can achieve as well. Last year's outcomes show that most pupils gained a broad range of qualifications. Currently, pupils are aiming to each gain at least 9 recognised certificated qualifications.

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Attendance and behaviour Expected standard

Many pupils travel to school from a wide geographical area. However, pupils' attendance is showing improvement as a result of leaders' targeted work. Leaders work with pupils and their parents and carers to overcome the barriers that may have previously contributed to poor attendance. They have put in place effective attendance action plans for pupils who do not attend as regularly as they ought. Pupils' growing sense of belonging is helping to reduce absence because pupils genuinely want to come to school.

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Attendance and behaviour Expected standard

Pupils' behaviour has improved dramatically since the last inspection, reflecting leaders' clear expectations. Incidents of unacceptable behaviour have reduced significantly over the past two years. Days lost to suspension have also dropped. Classrooms are typically calm, purposeful and increasingly characterised by a culture of mutual respect. Staff manage behaviour with consistency and confidence, ensuring that learning is rarely interrupted. Pupils respond well to staff and the relational approach that underpins the school's work. Adults talk through problems with pupils, which they appreciate. Bullying is rare and is not tolerated. Leaders monitor behaviour closely. This enables them to identify and respond quickly to emerging patterns. Daily staff briefings support this approach. Leaders let everyone share their thoughts and tackle concerns quickly.

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Curriculum and teaching Expected standard

Leaders have an accurate and well-informed understanding of the curriculum and its implementation. In the past two years, the curriculum has been substantially redesigned. The curriculum is broad and sharply tailored to pupils' needs. Leaders have ensured that each subject and option provides a pathway to a meaningful qualification. Pathways provide opportunities in vocational learning, which align well with pupils' interests and support their engagement. The curriculum is well considered and carefully constructed. It is sequenced to enable pupils to build knowledge from their individual starting points. Staff provide additional support for pupils who require extra help to catch up. This ranges from targeted academic interventions in reading or mathematics to occupational therapy support to develop fine motor skills.

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Curriculum and teaching Expected standard

Staff are knowledgeable about the curriculum. They demonstrate a secure understanding of how pupils learn. Staff's grasp of pupils' special educational needs and/or disabilities and wider pastoral needs strengthen the clarity of their interaction and adaptations. Regular staff training helps to improve the consistency in the quality of teaching. Leaders communicate clearly defined expectations and routinely check that these are being implemented. This has been successful in bringing about successful, rapid change. However, there remain some slight inconsistencies in certain aspects of teaching. For example, how accurately staff model writing to pupils impacts on the quality of work that some pupils produce.

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Inclusion Expected standard

Pupils' needs are quickly and accurately identified. The careful induction process provides the school with the ability to get it right first time for pupils. This results in leaders promptly putting in place appropriate adaptations and interventions.

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Inclusion Expected standard

Leaders and teachers know pupils well. They work consistently to implement the graduated approach across all aspects of school activity, and this continues to strengthen.

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Inclusion Expected standard

Expectations are generally high across the school, and the school's graduated approach is a central feature of its work. Staff benefit from an extensive programme of training that deepens their understanding of pupils' special educational needs and/or disabilities. They become experts at understanding childhood trauma. This knowledge is used to shape provision and policy across the school, enabling staff to make informed adaptations to support inclusion.

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Inclusion Expected standard

For children in care, the school maintains consistent communication with carers and local authorities. The school also provides additional support during school holidays by keeping in touch with pupils. Given the significant proportion of pupils who are in care, this work is key and very well understood by staff.

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Inclusion Expected standard

The school commissions alternative provision appropriately and very much in the best interests of pupils. The school makes appropriate checks on the quality and safeguarding processes of providers.

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Personal development and wellbeing Expected standard

The school offers an ambitious personal development programme. While the curriculum is coherent, further work is needed to make certain that the full scope of what is developing into an impressive offer is clearly structured and well understood by leaders to ensure all pupils benefit from it. This will also enable leaders to monitor, evaluate and refine it more effectively as it continues to evolve. There is a clear emphasis on vocational learning. It is already widening horizons, raising aspirations and helping pupils make informed decisions about their futures.

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Personal development and wellbeing Expected standard

Spiritual, moral, social and cultural development is a consistent thread throughout the curriculum. For example, through the personal, social and health education and the bespoke ‘Voices of the Earth’ programme. The school encourages pupils to reflect on their beliefs and to respect differing viewpoints. They reflect critically about such themes as 'war and peace', 'animal ethics' and what makes a great leader.

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Personal development and wellbeing Expected standard

Opportunities for pupils to share views include an active school council and 'Spill the Tea with Lucy', and 'Beef and a Brew' discussion groups. These discussion groups are also designed to strengthen pupils' understanding of fundamental British values, such as individual liberty and mutual respect. They also learn about equality and discrimination. Pupils are able to speak openly and maturely about protected characteristics.

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Personal development and wellbeing Expected standard

The curriculum promotes cultural development. Pupils explore diversity, engaging in creative, artistic and cultural experiences. Community links support pupils' sense of belonging and connection to the wider world.

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Personal development and wellbeing Expected standard

Pupils are taught about online and offline risks. They also learn about healthy relationships, consent and personal safety. Staff understand how pupils' special educational needs and/or disabilities (SEND) and lived experiences require them to adapt lessons thoughtfully. They do this well.

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Personal development and wellbeing Expected standard

In the secondary phase, careers education is increasingly aligned to the Gatsby benchmarks. Pupils access impartial guidance, vocational tasters and encounters with employers. Pupils with SEND receive structured preparation for adulthood. This includes support with independent living, participation in society and planning pathways into further education, training or employment.

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

Before coming to this school, many pupils have experienced disruption in their education. They often arrive with negative feelings about their learning and sometimes struggle to engage. Here, they find smiles, warmth and a staff team who truly have their best interests at heart. Positive relationships underpin everything that happens here.

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

A carefully planned induction process helps pupils to settle in and develop a sense of belonging. It also provides staff with ample opportunity to get to know pupils really well. Staff get to understand pupils' special educational needs and/or disabilities, their interests and ambitions. This knowledge, along with targeted therapy work, ensures that the school includes all pupils in what goes on, both academically and socially.

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

Pupils feel safe because they trust staff to listen and help out when they have worries. Incidents of bullying are rare because of this and also because of how vigilant staff are about pupils' safety and wellbeing.

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

Staff take a consistent approach to managing unwanted behaviours. They focus on restoring relationships through purposeful, respectful conversations. Pupils value this approach and behave increasingly well. Lessons are typically calm, creating an environment in which pupils can thrive.

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

Pupils appreciate the increasingly rich curriculum. They achieve well in the wealth of opportunities open to them. This is particularly true for vocational subjects and personal development opportunities. Pupils engage well in learning and enjoy their successes. This positivity is directly impacting attendance because pupils genuinely want to come to school.

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

Pupil voice is central to improvements in the school. This is captured through the school council, 'Spill the Tea with Lucy' and 'Beef and a Brew', to name just three.

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

Many pupils start the school behind in their learning, but they and their parents and carers see that, over time, they become better prepared for the next steps. This includes pupils achieving a range of qualifications in academic and vocational subjects.

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Next steps

Leaders should bring the extensive personal development offer into an easily articulated structure so they can accurately identify priorities and improve the offer even more. Leaders should ensure that adults across the school model basic skills, including handwriting, accurately. This will support staff to better demonstrate expectations to pupils who are at an early stage of acquiring these skills for themselves.

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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 and other school leaders during the inspection. They also met with senior leaders from the proprietor body, including the chief operating officer, regional director and quality director.

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About this inspection

Inspectors spoke with pupils in lessons and around the school.

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About this inspection

An inspector made calls to parents and to the one alternative provision the school uses.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school is a special school, catering predominantly for pupils with social, emotional and mental health needs. All pupils on roll have education, health and care plans.

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About this inspection

The school operates from Ansley Lane, Ansley, Nuneaton CV7 8NU.

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About this inspection

A new headteacher took up post in May 2024.

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About this inspection

The school was judged to be inadequate at its previous standard inspection in February 2024. Since then, the school received three progress monitoring inspections.

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About this inspection

The school is registered to admit up to 70 pupils.

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About this inspection

The name of the proprietor is Kedleston (OS Education) Limited.

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About this inspection

The chair of the proprietor body is Paul Brosnan.

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About this inspection

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

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Independent school standards

Independent school standards are either met or not met for each category. Headteacher: Jennifer Dunn

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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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Independent school standards

5. Premises of and accommodation at schools Standards met

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Independent school standards

6. Provision of information 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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Pupils with special educational needs (SEN) support

7. Manner in which complaints are handled Standards met

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Pupils with special educational needs (SEN) support

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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