Kisimul School

Kisimul School

Address: The Old Vicarage, 61 High Street, Swinderby, Lincoln, Lincolnshire, LN6 9LU Unique reference number (URN): 120740

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 Expected standard

Pupils make meaningful progress through the school’s curriculum by developing communication, emotional regulation, independence and functional skills. Achievement for each pupil is closely linked to their starting points, with goals that reflect individual needs, pathways and profiles. Progress is considered over time, including how confidently pupils use their skills with increasing independence. Older students develop the knowledge and routines needed for their next steps, including preparation for adulthood. Leaders draw effectively on guidance from therapists, social care and other professionals to shape next steps and break complex expectations into manageable stages so learning remains purposeful and achievable. Leaders are improving how they analyse the progress of different pupil groups so they can evaluate patterns and ensure equity. Where appropriate, pupils access accreditation pathways. Leaders are broadening the school’s qualifications

p.2

Achievement Expected standard

and accreditation offer to support future cohorts to engage with national tests in ways that match their needs and profiles.

p.2

Attendance and behaviour Expected standard

Pupils feel safe because staff know them well and respond quickly when something changes. Calm, predictable routines help pupils understand what will happen next, creating a settled and generally orderly environment. Staff use patient, consistent approaches, and pupils show positive attitudes to learning when supported. They recognise what may cause upset or dysregulation for pupils and make thoughtful adjustments so pupils can increasingly thrive in school. Unkind behaviour is not accepted, and any concerns are addressed promptly and sensitively. The school promotes respectful interactions, and any discrimination or unsafe actions are challenged immediately.

p.2

Attendance and behaviour Expected standard

Many pupils have a history of poor attendance, anxiety or avoidance linked to previous school experiences. Clear expectations and prompt actions ensure that staff respond when pupils begin to struggle, working with families, social workers and therapists to understand the barriers pupils face. When attendance dips, leaders provide targeted help, including personalised transitions, which reduces absence for many pupils. Over time, this support helps most pupils return to school. Leaders check attendance on an individual basis. Currently, the proprietor does not receive information about the attendance patterns of different groups of pupils in school. This limits how well the proprietor can hold leaders to account.

p.2

Curriculum and teaching Expected standard

The school’s curriculum offers well ‑ structured pathways that give pupils the support and challenge they need to access learning meaningfully. The curriculum is broad and ambitious, with themes and routines that help pupils understand what to expect and build knowledge securely over time. Leaders work closely with families and the local authority when shaping curriculum decisions so the curriculum remains relevant for pupils with highly complex needs. Staff know pupils well and adapt activities, language and resources so learning is accessible for all pupils. Teachers benefit from working alongside on ‑ site therapists, which strengthens their understanding of pupils’ communication and sensory needs and deepens their knowledge of how to teach their subject. Staff break down early reading, writing and number knowledge into small, manageable steps for pupils to learn. Secondary-age pupils who have gaps in their knowledge receive targeted support to close these gaps in their learning.

p.2

Curriculum and teaching Expected standard

Reading is prioritised, with key books chosen to match curriculum themes. Staff use the school’s early reading training to give pupils regular opportunities to rehearse phonics knowledge. However, the phonics programme is not yet fully aligned with the different pathways in the wider curriculum, meaning staff can sometimes be unclear about precise reading and writing expectations at different developmental stages.

p.3

Inclusion Expected standard

Every pupil has an education, health and care plan. A number of pupils also face wider barriers or are in the care of the local authority. Leaders understand pupils’ needs well because they look closely at how each pupil communicates and learns. They use what they see each day, along with the work of therapists, to build a clear picture of every child. This enables prompt, well ‑ matched support that helps pupils feel calm, safe and ready to learn.

p.3

Inclusion Expected standard

Leaders remove barriers through simple, thoughtful changes such as clear routines, visual supports and calm spaces to help pupils settle and join in. Staff adapt the classroom, activities and expectations so everyone can take part. When pupils need extra help, leaders adjust timetables, offer personalised environments or bring learning to pupils in ways they can manage. Staff receive ongoing training so they understand pupils’ needs and use these approaches confidently.

p.3

Inclusion Expected standard

Leaders review individual pupils’ progress often and work with teachers, therapists and support staff to adjust support when needed. They link closely with families, social workers and the local authority to keep support consistent. The school is strengthening systems to understand the impact of its work on groups with shared barriers.

p.3

Leadership and governance Expected standard

Leaders know the school well and have an accurate understanding of its strengths and the areas that require further development. They have introduced clear priorities for improvement and check regularly that actions are having the intended impact. When provision needs to be strengthened, leaders respond promptly and work closely with external professionals, including therapy services and the local authority, to secure specialist advice and additional support for pupils and families. Safeguarding and pupils’ welfare remain central to all decision ‑ making, and leaders maintain open and constructive communication with parents and carers.

p.3

Leadership and governance Expected standard

Decisions made by leaders and those responsible for governance are rooted in the best interests of pupils, many of whom face multiple barriers to learning. The proprietor has recently established an internal governance structure to provide more formal oversight of the school’s work. This structure is at an early stage of development and is beginning to improve leaders' accountability. At present, leaders' checks focus mainly on the progress and wellbeing of individual pupils. The proprietor recognises that, as the school grows, there will need to be a more rigorous system that can check how different groups are achieving to provide a more robust challenge to leaders.

p.3

Leadership and governance Expected standard

Leaders set clear expectations and promote a positive, respectful culture. Staff share the belief that all pupils can learn and make progress. Leaders protect time for professional learning for teachers and therapy staff. As a result, staff feel valued and well supported, and report that leaders take workload into account when designing systems.

p.4

Leadership and governance Expected standard

Leaders and governors work together to maintain compliance with the independent school standards and demonstrate the capacity to respond quickly to any emerging shortfalls. Their collective actions ensure that pupils feel safe, included and able to thrive.

p.4

Personal development and wellbeing Expected standard

The school provides a nurturing and structured environment where pupils feel safe, valued and well supported. This helps pupils develop their understanding of themselves, their school, their family, the community and the wider world. Pupils are encouraged to reflect on their own beliefs and experiences through daily communication routines, emotional check- ins and opportunities to express preferences. These approaches help pupils understand right and wrong and engage with simple ethical ideas at a level that matches their development. Staff model respect for others’ values, and pupils are supported to mirror these expectations through visual images, signs and communication tools.

p.4

Personal development and wellbeing Expected standard

Social development is promoted through cooperative activities, turn ‑ taking, shared regulation routines and simple conflict ‑ resolution strategies. These routines help pupils develop patience, empathy and participation within a diverse school community. British values are introduced through daily activities that build fairness, responsibility and contribution. Enrichment activities, creative opportunities and cultural experiences help pupils learn about heritage, diversity and the wider world.

p.4

Personal development and wellbeing Expected standard

The personal development, wellbeing and behaviour programme is sequenced and adapted to meet pupils’ cognitive, sensory and communication needs. All pupils have access to communication aids, visual materials and therapeutic support. The relationships, sex and health education programme follows statutory guidance and is adapted using symbols, tactile cues and objects of reference. Pupils learn about privacy, consent, safe adults and online and offline risks in ways that help them understand how to keep themselves and others safe.

p.4

Personal development and wellbeing Expected standard

Character development is part of everyday routines and helps pupils build resilience, independence and self ‑ advocacy. Preparation for adulthood is included in each pupil’s curriculum. Post ‑ 16 pathways focus on communication, life skills, mobility, community awareness and supported decision-making. Regular work with social care, mental health professionals and therapy teams helps pupils prepare for their next steps and for healthy, adult lives that are as independent as possible.

p.4

Post 16 provision Expected standard

The school’s post ‑ 16 programme is designed and adapted to meet the complex cognitive, sensory and communication needs of students. Leaders have a secure understanding of each learner’s starting point and use this to shape individual programmes. The curriculum focuses on communication, independence, life skills, community participation and personal development, and is adapted so it meets each student’s profile. It is sequenced and reviewed regularly to ensure it remains appropriate and responsive. Students make clear progress from their starting points in areas such as communication, mobility, self ‑ care, emotional regulation and decision ‑ making. When relevant, accreditation pathways recognise achievement, and leaders monitor outcomes to ensure expectations remain ambitious and realistic.

p.4

Post 16 provision Expected standard

Preparation for the next stage of education, employment or training is woven throughout each pathway. Students receive impartial and personalised careers information, advice and guidance that helps them understand realistic future options and make informed choices. This ensures that students and families can plan next steps confidently. Learners also access a wide range of enrichment opportunities, including community visits, creative activities, physical development and social communication programmes. All students receive therapeutic, communication and pastoral support to help them sustain progress, access learning and engage fully in school life.

p.5

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

Pupils at the school experience a calm day shaped by clear routines and trusting relationships with adults who know them extremely well. Staff expertly understand pupils' communication and respond with steady, reassuring support. This helps pupils feel safe and ready to take part in learning. Expectations are simple and consistent, enabling pupils to re ‑ engage in learning when they need help managing their emotions. Bullying is extremely rare as pupils are closely supervised and taught how to interact safely with others. They learn about personal space, kindness and unwritten social rules.

p.5

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

Leaders help pupils feel a strong sense of belonging because they are encouraged, guided and included in all the rich experiences the school offers. All pupils participate fully in routines, lessons and wider experiences. They show enjoyment and confidence across creative, academic and social areas. Their experiences extend beyond the classroom through assemblies, community visits and shared activities that help them understand their role in the school and wider community.

p.5

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

Pupils’ wellbeing is a priority. They are taught simple ways to stay safe, recognise unsafe situations and know what to do if they are unsure. Staff reinforce these messages throughout the day so pupils can use them confidently in school and in the wider world. Most pupils who face barriers to coming to school, such as anxiety or health needs, receive sensitive and timely support to help them attend regularly.

p.5

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

Pupils achieve well from their starting points because staff focus on communication, independence, emotional regulation and functional skills. Lessons are adapted so every pupil can access learning, overcome barriers and make meaningful progress. The school works closely with other professionals to ensure that older pupils are prepared for their next steps, including understanding how to live independently.

p.5

Next steps

The school should ensure that the sequence of the phonics programme aligns more closely with the wider school curriculum and with the pathways pupils follow, so that pupils are given meaningful and frequent opportunities to rehearse the sounds and words they know in both their reading and written work. The proprietor should ensure, across all evaluation areas, that there are robust systems to monitor progress and outcomes for all the vulnerable groups in school. These systems should give leaders and the proprietor a clear overview of how different groups are doing across the school and allow them to provide support and challenge where necessary.

p.6

About this inspection

The chair of the proprietor body is Anita Andrews.

p.6

About this inspection

The fees currently charged are £99,750 to £144,080.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

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.

p.6

About this inspection

Inspectors spoke with the headteacher, representatives of the proprietor body, other school leaders, members of the clinical team and teachers. The lead inspector also spoke with the local authority and several social workers, and held a call with the chair of the proprietorial board.

p.6

About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

p.6

About this inspection

The school is a specialist setting where all pupils have special educational needs and/or disabilities. Every pupil has an education, health and care plan, and some are in the care of the local authority. The school caters for pupils whose primary need is autism. Many pupils also have additional secondary needs, including: complex health conditions; social, emotional and mental health needs; and profiles that require specialist support with communication and interaction.

p.6

About this inspection

The school does not use any alternative provision.

p.6

About this inspection

Since the last inspection, the school’s additional site at Acacia Hall, Shortwood Lane, Friesthorpe, Lincoln, Lincolnshire LN3 5AL has become an independent school in its own right and now has its own separate URN. Kisimul School continues to have a capacity for 112 pupils.

p.6

About this inspection

The school is registered to admit 112 pupils.

p.6

Independent school standards

Independent school standards are either met or not met for each category. The headteacher, the deputy headteacher and several other leaders took up their positions in January 2026.

p.7

Independent school standards

1. Quality of education provided Standards met

p.7

Independent school standards

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

p.7

Independent school standards

3. Welfare, health and safety of pupils Standards met

p.7

Independent school standards

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

p.7

Independent school standards

5. Premises of and accommodation at schools Standards met

p.7

Independent school standards

6. Provision of information Standards met

p.7

Lead inspector:

Shaheen Hussain, His Majesty's Inspector

p.8

Facts and figures used on inspection

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

p.8

Pupils with special educational needs (SEN) support

7. Manner in which complaints are handled Standards met

p.8

Pupils with special educational needs (SEN) support

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

p.8

Exceptional

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

p.9

Strong standard

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

p.9

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.9

Needs attention

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

p.9

Urgent improvement

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

p.9

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.

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.10

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.10

Insufficient evidence

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

p.10

Insufficient evidence

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

p.10