Agricultural and Rural Centre

Agricultural and Rural Centre

Address: 5 Quarry Road, Romiley, Stockport, Greater Manchester, SK6 4BA Unique reference number (URN): 150941

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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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Inclusion Strong standard

Leaders create a deeply inclusive culture where every pupil is known well and understood as an individual. All pupils have an education, health and care plan. Many arrive with significant gaps in their learning, and some with experiences of trauma. Staff identify pupils’ needs quickly through careful checks, close work with families and ongoing discussions with external professionals. This means pupils receive the right support from the moment they join, including those who are disadvantaged.

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Inclusion Strong standard

Leaders remove barriers to pupils' learning and wellbeing through clear processes, practical adjustments and well ‑ trained staff. Rangers and teachers receive high ‑ quality training that strengthens their expertise in assessing, planning and reviewing support. Leaders monitor pupils’ progress closely. They evaluate the impact of support strategies with precision and make timely adjustments when pupils’ needs change. As a result, pupils re ‑ engage with school, develop their communication and social skills and make positive progress from their starting points.

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Inclusion Strong standard

The school works proactively with parents, carers and specialist services to shape provision and raise aspirations for vulnerable pupils. Pupils who may once have been quiet, anxious or disengaged become confident, resilient learners who enjoy success, participate fully and thrive.

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Achievement Expected standard

Pupils make steady progress from their different starting points. Many arrive with significant gaps in learning and low confidence. Leaders prioritise helping pupils rebuild the social and emotional skills needed to learn successfully. As pupils settle, they take part more positively in lessons and begin to understand key ideas with greater security. Staff help pupils strengthen their reading, writing and mathematical knowledge so they can access a wider range of subjects over time.

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Achievement Expected standard

Outdoor learning, including animal care and the school’s agricultural and horticultural studies pathway, helps pupils develop a sense of purpose and the confidence needed to work towards appropriate qualifications alongside their core academic subjects. Staff check pupils’ work regularly and use this information to guide next steps, although leaders know that teaching does not always build on prior knowledge as securely as it should.

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Achievement Expected standard

Disadvantaged pupils and those with the most complex needs make progress similar to their peers because support is matched carefully to what they need. By the time they leave, pupils communicate more effectively, feel more confident and are suitably prepared for their next steps in education, training or employment.

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Attendance and behaviour Expected standard

Pupils attend this school more regularly than they did previously, often making clear improvements from low starting points. Leaders set high expectations and work closely with families and partner agencies to remove barriers that prevent pupils from coming to school. Daily checks, prompt follow ‑ up and well ‑ judged support help pupils feel confident about attending, especially those whose past experiences of school have been difficult. The use of the farm and animal ‑ based activities and routines encourages pupils to feel calm and settled when they arrive. This contributes to better pupil engagement. Leaders track pupils' attendance carefully and use this information to guide timely support. As a result, most pupils attend increasingly well and are better prepared for their future learning.

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Attendance and behaviour Expected standard

Pupils show positive attitudes to learning, and classrooms are calm and purposeful. Staff understand pupils’ needs well and provide the right support to help them regulate their emotions, including using time with the animals when appropriate. These approaches help pupils settle quickly and stay focused in lessons. Staff apply behaviour expectations consistently and respond to concerns with care. Leaders keep a close overview of behaviour trends and act quickly when pupils need extra help. This ensures that pupils feel safe and that bullying is not tolerated, and behaviour improves securely over time.

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Curriculum and teaching Expected standard

Leaders have planned a broad and ambitious curriculum that helps pupils settle back into learning and rebuild the skills they need. Lessons are broken into manageable steps so pupils can understand new ideas and return to anything they have missed. Staff know the content they teach and usually adapt pupils' work well, so pupils can take part and succeed.

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Curriculum and teaching Expected standard

Leaders give the right attention to reading, writing and mathematics. Pupils who need extra help receive focused support to strengthen their phonics, handwriting, number skills and vocabulary. Pupils practise the basics often. Staff use consistent approaches and correct mistakes quickly. In some other subjects, pupils do not always have enough time to practise before being moved on. Leaders know this and are working to make sure teaching builds reliably on what pupils already know.

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Curriculum and teaching Expected standard

Staff receive regular training so they feel confident teaching their subjects and supporting pupils’ needs. Leaders keep a close check on teaching in different subjects and use what they find to make sensible improvements. This helps staff to provide a more consistent experience for pupils and ensures the curriculum continues to develop in the right direction.

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Leadership and governance Expected standard

The proprietor body has clear and ambitious expectations for the education and care pupils receive. Leaders share this ambition and make decisions that reflect a well-developed understanding of the school’s purpose and the needs of its pupils. They know that many pupils have experienced disrupted education, and have worked thoughtfully to create a calm, nurturing environment where pupils feel safe, valued and ready to learn. Leaders’ actions are improving pupils’ confidence, engagement and their ability to attend school more regularly. Staff are committed to the school’s ethos and speak positively about the difference it makes for pupils.

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Leadership and governance Expected standard

Leaders provide a well-established programme of professional development that is tailored to the complex needs of pupils with education, health and care plans. Training is specific, practical and closely linked to the challenges pupils face, such as communication, emotional regulation and engagement in learning. Staff value this support and say it further develops their confidence and expertise. They also speak with pride about working at the school, highlighting the positive team ethos and the purposeful relationships they form with pupils.

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Leadership and governance Expected standard

Staff feel able to raise concerns, and leaders listen and respond thoughtfully. Leaders are approachable and respectful, helping staff feel confident in their roles. There is a shared commitment to continual improvement, driven by a clear moral purpose to get things right for pupils who have often faced significant barriers in their education and wellbeing.

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Leadership and governance Expected standard

The proprietor and school leaders share a determined commitment to improving pupils’ life chances, recognising that many have had negative prior experiences of education. Leaders have created a safe, nurturing environment where pupils feel a strong sense of belonging, grow in independence and develop ambition for the future. The school meets all of the independent school standards and other relevant statutory requirements.

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Personal development and wellbeing Expected standard

Leaders provide a coherent programme for personal development that meets pupils’ needs well. Pupils learn about relationships, staying safe online and offline and how to make thoughtful choices. They sometimes struggle to recall specific content, and leaders know the personal, social and health education curriculum needs refining so that learning builds more securely on what pupils already know. Even so, pupils show what they understand through the way they treat others. They are polite, considerate and increasingly confident when talking about respect, kindness and fairness.

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Personal development and wellbeing Expected standard

Pupils enjoy wider opportunities that help them develop socially, emotionally and culturally. Pupils take part in creative cultural experiences, such as celebrating the Chinese New Year after learning about its traditions from visiting speakers. They work together on projects, for example creating a large Chinese dragon, which they then shared with local neighbours. These activities help pupils understand different cultures and feel part of their community. The school’s farm also plays an important part in pupils’ development. Caring for the animals teaches responsibility, teamwork and empathy. It provides a calm space that supports pupils’ emotional wellbeing.

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Personal development and wellbeing Expected standard

The school council gives pupils a genuine voice in shaping school life, including how enrichment time is used. Pupils learn to cooperate, take turns and support one another during games and group activities. Disadvantaged pupils have the same access to these opportunities as their peers.

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Personal development and wellbeing Expected standard

Leaders ensure pupils receive appropriate careers guidance. Pupils explore their interests, learn about possible future pathways and take part in experiences that help them understand their strengths. Outdoor and practical opportunities linked to the school’s setting help some pupils consider realistic options in areas such as horticulture or animal care, while also building independence and confidence for adulthood. Pastoral support is a positive feature of the school's provision. Staff know pupils well, help them manage worries and support them to make healthy choices. Pupils feel cared for, valued and increasingly ready for life beyond school.

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

Pupils soon feel safe, cared for and welcomed into the school community. Many join after long periods of disrupted education and irregular attendance at other schools. They often feel uncertain about their return to learning. Staff welcome them warmly and spend time building trusting relationships, which helps pupils settle, regain confidence and feel that they belong. All pupils in the school have special educational needs and/or disabilities and an education, health and care plan. Staff use these plans well from the outset. Staff understand what each pupil needs to feel secure, which means that pupils are soon ready to learn and take part fully in school life.

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

The school’s farm setting plays a key role in pupils’ daily experiences. Time with the animals gives pupils a sense of purpose and enjoyment, helping them regulate their emotions and rebuild their self ‑ esteem. These routines make school feel calm and meaningful, and pupils talk with pride about the responsibilities they take on. As they settle, pupils begin to enjoy learning again and engage positively in lessons. They make secure progress from their starting points because staff remove barriers and plan learning carefully around pupils’ needs. Pupils work towards recognised qualifications and develop ambition for their next steps.

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

Behaviour in the school is calm and respectful. Staff use consistent, reassuring approaches that help pupils manage their feelings and stay focused. Pupils say bullying is uncommon, and they trust adults to deal with it quickly and fairly if it happens. Because pupils feel safe and valued, their attendance improves rapidly. Many who previously struggled to attend school now come regularly and willingly.

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

Pupils feel included in every aspect of school life. They value contributing to the school and the wider community through activities such as visiting local care homes and through practical work on the farm. Pupils leave well prepared for their next stage of education or training, with the confidence, skills and sense of belonging they need to thrive.

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Next steps

Leaders should ensure that teaching consistently builds on what pupils know already so that all pupils develop secure knowledge and achieve highly across the curriculum.

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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 the chair of the proprietor body, the headteacher and a range of staff during the inspection. Inspectors also spoke with pupils and parents and carers. Inspectors spoke with a representative from the local authority.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

Agricultural and Rural Centre was registered by the Department for Education on 31 July 2024. This is the school's first standard inspection.

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About this inspection

Agricultural and Rural Centre is an independent school situated on Quarry Road, Romiley, Stockport, Greater Manchester SK6 4BA.

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About this inspection

The school's email address is p.forth@arc-cic.co.uk.

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About this inspection

The school is registered to admit up to 30 pupils aged from 11 to 17.

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About this inspection

All the pupils at the school have an education, health and care plan. Social, emotional and mental health needs and autism are the primary categories of need.

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About this inspection

The school does not make use of alternative provision.

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About this inspection

The chair of the proprietor body is Paula Forth.

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About this inspection

The fees currently charged are £45,000 to £55,000.

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About this inspection

1. Quality of education provided Standards met

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About this inspection

All standards have been met. 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:

Rebecca Sharples, 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

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 .

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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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