Napton School

Arc School Napton

Address: Vicarage Road, Napton-On-The-Hill, Nr Southam, Warwickshire, CV47 8NA Unique reference number (URN): 141007

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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

Generally, pupils make positive progress from often very low starting points. Many arrive with disrupted experiences of education but quickly begin to re-engage with learning and develop greater confidence in their abilities. Staff prioritise teaching pupils the important curriculum content, including reading, writing and mathematics. This helps pupils to build essential knowledge and supports their wider learning. Pupils increasingly demonstrate resilience and a willingness to attempt new challenges. In some cases, pupils make particularly notable gains, both academically and in their self-esteem. They develop a more positive view of themselves as learners and become better prepared for their next steps.

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Achievement Expected standard

Leaders recognise that there is some variability in how securely knowledge builds across the curriculum. They are taking steps to strengthen this further so that pupils' progress becomes even more consistent over time.

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Attendance and behaviour Expected standard

Leaders take a thoughtful and responsive approach to improving pupils' attendance. They analyse attendance patterns carefully and work closely with families and external agencies to support pupils to attend regularly. Flexible approaches, including personalised timetables, where appropriate, help pupils successfully re-engage with education. While overall attendance is slightly below the national average, this reflects the complex needs of some pupils. Leaders' actions support sustained improvement over time.

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Attendance and behaviour Expected standard

Behaviour across the school is calm and positive. Staff create a supportive environment where pupils feel understood and valued. They respond consistently and with care, helping pupils to manage their behaviour and avoid escalation. Clear expectations and well- understood systems for rewards and consequences help pupils to recognise and meet expectations. Staff model positive behaviour and relationships effectively. Leaders carefully check behaviour and bullying, and act promptly when concerns arise. Pupils report that they feel safe and that staff deal with issues effectively. As a result, pupils develop positive attitudes to learning and contribute to a respectful school community.

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Curriculum and teaching Expected standard

Leaders generally have an accurate understanding of the aspects of the curriculum that are working well. They have developed a broad curriculum that typically reflects the needs of pupils. However, the school has not yet fully refined all aspects of the curriculum to ensure that it more consistently reflects the current stage of learning for all pupils. The curriculum does include end goals for pupils' learning based on published schemes. However, sometimes, pupils' specific, individual starting points are not identified as precisely as they could be. This leads to activities that are occasionally too easy and at other times too challenging. This impacts the progress that pupils make.

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Curriculum and teaching Expected standard

Staff know pupils well and typically are responsive in lessons to pupils' needs. In the strongest practice, staff demonstrate a precise understanding of pupils' learning needs. They provide engaging activities and maintain high expectations. These help pupils develop resilience and concentration. Phonics is taught effectively, particularly for those at the very early stages of learning to read. This leads to pupils reading with increased confidence as they progress through the school. Teachers' checks of pupils' progress towards their individual targets are carefully watched over a longer period. However, the use of this information varies between lessons and subjects. This does not help identify what pupils need to learn next.

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Inclusion Expected standard

Leaders place pupils' social and emotional development at the heart of their work, ensuring that pupils are well supported to regulate and engage in learning when they join the school. Staff identify pupils' starting points in ways that are suitable for the needs of most of the pupils. Typically, this helps to provide a reliable picture of what pupils know and can do. This enables staff to build learning from these starting points.

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Inclusion Expected standard

Staff maintain high expectations and work closely with the therapeutic team to reduce barriers to learning. They take a thoughtful and strategic approach, prioritising pupils' most significant needs so that they are increasingly ready to learn. Leaders check the impact of support and adapt provision where needed. This has a positive impact on pupils' confidence, engagement and progress. Leaders regularly check the impact of this work by considering how well their actions affect pupils. Leaders provide appropriate training and support, including collaboration across the Kedleston Group, to strengthen staff expertise.

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Inclusion Expected standard

Leaders work extremely well with families, local authorities and the virtual school. Communication is effective and supports pupils' wellbeing and progress. Additional funding is used thoughtfully, with pupil voice helping to shape provision.

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Leadership and governance Expected standard

Leaders have established a caring and purposeful culture where pupils are at the centre of all decisions. They understand the school's strengths and have identified appropriate priorities for further development. Leaders recognise that refining their evaluation of curriculum implementation will help to strengthen consistency further. Those responsible for governance provide suitable support and challenge. They understand the school's context and engage thoughtfully with leaders' work. They are aware of the school's priorities and contribute to ongoing improvement.

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Leadership and governance Expected standard

Leaders make decisions that reflect the needs of pupils and their individual circumstances. They work closely with external partners, including therapeutic professionals, to enhance the support available. This collaborative approach strengthens pupils' experiences and outcomes.

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Leadership and governance Expected standard

Staff work as a cohesive and supportive team. Leaders prioritise staff's professional learning, including opportunities within the Kedleston Group, which helps to build staff expertise over time. The proprietor supports with all aspects of school improvement, providing support if needed. Leaders manage staff workload and wellbeing effectively, contributing to a positive working environment. Staff feel valued and supported in their roles. Parents and carers are highly positive about the school and value the difference it makes to their children. Leaders engage well with families, which supports pupils' wellbeing and progress. They are well placed to build on current strengths by continuing to refine systems that ensure consistency across the school.

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Personal development and wellbeing Expected standard

Leaders provide a carefully considered personal development programme that reflects the needs of pupils. Pastoral support is central to the school's work and helps pupils feel safe, secure and ready to learn. This secure foundation supports pupils' confidence and emotional wellbeing. Penny, the much-loved school dog, is another reassuring presence for the pupils when they arrive each day.

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Personal development and wellbeing Expected standard

Pupils benefit from a range of experiences that extend beyond the academic curriculum. Leaders actively seek and respond to pupil voice, ensuring that opportunities reflect pupils' interests. This helps pupils to feel included and valued within the school community.

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Personal development and wellbeing Expected standard

The curriculum supports pupils to understand relationships, health and wellbeing in ways that are appropriate to their stage of development. Staff adapt content thoughtfully so that pupils learn what is relevant and meaningful to them. Pupils develop an understanding of difference and diversity through themed learning and daily interactions. They show respect for one another and recognise that everyone has different needs. This contributes to a positive culture across the school and pupils' knowledge of fundamental British values.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils can access enrichment activities and develop their interests. Staff provide a range of opportunities during the school day.

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Personal development and wellbeing Expected standard

Staff support pupils to develop important personal qualities, such as resilience and responsibility. Pupils learn about the impact of their choices and are supported to make positive decisions. There are opportunities for pupils to be fairly elected into important roles such as school councillors, play leaders and anti-bullying ambassadors. They relish this. The school prepares pupils well for their next steps by developing their confidence, independence and ability to engage positively with others.

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

Pupils start their day in a calm and welcoming environment where familiar adults greet them and help them settle quickly. Positive, trusting relationships help pupils who have previously struggled with attendance to arrive with increasing confidence and feel safe in school. Throughout the day, pupils behave positively, form supportive friendships and increasingly learn how to manage challenges. Staff use clear expectations and gentle reminders, so pupils understand their responsibilities and increasingly make the right choices.

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

Pupils enjoy learning. Many arrive with negative experiences of education, but quickly begin to see themselves as successful learners. They value the fact that the staff understand them and respond well to their needs. Staff adapt the curriculum carefully to meet individual needs, helping pupils overcome barriers and typically make progress from their starting points. Pupils talk with pride about their achievements and feel better prepared for their next steps.

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

Pupils benefit from a range of wider experiences that build confidence, curiosity and a sense of belonging. They support one another well, reflecting the school's focus on relationships and community. Pupils understand that bullying is not tolerated and trust staff to deal with any concerns quickly and effectively.

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

Across the school, pupils show positive attitudes to learning. For some, it is a huge improvement based on previous experiences. They learn in an environment where they feel safe, accepted, included and valued for who they are. Pupils start to develop resilience, confidence and a renewed belief in their ability to succeed. As a result, they are increasingly able to achieve, belong and thrive within the caring school community.

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Next steps

Leaders should ensure that pupils' starting points are identified with more consistency in a way that reflects the aspects of best practice that already exist. Leaders should monitor the implementation of the curriculum more closely to ensure that the needs of pupils are being met consistently, leading to greater progress. Leaders should ensure that all staff use assessment more robustly to ensure that all pupils build knowledge and skills from their unique and differing starting points.

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About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) 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, the interim headteacher, other senior leaders in school and executive leaders from the proprietor body during the inspection.

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About this inspection

The chair of the proprietor body is Paul Brosnan.

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About this inspection

The fees currently charged are £64,167 per year.

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About this inspection

The email address for the school is arcnapton@kedlestongroup.com

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About this inspection

All pupils have an education, health and care plan. The school specifically caters for pupils with attention deficit hyperactivity disorder; autism; social, emotional and mental health needs; and speech, language and communication difficulties.

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Independent school standards

Independent school standards are either met or not met for each category. The school currently uses one unregistered alternative provision.

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Independent school standards

The school address is Vicarage Road, Napton-on-the-Hill, Southam CV47 8NA.

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Independent school standards

The new headteacher has been in post since September 2023.

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Independent school standards

The school is registered to admit 35 pupils, with 33 pupils currently on roll.

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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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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 an education, health and care (EHC) plan

6. Provision of information Standards met

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Pupils with an education, health and care (EHC) plan

7. Manner in which complaints are handled Standards met

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Pupils with an education, health and care (EHC) plan

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.

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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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