Overley Hall School

Overley Hall School

Address: Wellington, Telford, Shropshire, TF6 5HE Unique reference number (URN): 123621

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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 Strong standard

Pupils achieve consistently well from their starting points. They develop their knowledge and skills incrementally. Over time, the progress that pupils make in learning the curriculum is significant. For example, nonverbal pupils begin to express feelings and opinions for the first time. Pupils start to access the world of words, engage in stories and make progress in learning to read. Some pupils read for the first time and show great pride in this achievement. Pupils thrive in building a knowledge of the subjects they learn.

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Achievement Strong standard

Pupils are well prepared for the next stage of their lives. Most pupils leave the school at 19 years of age, having developed a range of life skills. These skills support pupils' transition to life beyond school. Some pupils gain qualifications that recognise their achievement in acquiring the knowledge and skills they need in preparation for adulthood.

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Attendance and behaviour Strong standard

The school promotes high attendance. Leaders have created a rich environment in which pupils flourish. Leaders work with parents and carers to ensure that pupils’ wider needs are met. Leaders keep a close eye on any potential barriers to pupils attending well. Working with parents, leaders help to remove barriers to pupils' regular attendance. As a result, pupils achieve high levels of attendance.

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Attendance and behaviour Strong standard

The school has high expectations of pupils' behaviour. Staff apply the school's behaviour policy effectively. They ensure that pupils follow clear and consistent routines. Pupils respond well to the school's expectations of them. At times, pupils communicate their individual needs through their behaviour. Staff have a deep understanding of pupils' individual needs. They respond appropriately to refocus pupils on their learning. Staff use carefully planned strategies to support pupils in managing their emotions. This approach from staff helps pupils feel calm and promotes positive attitudes to learning. As a result, classrooms are happy, positive places where pupils thrive.

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Attendance and behaviour Strong standard

The school has a highly effective approach to the prevention of bullying and discrimination. Leaders respond promptly to any issues, ensuring that pupils feel safe and secure. Through vigilant supervision, pupils are kept safe.

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Curriculum and teaching Strong standard

Leaders have an accurate understanding of the quality of the curriculum and teaching. They have been astute in designing a curriculum that meets pupils' needs. The curriculum sets out the knowledge that pupils are expected to learn in each subject. The curriculum breaks down knowledge into small, manageable chunks. This enables pupils to build their knowledge, step by step, over time.

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Curriculum and teaching Strong standard

Teachers carefully adapt the curriculum to meet pupils’ complex needs and differing starting points. Teachers make careful decisions about what to teach and how to teach it. Mathematics, reading and writing are priorities. Staff understand how to build pupils’ knowledge and skills over time so that gaps in learning begin to close. Leaders ensure that teachers have the subject knowledge they need to teach the curriculum. Teaching is consistently effective in building pupils' knowledge and skills. However, very occasionally some staff do not select the most appropriate teaching strategies or activities to secure pupils' learning.

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Curriculum and teaching Strong standard

Teachers focus precisely on developing pupils’ language and communication. Teachers make highly effective use of communication aids through all aspects of learning. Some pupils are nonverbal; others can only vocalise a limited range of sounds. On joining the school, pupils are quickly taught how to communicate using a strategy that is appropriate for them.

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Inclusion Strong standard

The school’s approach to inclusion is well organised and highly effective. Leaders place significant emphasis on developing staff’s expertise. High ‑ quality training ensures that staff put the school’s inclusive policies into practice consistently well.

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Inclusion Strong standard

When pupils join the school, staff carry out detailed and thorough checks to identify pupils' starting points. Teachers, therapists and clinical staff work together to build a clear and accurate picture of pupils’ strengths, needs and barriers to learning. This collaborative approach ensures that staff understand how best to support each pupil. It enables leaders to plan timely and effective provision that reduces barriers to pupils' learning and wellbeing. Consequently, pupils quickly begin to access the school’s curriculum and achieve.

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Inclusion Strong standard

Most pupils have severe or profound learning difficulties. Many pupils are at the early stages of developing communication skills. Leaders ensure that staff plan the right support, put it into practice and review it regularly. For example, pupils use a range of communication aids. Staff check that these aids are making a positive difference to pupils' communication. Staff successfully refine strategies when necessary.

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Inclusion Strong standard

Leaders work well with external agencies, such as the virtual school. Leaders are skilful in coordinating support that enriches pupils’ experiences.

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Leadership and governance Strong standard

The proprietor has clear systems in place to oversee the school’s statutory duties and evaluate the quality of school provision. The proprietor supports school governance through a team of advisers. This team gathers and reviews a wide range of information about the quality of provision and its impact on pupils' experiences. The proprietor ensures that school leaders receive appropriate support and challenge. As a result, the proprietor has an accurate understanding of the school's strengths and makes strategic decisions that benefit pupils. For example, since the last inspection, leaders have worked carefully to redesign the school’s curriculum. This work has improved the quality of the curriculum and its implementation.

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Leadership and governance Strong standard

Leaders foster an outward-looking culture that develops staff expertise. Leaders encourage staff to work with professional networks, engage with colleagues and collaborate with external agencies. Staff access a comprehensive programme of training that supports their professional development. Many staff gain additional qualifications that support them in fulfilling their roles. As a result, pupils benefit from a continually enhanced learning experience.

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Leadership and governance Strong standard

Leaders prioritise staff's workload and wellbeing. Staff enjoy working at the school. Indeed, most staff have been employed at the school for a long time. This stability in staffing enables effective practice to be embedded which enhances the quality of pupils’ education.

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Leadership and governance Strong standard

The proprietor maintains rigorous oversight of the quality of the school's provision. Leaders make decisions in pupils' best interests. The proprietor ensures that all of the independent school standards are consistently met.

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Personal development and wellbeing Strong standard

Leaders have designed a comprehensive personal development programme that is central to school life. This programme has a clear and positive impact on pupils’ knowledge, wellbeing and readiness for the future. The personal, social, health and economic education that pupils receive meets their needs well. For example, they learn how to keep themselves safe when using the internet. The school’s curriculum also includes the necessary content of relationships and sex education and health education. Staff teach topics clearly, using well- considered strategies to help pupils understand complex and sensitive subjects.

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Personal development and wellbeing Strong standard

Leaders constantly review pupils’ social, physical and emotional wellbeing. This enables leaders to adjust support for pupils' personal development. For example, when staff identify pupils' evolving nutritional needs they place greater emphasis on teaching pupils about healthy eating. This helps pupils to develop better eating habits and supports their physical and emotional wellbeing.

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Personal development and wellbeing Strong standard

The curriculum develops pupils’ understanding of life in modern Britain. Pupils learn about fundamental British values and their impact in the local community and the wider world. They learn about different faiths and cultures and celebrate people's similarities and differences. In addition, pupils learn about democracy through the election and work of the school council. The school council makes decisions that make a difference to the life of the school.

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Personal development and wellbeing Strong standard

The school’s work to prepare pupils for adulthood is a distinct feature of its provision. Pupils develop practical life skills in the school’s ‘independent living suite'. They practise cooking, shopping and other everyday tasks. This programme is strengthened by the school’s careers education. Some pupils follow study programmes such as health and beauty or animal care. They also receive useful careers advice. This careful preparation supports pupils to move towards greater independence or semi-independent living when they leave the school.

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

Pupils thrive at this school. The level of care that staff provide makes a significant difference to pupils’ lives. Many pupils face complex barriers to learning and join the school with very low starting points. Some pupils have profound learning difficulties and require specialist help. Staff understand these needs and do all they can to help pupils flourish.

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

Pupils benefit greatly from positive relationships with staff. Teachers promote pupils' unique talents and support pupils to achieve their best. School is a calm and happy place where pupils feel safe and secure. The school's nurturing environment has a big impact on pupils’ wellbeing. Pupils share plenty of smiles and laughter with each other throughout the school day.

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

Pupils study a curriculum that is carefully designed to meet their needs. Pupils learn how to communicate and develop knowledge of various subjects. The curriculum prepares pupils well for life in modern Britain. Pupils make significant strides in their learning and are well prepared for their next steps.

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

Pupils’ enjoyment at school is reflected in their very high attendance. Pupils welcome visitors with enthusiasm and show pride in their work. Pupils make keen use of the school’s extensive grounds and facilities. They enjoy various outdoor learning opportunities and sensory activities.

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

The school nurtures pupils’ individual interests and talents. Staff arrange a broad range of activities to promote pupils’ independence. For example, pupils learn to prepare meals and complete household tasks in the school’s 'independent living suite'. Some pupils enjoy health and beauty activities while others embrace leadership responsibilities. These responsibilities include helping in the farm shop and coordinating the daily café trolley deliveries.

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

Pupils understand the school’s routines and know what to expect each day. They behave well and focus on their learning. Pupils do not experience bullying. If behaviour concerns do arise, staff act swiftly and effectively to address those concerns.

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Next steps

Leaders should ensure that staff consistently use the most effective teaching strategies, so that all staff implement the high-quality, effective teaching that pupils experience most of the time.

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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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Independent school standards

Independent school standards are either met or not met for each category. Inspectors spoke with the proprietor, the headteacher and other members of the senior leadership team during the inspection.

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Independent school standards

The name of the proprietor is Anita Brown.

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Independent school standards

The fees currently charged are £71,227 to £154,062.

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Independent school standards

The school's email address is info@overleyhall.com.

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Independent school standards

The inspectors confirmed the following information about the school:

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Independent school standards

The school is an independent special school that caters for pupils with special educational needs and/or disabilities, including autism spectrum disorder and a range of other needs. All pupils have education, health and care plans.

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Independent school standards

The school does not use alternative provision.

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Independent school standards

The school is registered to admit 24 pupils. There are currently 18 pupils on the school's 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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Lead inspector:

Jonathan Leonard, 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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Total pupils

5. Premises of and accommodation at schools Standards met

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Total pupils

6. Provision of information Standards met

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Total pupils

7. Manner in which complaints are handled Standards met

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Total pupils

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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