Schools & FE · Report card

Brickyard Barn Outdoor Learning Centre

Inspected 24 Feb 2026 · published 12 Jun 2026 · URN 145470

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Summary

No overall grade in this frameworkSafeguarding met

Stuart Clarkson (lead), Lorraine Lord

What we read, and from where

Click a reading to see it highlighted in the report.

Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
24 Feb 2026
Inspectors verified
Lorraine Lord, Stuart Clarkson
Postcode verified
CV33 9QD
Name on report verified
Brickyard Barn Outdoor Learning Centre
Safeguarding verified
Met
URN verified
145470

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Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+62Positivemore positive than 32% of reports of this type

In line with other reports of this type.

Praisepositiveeffectiveeffectivelythrivesuccessfullyconsistentlystronghighly effective

Criticismconcernsinconsistenciesnot alwayspoordeclinedstrugglepersistent absencenot clear

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1410w+65
Leadership265w+33
Safeguarding51w−11
What needs to improve120w+78

Strengths

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Concerns

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As a result, attendance rates are close to that seen by similar pupils nationally, and persistent absence has declined over time. p.2

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 10
Words of findings: 1,843; about usual (typical 1698)
Reading level: Hard; Flesch 43, typical 43
Average sentence: 15 words
Next steps: 4; typical 3
Hedged sentences: 5%; “some”, “not always”, “most”…

Where the words go

Findings 57%Leadership 11%Safeguarding 2%What needs to improve 5%About the inspection 26%

Full report text

Brickyard Barn Outdoor Learning Centre

Address: Brickyard Barn, Mallory Road, Bishops Tachbrook, CV33 9QD Unique reference number (URN): 145470

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

Generally, pupils, all of whom have special educational needs and/or disabilities, achieve well from their starting points. Staff provide targeted support to help these pupils prepare successfully for their next stage of learning. Alongside a core literacy and numeracy curriculum, the school ensures that pupils also develop important skills such as questioning, sharing their opinions, independence and resilience. Where it is appropriate for pupils to complete external examinations, such as in functional skills or IGCSE, pupils typically achieve in line with national averages.

p.2

Achievement Expected standard

Although pupils sometimes struggle to recall what they have learned previously, they become increasingly secure at using prior knowledge to help them learn new content. Consequently, pupils’ knowledge builds progressively. Over time, pupils use subject-specific language with increasing accuracy. Alongside the subject-specific vocabulary, the school continues to develop pupils' verbal responses well. However, there remain some inconsistencies in the depth and detail of pupils' written work.

p.2

Attendance and behaviour Expected standard

Leaders analyse attendance and behaviour data thoroughly. Careful review of trends helps leaders to ensure that they act quickly on concerns. For instance, leaders work closely with families to ensure that those pupils who miss school frequently are supported effectively. As a result, attendance rates are close to that seen by similar pupils nationally, and persistent absence has declined over time.

p.2

Attendance and behaviour Expected standard

Generally, pupils behave well in lessons and around the school. They have positive attitudes to learning. Where some pupils are reluctant to take part in activities, leaders support them to reflect on their feelings and consider other related activities. The school has established clear behaviour expectations, and staff generally apply them consistently. This creates a calm and respectful environment where pupils feel safe. Incidents of poor behaviour are managed effectively. The school helps pupils to successfully resolve their differences and understand the consequences of any unkind behaviour. As a result, pupils feel valued and listened to. Discrimination is not tolerated, and leaders respond swiftly when concerns arise.

p.2

Attendance and behaviour Expected standard

Staff make thoughtful adaptations for all pupils so that they can engage positively with routines. During social times, pupils generally interact respectfully and show consideration for others. Leaders monitor pupils' behaviour closely and take prompt action when needed.

p.2

Curriculum and teaching Expected standard

Leaders have created a broad and balanced curriculum that reflects the school’s context. There are many strengths within the curriculum, especially in English, mathematics and personal, social, health and economic education. The school recognises that there are still some areas to embed within their ‘9 strands’ of the wider curriculum. Leaders also know precisely what actions they need to take to ensure that teaching is of a consistently high quality in all areas of the curriculum. The curriculum, overall, is well sequenced and builds pupils' knowledge successfully over time.

p.2

Curriculum and teaching Expected standard

Teachers join from different backgrounds, including mainstream schools. Generally, teachers have a secure understanding around the key skills they need pupils to develop, in this school, for their later learning. However, although the strong foundations around literacy and numeracy are a priority across the school, there are inconsistencies around how effective pupils’ reading and writing development is. For example, not all pupils are encouraged to read as often as they could, nor do they receive consistent support to improve their writing.

p.3

Curriculum and teaching Expected standard

Staff typically identify pupils' next steps in learning well. For example, all pupils have personalised targets, which are reviewed termly and used effectively to support pupils' progress. Generally, staff adapt lessons appropriately for all pupils. This ensures that pupils access the same learning as their peers. The school recognises that further consistency is needed to support and challenge each pupil to reach their potential.

p.3

Inclusion Expected standard

Inclusion is central to the school’s ethos and vision. The school engages well with parents and carers to ensure that every child is supported to thrive, whatever their starting point or background. Staff work together to consistently identify pupils’ needs swiftly and accurately. This helps pupils to feel valued, involved and confident in their learning. Pupils’ growing confidence in speaking and socially engaging with each other is a strength of the school.

p.3

Inclusion Expected standard

Additional funding for pupils who are disadvantaged is spent effectively. This has a positive impact on pupils’ outcomes from their starting points. It also strengthens their experiences as they develop as young people. Leaders and staff understand the barriers that all pupils in the school face and work tirelessly to remove these, so that every pupil can succeed. This leads to a positive culture of belonging for all.

p.3

Inclusion Expected standard

The school's high expectations are central to its approach. Staff are determined that every child can and will succeed. Generally, staff make purposeful adaptations to meet pupils’ needs. This enables pupils to access the curriculum meaningfully. Training for staff is thoughtfully matched to the school's inclusion priorities. This typically ensures that staff have the knowledge and skills needed to tailor learning to pupils' needs.

p.3

Leadership and governance Expected standard

The interests of pupils and their families are at the forefront of every action taken in this school. The school expects every pupil to be known and treated as an individual. This means specific barriers to personal and academic growth of each pupil are well known. Consequently, the school meets the needs of pupils with special educational needs and/or disabilities very well.

p.3

Leadership and governance Expected standard

The school, generally, has a clear understanding of the strengths and areas for development. Typically, leaders take appropriate action to improve the school's provision and outcomes for all pupils. However, there is further work needed to strengthen how well leaders evaluate areas to develop and improve. It is not always clear which actions have had the most effective impact across both sites of the school. School and group leaders, including the proprietor, make decisions that put pupils’ learning, safety and wellbeing first. They also make carefully considered decisions that reflect the school’s context and priorities.

p.3

Leadership and governance Expected standard

Leaders ensure that the curriculum is ambitious and inclusive. They monitor the quality of teaching regularly and make sure that staff, including teachers at the early stage of their career, access a coherent professional learning programme that builds their expertise over time.

p.4

Leadership and governance Expected standard

The school fosters a culture of openness and trust. Leaders are mindful of staff workload and wellbeing. They take effective steps to manage workload. However, staff are not always clear around the reasons for their workload. Further consideration of how tasks are communicated to all staff continues to be reviewed by leaders. The school maintains highly constructive relationships with parents and carers and the wider community.

p.4