Henry David Learning Woodfield School

Henry David Learning Woodfield School

Address: The Dutch Barn, Main Street, Frolesworth, Lutterworth, Leicestershire, LE17 5EE Unique reference number (URN): 148245

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

Across the school, pupils make steady progress through the curriculum from their starting points. They are increasingly well prepared for the next stage in their education.

p.2

Achievement Expected standard

At the core of the school’s curriculum offer is pupils’ acquisition of key skills and knowledge. As a result, pupils gain appropriate mathematical knowledge and learn to read well. Pupils’ writing is purposeful. Accurate spelling and grammar is expected, and errors are corrected in line with the school’s marking and feedback policy. The school has recently introduced a range of suitable formal qualifications that pupils can take as they prepare to leave the school. Many pupils are able to talk about their learning. On the whole, staff help pupils to make links with prior learning. For example, in an English lesson, older pupils connect Martin Luther King’s ‘I have a dream’ speech with prior learning about the Equality Act.

p.2

Attendance and behaviour Expected standard

The school has high expectations of pupils’ attendance, and this is communicated to pupils and parents and carers. Pupils’ daily, weekly and termly attendance are closely tracked. There is a clear strategy in place to improve attendance. The school recognises that many pupils have struggled to attend school in the past. The school is quick to celebrate pupils’ improving attendance, including certificates for 10-day streaks. The attendance of many pupils has improved significantly, although there are a small number of pupils whose attendance remains stubbornly low.

p.2

Attendance and behaviour Expected standard

The school day is calm and purposeful. Pupils enjoy positive relationships with the adults in school. They trust them and know that they will keep them safe. Bullying and discrimination are not tolerated. Staff model the ambition, support and kindness that leaders expect of pupils. The routines of the school day help pupils to feel secure and ready to learn. Staff support pupils well when there is a change to the usual rhythm of the school day or an unexpected event. Staff are quick to spot pupils who may need time or space to manage their emotions. Pupils learn to use the strategies that work best for them when they are stressed or unhappy. Most of the time, pupils engage well in their learning.

p.2

Curriculum and teaching Expected standard

The school has rightly prioritised the development of a broad and ambitious curriculum since the previous inspection. Curriculum plans are in place across all subjects and phases. These clearly set out what pupils need to know and remember. Learning is organised logically so that pupils’ knowledge and skills grow over time. However, while staff are clear about the sequence of learning in their own class, they are not routinely aware of the detail of what pupils have learned previously, or what they will learn in the next class, beyond broad themes.

p.2

Curriculum and teaching Expected standard

Reading is prioritised. Each day includes a reading session, including phonics lessons. Pupils read from a wide range of texts, such as graphic novels, non-fiction texts and classic books. Pupils at an earlier stage of learning to read use their phonics knowledge well to decode words. As a result, pupils become fluent readers who are confident to read aloud.

p.2

Curriculum and teaching Expected standard

Typically, the curriculum is delivered as leaders intend because staff have benefited from a well-considered training programme. They demonstrate appropriate subject knowledge and have the skills they need to adapt the curriculum to meet pupils’ needs. They use assessment information well to plan next steps so that the gaps in pupils’ learning close.

p.3

Inclusion Expected standard

The school works effectively with external agencies and parents and carers to identify the barriers that may prevent pupils from learning well. All pupils have an education, health and care (EHC) plan. The school uses the information in these plans, as well as making their own checks to provide pupils with the help they need to access the curriculum. Each pupil has key targets that set out the small steps they need to make towards the wider goals identified in their EHC plan. These targets address pupils’ academic needs as well as the social and emotional challenges they may face. The school checks that pupils successfully make these small steps. If they do not, the school makes further, well-considered adjustments to support pupils.

p.3

Inclusion Expected standard

Staff receive useful training and develop specific expertise that is well matched to the school’s context. As a result, staff confidently use a wide range of strategies to engage pupils in their learning. In lessons and throughout the school day, they make reasonable adjustments for all pupils as well as providing more bespoke arrangements for individual pupils. The school’s approach to inclusion has an increasingly positive impact on pupils’ self- esteem and view of education.

p.3

Leadership and governance Expected standard

Leaders understand the school’s context well. They are ambitious for the school and have a shared vision for continued school improvement that is strategic and precise. As a result of steady and assured leadership, there have been significant positive changes since the previous inspection. For example, leaders have rightly prioritised the appointment of skilled and expert staff, curriculum development to meet pupils’ needs and a focus on improving attendance. As a result, pupils and staff thrive in a purposeful and respectful environment. Staff are positive about the changes leaders have made. They appreciate leaders’ support and consideration for their workload and wellbeing. They value the training they receive to develop their professional skills and knowledge.

p.3

Leadership and governance Expected standard

Leaders are well supported by the proprietor, who receives plenty of information about the school’s work. This allows the proprietor to hold leaders to account and offer challenge when needed. The proprietor provides leaders with the resources and support they need to fulfil their roles effectively. The proprietor also fulfils their legal duties. They ensure that the school’s arrangements for keeping pupils safe aligns with their statutory responsibilities and that the school is compliant with schedule 10 of the Equality Act 2010.

p.3

Leadership and governance Expected standard

Leaders work effectively with a range of external agencies. They have established positive relationships with parents and carers. Parents acknowledge the support their children receive. Their comments reference the school’s inclusive culture, how happy their child is to come to school and the progress they have made since joining the school.

p.3

Personal development and wellbeing Expected standard

The school’s personal development and wellbeing offer plays an essential part in the work the school does to ensure that pupils are well prepared for next steps and to overcome personal challenges. At the heart of this work is the personal, social and health education curriculum. Pupils learn about a wide range of relevant topics, such as safe and healthy relationships, online safety and how to maintain positive mental health. Pupils have meaningful opportunities to see the world through the eyes of others. They develop an understanding of fundamental British values. They show acceptance and respect for diversity and recognise the principles of equality. They learn about scientists from a range of backgrounds, based on the premise that ‘You can’t be what you can’t see.’ Nevertheless, pupils’ understanding of other faiths and religions is more limited.

p.4

Personal development and wellbeing Expected standard

The school values pupils’ ideas and opinions. For example, pupils have had their say about the creation of the new outdoor area and the choices that are made for school trips. Pupils have opportunities to take on responsibility and make a positive contribution to school life. Older pupils plan the Christmas meal, a ‘Santa’s grotto’ for the younger pupils and the annual sports day. Pupils also take on positions of responsibility linked to their personal interests, such as litter picking and recycling. The school prioritises preparation for adulthood. Pupils learn to cook, use public transport and manage money. Pupils benefit from a well-established careers programme. They participate in regular work placements and are supported to write a CV and applications for college and work.

p.4

Personal development and wellbeing Expected standard

The school provides a wider programme of trips and visitors to complement and enhance the curriculum. Pupils go on a range of trips to museums, the zoo, the ‘Space Centre’ and local theatres that help them to broaden their experiences and interests.

p.4

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

Pupils are proud to be a part of the school’s welcoming and inclusive learning environment. They appreciate the care that staff show for them and the interest they take in their learning and lives. They explain how staff help them to overcome personal barriers so that they can engage successfully in school life and learn well. They relish the praise they receive when they experience success. Pupils increasingly understand the value of learning. Older pupils are keen to gain qualifications so that they have the skills and knowledge they need to progress to their preferred college courses or vocational routes. Pupils enjoy coming to school, and as a result, the attendance of many pupils has improved significantly.

p.4

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

The school has high expectations of pupils’ behaviour. Pupils are reminded to use the language of good manners, such as ‘thank you’, ‘excuse me’, ‘please’ and, when appropriate, ‘sorry’. Staff provide pupils with expert support to manage their emotions so that they are ready to learn. Pupils access a range of resources and strategies to cope when they experience big feelings such as frustration, anger, sadness or worry. Typically, the school day is calm, and pupils learn successfully without distraction. Staff are ambitious that all pupils will be well prepared for adult life. This preparation begins as soon as pupils join the school. Pupils develop increasingly positive attitudes to learning, and learn how to work as a team, how to problem-solve and how to interact in a positive way with others. They are encouraged to have their say respectfully. They learn the art of debate, and older pupils discuss relevant and challenging topics. The school wastes no time in

p.4

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

alerting pupils to future careers. Older pupils have meaningful work experience based on their personal interests. Visits, such as from an Antarctic explorer, a firefighter and a plumber, help pupils to see the future possibilities for their lives.

p.5

Next steps

Leaders should ensure that all staff can access the detail of the sequence of learning for each subject beyond the content of the curriculum for the class they are responsible for. Leaders should continue to work closely with families and appropriate external agencies to improve the attendance of a few pupils. The school should ensure that pupils gain a greater understanding of the beliefs of other faiths and religions.

p.5

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.

p.5

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.5

About this inspection

Inspectors met with the principal, the assistant principal and other members of the senior leadership team. The lead inspector met with the chair of the proprietor board.

p.5

About this inspection

The school's proprietor is Henry David Learning Ltd. The chair of the proprietor board is Zamir Lal.

p.5

About this inspection

The fees currently charged range between £65,000 and £68,000.

p.5

About this inspection

The school's email address is office@henrydavidlearning.co.uk.

p.5

About this inspection

The school is an independent special school. The school caters for pupils with a range of special educational needs and/or disabilities, including pupils who have been diagnosed with autistic spectrum disorder. All pupils have an education, health and care plan.

p.5

About this inspection

The school operates from The Dutch Barn, Main Street, Frolesworth, Lutterworth, Leicestershire LE17 5EE.

p.5

Independent school standards

Independent school standards are either met or not met for each category. The school makes use of one unregistered alternative provision.

p.6

Independent school standards

1. Quality of education provided Standards met

p.6

Independent school standards

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

p.6

Independent school standards

3. Welfare, health and safety of pupils Standards met

p.6

Independent school standards

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

p.6

Independent school standards

5. Premises of and accommodation at schools Standards met

p.6

Independent school standards

6. Provision of information Standards met

p.6

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them. 7. Manner in which complaints are handled Standards met

p.7

Strong standard

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

p.7

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.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

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.

p.8

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.8

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.8

Insufficient evidence

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

p.8

Insufficient evidence

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

p.8