Oak Cottage

Oak Cottage

Address: London Road, Allostock, Knutsford, Cheshire, WA16 9LU Unique reference number (URN): 151437

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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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Attendance and behaviour Strong standard

Leaders communicate well with parents and carers so that the needs and aspirations of each pupil are known and understood. Leaders understand why pupils may be initially reluctant to attend school. This informs the way that staff engage with pupils to promote regular attendance. The success of this work is remarkable. Despite the fact that pupils were not previously attending school, they rarely miss a day at Oak Cottage. Leaders are adept at removing barriers to ensure that pupils are motivated to learn. Attendance rates are high and pupils approach school with positive attitudes.

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Attendance and behaviour Strong standard

Leaders have created a harmonious environment that has clear and predictable routines. The individualised support that staff provide helps pupils to fully understand what is right and wrong in a range of different situations. As a result, pupils behave well. They understand how their actions can affect others. Since the school opened, there has been no bullying, harassment or significantly negative behaviours between pupils. Small issues are picked up instantly. The longer pupils are at the school, the more they are able to reflect on and amend their own behaviours. Parents typically comment on the vast improvements in pupils' behaviour at home.

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Achievement Expected standard

Pupils progress well through the curriculum and towards their individual goals. They gain the basic skills in reading, writing and mathematics that they need for future success. Pupils learn to read with accuracy and increasing fluency. They understand number and can use this knowledge to solve mathematical problems. The focus on developing pupils' social skills means that they learn how to communicate clearly and confidently. Mostly, pupils gain secure knowledge across a range of curriculum subjects. However, their understanding of important human and social knowledge is sometimes less secure.

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Achievement Expected standard

Most pupils have missed a significant proportion of their education before starting at this school. However, they are helped to overcome gaps in their learning so that they are able to learn what is intended. Pupils become increasingly confident and positive learners. They are proud of their achievements, and they are keen to celebrate the success of their peers. Pupils are being well prepared for the next steps in their education.

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Curriculum and teaching Expected standard

Leaders have an accurate insight into the effectiveness of the curriculum and how it is taught. The purposeful curriculum ensures that pupils generally recall their learning well. However, the curriculum for human and social education is not as clear about the key knowledge that pupils need to know. At times, this makes it more difficult for teachers to know what content should be emphasised when they teach these subjects. The curriculum prioritises the teaching of reading, writing and mathematics so that pupils gain the key skills that they need to learn across different subjects. Phonics is delivered consistently well for all pupils.

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Curriculum and teaching Expected standard

Staff individualise learning for pupils. They shape it well to match pupils' individual targets and needs. This makes learning relevant so that pupils can see the value in it. For example, in science, teachers encourage pupils to define the questions that they want to answer when conducting a scientific investigation. Staff check pupils' learning and adjust their teaching to help overcome gaps in pupils' knowledge.

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Curriculum and teaching Expected standard

The interactions that staff have with pupils typically help to move learning forwards well. However, there are some inconsistencies in how effectively staff use their conversations with pupils to deepen pupils' understanding. Although pupils typically learn well, this means that sometimes they do not get the most out of some tasks.

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Inclusion Expected standard

All pupils at the school have special educational needs and/or disabilities. Leaders ensure that pupils' individual needs are identified well on entry to the school. They use the views of parents and carers alongside specialist advice to inform their approach. Staff are aware of the adjustments needed to support each pupil from their first day at the school. These are adapted well over time to match pupils' changing needs.

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Inclusion Expected standard

Leaders identify the main barriers that have prevented each pupil from learning in the past. They design a programme of work that involves pupils in making choices about how, and what, they will learn. Each day starts with activities that help pupils to settle well. This is effective in improving pupils' engagement, including for the most vulnerable. Pupils feel a sense of ownership over their learning.

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Inclusion Expected standard

All pupils feel included as part of the school. The relationships that staff develop build pupils’ self-esteem and wellbeing. Staff continually check on each pupil to make sure that they are provided with strategies to overcome any difficulties. This builds pupils' sense of achievement successfully.

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Leadership and governance Expected standard

The proprietor body has successfully established a well-resourced and purposeful environment in which pupils can flourish. It has been instrumental in ensuring that the needs of pupils come first. The proprietor has an accurate understanding of the school's effectiveness. It has set a compelling vision for future improvement and is continually seeking to make the school even better. Together with leaders, the proprietor has ensured that the independent school standards (ISS) are met. Leaders regularly check for this compliance to ensure that the ISS remain met over time.

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Leadership and governance Expected standard

The proprietor has demonstrated clear capacity to improve the school. Staff appreciate the range of training on offer to help them to develop their skills. However, some aspects of leaders' checks on the quality of teaching and learning are not as specific as they could be. They do not provide clear enough guidance for staff on how to improve their practice even further. The proprietor and leaders have accurately identified the key areas for further improvement. They make decisions in the best interests of pupils' welfare and development. In order to continue to strive to meet their aspirations for the school, the proprietor is in the process of setting up an advisory board to question leaders in more depth about the school's practice and to promote further development.

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Leadership and governance Expected standard

Staff are complimentary about the way in which leaders look after their wellbeing and consider their workload. Parents and carers are also full of praise for the way in which the dedicated leaders and staff keep them informed about their child's progress.

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Personal development and wellbeing Expected standard

Leaders have developed a comprehensive personal development programme. It is designed to give pupils a broad understanding of the world around them. They have a wide range of experiences to promote a diverse range of careers. For example, pupils have visited a local car dealership and had visiting speakers in to talk about their jobs, including a beekeeper, a nurse and a librarian.

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Personal development and wellbeing Expected standard

Pupils gain a clear understanding of different religions and their beliefs. They are taught to respect each other's opinions and differences as part of their social development. They understand what it means to be equal and they debate issues with increasing maturity. They understand how some people lead different lives from their own. Pupils are well prepared for life in modern Britain.

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Personal development and wellbeing Expected standard

Pupils understand fundamental British values. Staff weave these into topics in a relevant and meaningful way so that pupils understand how they relate to their own lives.

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Personal development and wellbeing Expected standard

Leaders have ensured that relationships education is appropriate for pupils' developmental stage. Pupils are aware of how to resist peer pressure and coercion. They understand what makes a good friendship. Staff include a range of moral dilemmas and situations in daily lessons so that pupils learn how to keep themselves safe, including when online.

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Personal development and wellbeing Expected standard

The emotional and social guidance that staff provide supports pupils to make their own choices. Staff help to break down barriers to pupils' understanding of social interactions and give pupils greater autonomy when making the right choice.

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Personal development and wellbeing Expected standard

Pupils learn skills that will prepare them for their future lives, such as through their regular food technology lessons. Pupils enthusiastically join in with these practical sessions to learn about healthy eating and how to maintain a healthy lifestyle. Some pupils even cook meals at home using the skills that they have learned at school.

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

Pupils feel a strong sense of belonging to Oak Cottage. This is because of the careful way in which they are introduced to the school by staff, who genuinely care about their welfare. Pupils are nurtured so that their individual characters can shine. Pupils' needs are met by the approach that leaders have set for the school. This involves a strong element of choice so that pupils feel included in determining how they learn. They quickly learn to trust staff, to re-engage with their education and to enjoy learning.

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

Pupils feel safe at school. Any form of misbehaviour is gently tackled in its infancy. Pupils learn to understand and regulate their behaviour through the guidance and support that they receive. They are helped to reflect on their own actions and they start to amend their behaviours. Leaders do not tolerate any hint of bullying. Pupils feel safe from harmful behaviours. They rarely miss a day of school.

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

Above all, pupils value the relationships that they have with staff. They also maintain positive relationships with their peers. This is the basis of the school's success. Using this approach, leaders have brought about a number of improvements to pupils' education in a short space of time.

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

Pupils enjoy a vast range of wider experiences. They go on trips in the local community to give them confidence, a wider sense of belonging and to learn social skills. For example, pupils have opportunities to go bouldering, visit a working farm and enjoy trips to museums. Pupils are well prepared for life in modern Britain. They work through a comprehensive personal development programme that equips them with the knowledge that they will need to be positive members of society.

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Next steps

Leaders should ensure that the interactions between staff and pupils, and the tasks set for learning, enable pupils to deepen even further their understanding of the topics they study. Leaders should ensure that they further refine the key learning that leaders want pupils to know in human and social education to ensure that pupils' recall of key knowledge is as positive in these subjects as it is in others. Leaders should ensure that their monitoring of teaching and learning contributes more effectively to the school's continual improvement by providing staff with shaper actions to improve their practice.

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About this inspection

The school fees for day pupils are £72,800.

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About this inspection

The proprietor is Oak Cottage Ltd. The name of the chair of the proprietor body is Andrew Powell.

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About this inspection

The school's website is www.oak-cottage.uk

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About this inspection

The school’s email address is admin@oak-cottage.uk 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

The school's proposed change to the age range of pupils.

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About this inspection

The school has applied to the Department for Education (DfE) to make a material change to its registration. At the DfE's request, inspectors checked whether the school is likely to meet the relevant ISS if the DfE decides to approve the change. This part of the inspection was carried out under section 162(4) of the Education Act 2002.

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About this inspection

The outcome of this part of the inspection is: the school is likely to meet the relevant ISS if the material change relating to the school provision is implemented.

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About this inspection

The proprietor has checks in place to ensure that the independent school standards (ISS) are met. They demonstrate the skills and knowledge needed to ensure that this continues to be the case. Furthermore, they are establishing an advisory board and are recruiting governors with the skills needed to support and challenge leaders in even greater depth. They keep the wellbeing of pupils at the heart of their decision-making with the aim to ensure that all pupils are happy and develop skills that will help them to become productive and positive members of the community. Leaders have ensured that arrangements are in place to meet the needs of 12-year-old pupils, should the material change be approved.

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About this inspection

The following standards are likely to be met: Part 8: 34(1) to 34(2)

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About this inspection

The school has an appropriate curriculum in place to meet the needs of 12-year-old pupils. Although leaders only intend to cater for pupils who are working on a Year 6 curriculum, they have designed subject curriculums that run through to the age of 16 to cater for any talents pupils may have. Leaders use assessments to continually adapt teaching and learning to ensure that pupils are ready for their next steps. The school's personal, social, health and economic curriculum provides suitable learning for Year 7 pupils, including sufficient careers information and guidance. There is also a stage-appropriate relationships and sex education and health education programme in place at the school that would meet the needs of the Year 7 pupils that the school proposes to admit.

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About this inspection

The following standards are likely to be met: Part 1: standards 1 to 4.

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About this inspection

The school's approach to teaching about equalities and fundamental British values is well established. All aspects of the school's spiritual, moral, social and cultural education are suitable for the Year 7 pupils that the school proposes to admit. For example, the school ensures that pupils learn the knowledge and skills that they need to manage their own emotions and to start to become positive and productive members of society. Part 2: The following standards are likely to be met: standards 5 to5(d)(iii).

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About this inspection

The school has an up-to-date safeguarding policy that meets the latest guidance from the secretary of state. Staff follow this policy well to ensure that pupils remain safe. The policy is

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Independent school standards

Independent school standards are either met or not met for each category. published on the school's website. The following standards are likely to be met: Part 3: standards 7 to 7(b) and Part 6 32(1)(c).

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Independent school standards

All commissioned inspections should include a check of the school's safeguarding policy and its implementation (part 3) and check that the safeguarding policy is published on the school's website or otherwise made available (Part 6). All commissioned welfare inspections of boarding schools should similarly check against NMS 8.

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Independent school standards

The inspectors confirmed the following information about the school:

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Independent school standards

All pupils have an education, health and care plan for social, emotional and mental health needs. A large proportion of pupils have autism.

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Independent school standards

The school does not use any alternative provision.

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Independent school standards

This was the first standard inspection of a newly registered school. The school was registered by the DfE in April 2025.

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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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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

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