Red Boots School (National Institute of Conductive Education)

Conductive Education)

Address: Cannon Hill House, 14 Russell Road, Moseley, Birmingham, West Midlands, B13 8RD Unique reference number (URN): 103588

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

Attendance and behaviour Strong standard

Pupils' attendance is positive, taking account of the complex medical needs of many pupils. Leaders work closely with families, therapists and other professionals to support regular attendance and sustained engagement. Where attendance is interrupted by treatment or recovery, leaders adapt provision so that pupils continue to access learning and maintain connection with school.

p.2

Attendance and behaviour Strong standard

Pupils demonstrate very positive attitudes to school and are eager to attend. Parents and carers confirm that pupils value the opportunities provided. This reflects strong relationships with staff and a structured environment that helps pupils feel secure and ready to engage.

p.2

Attendance and behaviour Strong standard

Behaviour is calm, respectful and consistently well supported. Staff understand pupils’ needs and use effective, individualised strategies to help them manage feelings and interact positively. Pupils respond well to routines and expectations; interactions with staff are warm and purposeful. When pupils experience moments of distress, staff respond quickly and sensitively, helping them to re-engage and continue participating. Over time, pupils develop increasing independence in regulating behaviour and engaging with others, supported by consistent approaches across the school.

p.2

Attendance and behaviour Strong standard

Overall, attendance and behaviour contribute to a positive environment in which pupils feel safe, confident and ready to learn. They are supported to build routines that sustain engagement time.

p.2

Inclusion Strong standard

The school provides an inclusive environment where pupils’ needs are understood and carefully met. Staff identify barriers to learning and participation, and take effective action to reduce them. This is evident in how pupils with special educational needs and/or disabilities engage in learning and wider school life. Provision is thoughtfully adapted to support pupils’ physical and communication needs, including through specialist approaches that enable pupils to develop independence and access learning. As a result, pupils participate meaningfully and grow in confidence as they move, communicate and interact with others.

p.2

Inclusion Strong standard

Parents and carers value the personalised support their children receive and describe clear improvements in confidence and independence. Partner schools also highlight effective collaboration for pupils attending dual placements. Shared planning and regular communication ensure continuity so that pupils benefit from a coherent approach across settings.

p.2

Inclusion Strong standard

Inclusive practice is embedded consistently across the curriculum. Adaptations are well established and applied effectively so that pupils benefit equally in different subjects. Overall, the school enables pupils to access learning and participate fully, with inclusion evident in daily practice and contributing strongly to pupils’ confidence, independence and engagement in learning, and readiness for their next steps and participation in the wider community.

p.2

Personal development and wellbeing Strong standard

The school places a strong emphasis on pupils’ personal development and wellbeing. Pupils are supported to develop confidence, independence and communication skills in ways that reflect their individual needs. Through carefully structured support, pupils are encouraged to make choices, express preferences and take an increasingly active role in their daily experiences.

p.3

Personal development and wellbeing Strong standard

Pupils benefit from a thoughtfully designed range of opportunities that build their social, moral and cultural understanding. Through daily routines, shared activities and structured interactions, pupils learn to engage with others, develop relationships and participate in the wider life of the school. Experiences such as group sessions, shared sensory activities and celebration events help pupils to recognise others and develop a sense of belonging.

p.3

Personal development and wellbeing Strong standard

The impact of this work is evident in pupils’ growing confidence, independence and ability to communicate. Parents and carers describe clear improvements in their children’s emotional wellbeing, engagement and willingness to participate. Many pupils develop greater independence in movement, communication and interaction, supporting wider participation in school life.

p.3

Personal development and wellbeing Strong standard

Pupils are supported to understand aspects of safety, including online safety and personal boundaries, in ways appropriate to their needs. They learn to recognise risks and develop strategies to manage them. The curriculum introduces pupils to important concepts such as respect and difference, helping them begin to understand life in modern Britain.

p.3

Personal development and wellbeing Strong standard

Overall, pupils develop positive attitudes and are well prepared for their next steps. Personal development is embedded consistently, enabling pupils to grow in confidence, independence and engagement over time.

p.3

Achievement Expected standard

Pupils make secure progress from their starting points through the school’s specialist provision, particularly in physical development, communication, confidence and independence. The impact is evident in pupils’ increasing mobility, control and engagement, enabling fuller participation in learning and wider school life.

p.3

Achievement Expected standard

Across the academic curriculum and other subjects, pupils make appropriate progress given their complex needs, medical circumstances and patterns of attendance. They engage positively in learning and develop understanding across a range of subjects, supported by provision that meets their individual needs.

p.3

Achievement Expected standard

Leaders have a clear understanding of pupils’ achievement, including how time in school affects progress. They are strengthening how achievement is captured across subjects so that pupils’ learning pathways show more clearly how knowledge and skills build over time. Overall, pupils achieve well in relation to their starting points, with positive gains in key areas that support access to learning and increasing independence for their next steps.

p.3

Curriculum and teaching Expected standard

The curriculum is ambitious and tailored to meet pupils’ individual needs. It is closely aligned to the intended outcomes in pupils’ education, health and care plans, and emphasises physical development, communication and independence. Specialist approaches are implemented effectively, enabling pupils to develop key skills that support access to learning.

p.4

Curriculum and teaching Expected standard

Staff know pupils well and adapt teaching effectively. Activities build on pupils’ needs and interests, supporting sustained engagement. Teaching in communication and physical development is carefully structured and consistently applied, enabling pupils to access a wider range of learning experiences.

p.4

Curriculum and teaching Expected standard

Across the academic curriculum, pupils engage in English, mathematics and science through appropriately adapted learning. Curriculum sequencing is developing, and opportunities to build knowledge and skills over time are not always maximised. In some instances, activities do not precisely support pupils to deepen understanding or strengthen progression.

p.4

Curriculum and teaching Expected standard

Leaders understand these areas and are taking appropriate steps to improve consistency, including how key teaching approaches are applied across subjects.

p.4

Curriculum and teaching Expected standard

Overall, the curriculum enables pupils to access learning and develop important skills effectively. Leaders are refining its coherence so that learning builds more consistently over time across the curriculum and better prepares pupils for their next steps.

p.4

Leadership and governance Expected standard

Leaders have a clear vision that places pupils’ needs at the centre of the school’s work. They demonstrate a secure understanding of the school’s context, including the complexity of pupils’ needs and patterns of attendance. Leaders identify strengths in inclusion, safeguarding and specialist provision, alongside appropriate priorities for further development.

p.4

Leadership and governance Expected standard

The proprietor and leaders ensure that the independent school standards are met. Safeguarding, welfare and statutory requirements are implemented effectively. There is a strong culture of care, and staff understand their responsibilities in promoting pupils’ safety, wellbeing and readiness to learn.

p.4

Leadership and governance Expected standard

Those responsible for governance provide appropriate support and challenge. They contribute to shaping the school’s inclusive ethos and support key developments, including strengthening opportunities for pupil voice. Leaders respond constructively, and there is a shared commitment to continuous improvement. Parents, carers and partner schools express confidence in leadership. They value the collaborative approach and commitment to meeting pupils’ needs, including in supporting pupils who attend shared placements. Leaders are strengthening how they evaluate the impact of the curriculum. Systems are developing to ensure that assessment informs learning pathways and shows how knowledge and skills build over time. Leaders are taking appropriate steps to improve consistency in curriculum implementation across subjects. Governors maintain oversight through regular monitoring and review, ensuring that policies

p.4

Leadership and governance Expected standard

are implemented and that leaders are held to account for pupils’ outcomes and experiences consistently.

p.5

Leadership and governance Expected standard

Overall, leadership and governance ensure that the school operates effectively and demonstrate a secure capacity to sustain and improve the quality of education.

p.5

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

Red Boots is a place where pupils arrive not just to learn, but to belong. From the moment they enter, there is a clear sense that the school is designed around their individual needs, including how they communicate, move and engage with others. Days follow a calm and purposeful rhythm. Staff know pupils exceptionally well and respond sensitively to subtle changes in mood, comfort or energy. Communication is understood and valued in many forms, including gesture, facial expression and the use of assistive technology.

p.5

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

Pupils enjoy school and participate in a wide range of meaningful activities that support their communication, physical development and engagement with others. They take part in shared routines, stories and sensory experiences with increasing confidence and familiarity. Teaching is carefully structured to build small but significant steps in learning, particularly in early communication, interaction and independence. As a result, pupils are appropriately prepared for their next stages, with progress closely aligned to their individual starting points.

p.5

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

Relationships between staff and pupils are warm and trusting. Pupils behave well and feel safe in an environment where expectations are consistent and supportive. Established routines help pupils to settle quickly and sustain engagement. Attendance is strong for many pupils, taking account of their medical needs.

p.5

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

Pupils benefit from experiences beyond the immediate classroom, including visits into the community and shared events in school. These experiences help pupils begin to make sense of the wider world and develop confidence in different settings. Through this, pupils are increasingly well prepared for life beyond the school.

p.5

Next steps

Leaders should strengthen how assessment is used across subjects to plan and review pupils’ individual learning pathways, so that progress and the cumulative development of knowledge and skills are demonstrated clearly over time. Leaders should ensure that staff apply professional development consistently when delivering the academic curriculum, so that teaching is coherent, expectations are secure

p.5

Independent school standards

Independent school standards are either met or not met for each category. and curriculum intent is translated accurately into practice across all subjects.

p.6

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.6

About this inspection

Following the renewed inspection framework, all inspections are led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors who have previously served as His Majesty’s Inspectors.

p.6

About this inspection

Inspectors spoke with the headteacher, senior leaders and staff and met with those responsible for governance. They gathered the views of parents through discussions and spoke with pupils, observing interactions across the school.

p.6

About this inspection

Inspectors visited a range of activities and considered information about pupils’ progress and engagement. They reviewed key documents, including those relating to safeguarding, attendance and the curriculum.

p.6

About this inspection

Inspectors also sought the views of partner schools and other professionals who work closely with the school. These discussions provided additional insight into the school’s collaborative work, particularly for pupils attending dual placements.

p.6

About this inspection

The inspector confirmed the following information about the school:

p.6

About this inspection

Red Boots is a special school for pupils with complex physical and communication needs. All pupils have an education, health and care plan.

p.6

About this inspection

The school does not use alternative provision.

p.6

About this inspection

There have been no significant changes to the school’s context since the previous inspection.

p.6

About this inspection

The chair of the proprietor body is David Wood.

p.6

About this inspection

The school’s email address is mlewis@conductive-education.org.uk

p.6

About this inspection

Headteacher: Fiona Bilsborough 1. Quality of education provided Standards met

p.6

About this inspection

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

p.7

About this inspection

3. Welfare, health and safety of pupils Standards met

p.7

About this inspection

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

p.7

About this inspection

5. Premises of and accommodation at schools Standards met

p.7

About this inspection

6. Provision of information Standards met

p.7

About this inspection

7. Manner in which complaints are handled Standards met

p.7

About this inspection

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

p.7

Facts and figures used on inspection

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

p.8

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it. All standards have been met.

p.8

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.9

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.9

Needs attention

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

p.9

Urgent improvement

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

p.9

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.9

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.9

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.9

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.9

Insufficient evidence

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

p.9

Insufficient evidence

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9