Ellesmere College

Ellesmere College

Address: 40 Braunstone Lane East, Leicester, Leicestershire, LE3 2FD Unique reference number (URN): 130371

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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.

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Attendance and behaviour Strong standard

Attendance reflects the complexity of pupils’ needs. Many pupils experience significant barriers linked to anxiety, health needs or family circumstances. Leaders understand these challenges very well and treat attendance as a priority. Systems for reviewing pupils' attendance are well considered and used very effectively. Staff work persistently with families, transport services and external agencies to remove barriers wherever possible. Where attendance has previously been low, leaders’ actions have led to significant improvements for individual pupils. Any concerns about pupils' attendance are followed up promptly and sensitively.

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Attendance and behaviour Strong standard

Behaviour is a clear strength of the school. Pupils behave very well and feel safe. Staff understand behaviour as a form of communication and respond calmly and skilfully. Clear routines, predictable structures and strong relationships help pupils to regulate their emotions and return quickly to learning when they become upset. When dysregulation occurs, disruption to other pupils’ learning is minimal. Pupils show positive attitudes to learning, and their engagement is typically high. Over time, pupils develop increasing independence in managing their behaviour, routines and social interactions. They learn how to make choices, follow expectations and build positive relationships with peers and adults. Suspension is used sparingly and proportionately and pupils' reintegration is planned carefully so that pupils re-engage successfully and continue to feel secure and supported.

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Inclusion Strong standard

Inclusion is a clear strength of the school. Staff know pupils and their families in depth and understand the complex circumstances that can affect many pupils’ learning and wellbeing. Leaders identify pupils’ needs quickly and accurately, including those of pupils who are disadvantaged and pupils known to children’s social care. Leaders have high expectations of pupils, particularly in developing their communication, emotional regulation and independence.

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Inclusion Strong standard

The school’s decisions ensure that staff’s support is based very carefully on individual pupils’ needs and takes a clear, step-by-step approach. Pupils’ education, health and care plans are central to day-to-day practice in classroom routines, teaching and pastoral support. Staff understand how each pupil communicates and what helps them to feel calm and ready to learn. Staff's consistent and highly skilful approach helps pupils to engage successfully in learning activities across different sites, pathways and classes.

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Inclusion Strong standard

Leaders work skilfully with families and professionals, such as to support pupils' individual ways of communication. The school plans transitions for pupils carefully, so pupils settle well and continue to learn.

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Inclusion Strong standard

Leaders use extra funding thoughtfully to reduce barriers linked to attendance, wellbeing and access to wider experiences for disadvantaged pupils. Alternative provision is used only when it is in a pupil’s best interests. Leaders maintain close oversight of this part of pupils'

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Expected standard

education. Pupils at Ellesmere College thrive because they experience an inclusive school, where they are known, valued and supported very well.

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Post 16 provision Strong standard

The high-quality of the school's post-16 provision is a strength of its work. Leaders offer a range of well ‑ matched pathways that reflect students’ needs, aspirations and readiness for independence. Study programmes are flexible and personalised, supporting students to develop confidence, independence and practical skills alongside their academic learning.

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Post 16 provision Strong standard

Students achieve well in English, mathematics and accredited courses that are appropriate to their starting points. Staff check students' progress carefully, and assessment and verification processes are highly effective and well understood. Teaching supports students to apply their learning in meaningful contexts. As a result, students develop practical life skills, including communication, organisation and problem ‑ solving, which prepare them well for adulthood.

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Post 16 provision Strong standard

Work experience and supported internships are an important part of the provision. Leaders have established secure partnerships with employers and external providers. Students are prepared carefully for placements and receive clear guidance on expectations and workplace behaviour. These experiences help students to build confidence, resilience and employability skills. Careers guidance is matched to individual students' aspirations and is of high quality, helping students to understand their options and make informed choices about next steps. Many students progress successfully into employment, further education or training that matches their interests and abilities.

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Post 16 provision Strong standard

Teaching across post ‑ 16 is adapted very well to students' needs and is supportive. Staff know students well and provide the right balance of guidance and independence. Students grow in confidence and show increasing responsibility for their learning and behaviour. Overall, post ‑ 16 students are well prepared for adult life and future pathways.

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Achievement Expected standard

Pupils achieve well from their individual starting points, particularly in communication, personal development and independence. Over time, many pupils develop increasing confidence to make choices, manage routines and engage positively in learning. Leaders review pupils' progress against their education, health and care plan targets carefully and use this information to review support and adapt provision where needed.

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Achievement Expected standard

Pupils develop secure foundations in their knowledge of early reading, and appropriate support is provided for pupils learning at a pre ‑ phonics level. Many pupils become confident readers because staff teach phonics consistently well and match books closely to pupils’ reading stages. Pupils use their reading skills meaningfully across the school day and are prepared well for their next steps. The effectiveness of checks of pupils' achievement, including their in subject knowledge, across the wider curriculum is in development, particularly beyond early reading and in some classes. As a result, leaders do not have a consistently secure picture of how well pupils build and remember curriculum knowledge over time. Leaders have identified this clearly and are refining assessment approaches so achievement can be evaluated more precisely.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that reflects the complex needs of pupils and prioritises communication, emotional regulation and independence. Different pathways have been designed to support pupils at different stages of development. Staff understand the intent of these pathways and adapt learning appropriately to support pupils' progress towards any agreed targets. However, beyond early reading and communication, some of the order of what staff should teach, and when, is imprecise. In some subjects, the knowledge pupils should learn and revisit is not as clearly defined as it could be. This makes it harder for staff to plan consistently ambitious learning over time.

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Curriculum and teaching Expected standard

Teaching focuses on developing pupils' basic skills, including early communication and phonics skills. Staff teach pupils to read through a a well-thought-out approach. Pupils are grouped by their stage of development, rather than their age, which helps them to build their confidence and reading fluency.

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Curriculum and teaching Expected standard

Teaching is generally calm and supportive. Staff know pupils well and use a range of well- considered ways to help them to access learning. Teaching assistants are deployed to support pupils' engagement and independence effectively. Leaders ensure that staff check pupils' knowledge, including tracking pupils' progress against targets agreed in their education, health and care plans. However, staff's checks of pupils' subject knowledge across the wider curriculum is in development. Sometimes, pupils wait too long for support or are not sufficiently challenged to deepen their learning.

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Leadership and governance Expected standard

Leaders are determined in their commitment that pupils receive a high-quality education. They act in pupils’ best interests and understand the school’s context well. Leaders prioritise inclusion, behaviour and wellbeing appropriately and make decisions with pupils’ safety, care and long ‑ term outcomes in mind. Leaders think carefully about their work and use evidence effectively to identify the school's strengths and areas for improvement. Leaders have accurately recognised the need to refine the order of some curriculum content and strengthen the effectiveness of some of staff's checks on pupils' knowledge. This work has started and leaders provide additional guidance and training for staff. However, these improvements are not well established across the school.

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Leadership and governance Expected standard

Generally, those responsible for governance provide leaders with effective support and challenge. They understand their statutory duties, for example they check safeguarding, inclusion and attendance effectively. Governors receive regular information, visit the school and engage constructively with leaders. However, the board does not have enough oversight of the school’s work on curriculum quality, assessment and pupils’ outcomes. This makes it hard for governors to be assured that leaders’ actions happen at pace and have the impact needed.

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Leadership and governance Expected standard

Leaders prioritise staff's wellbeing and consider staff's workload carefully. The school provides staff with beneficial opportunities for reflection, professional learning and emotional support. Staff feel valued and supported and recognise the positive team culture across the school.

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Leadership and governance Expected standard

Leaders work closely with families and external agencies to support pupils’ welfare and education. Leaders are committed to continued improvement of the school's work to benefit pupils and their families.

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Personal development and wellbeing Expected standard

Leaders have established a broad and well-considered personal development programme that supports pupils’ social, emotional and practical development. This programme is closely linked to pupils’ individual needs and starting points. Pupils are supported to develop communication skills, manage their emotions and build positive relationships with others. Staff know pupils well and provide trusted, consistent pastoral support, which helps pupils feel safe, understood and confident to engage.

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Personal development and wellbeing Expected standard

The school promotes pupils’ spiritual, moral, social and cultural development effectively through the curriculum and a wide range of wider experiences. Pupils learn about difference, respect and inclusion in ways that are appropriate to their age and level of understanding. They develop an understanding of fundamental British values through everyday routines, assemblies and learning activities. Pupils understand expectations around consent, personal space and appropriate behaviour. They are taught how to keep themselves safe, including online, in ways they can understand and apply.

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Personal development and wellbeing Expected standard

The relationships and health education programme is adapted well for pupils with communication and cognitive needs. For instance, staff use visual supports, social stories, symbols and structured discussions to help pupils understand key ideas about relationships, feelings and personal safety. Learning is often revisited to help pupils remember important messages.

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Personal development and wellbeing Expected standard

Pupils benefit from a wide range of enrichment opportunities beyond lessons. These include music, sport, outdoor learning, visits in the local community and practical life skills activities. These experiences help pupils to develop their confidence, independence and social skills. Older pupils take on increased responsibility and take part in meaningful real life activities that prepare them for adulthood.

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Personal development and wellbeing Expected standard

Careers education is a strength in the secondary and post-16 phases. Pupils receive appropriate guidance, work-related learning and support to help them prepare for their next steps. However, leaders do not check the take-up of personal development opportunities consistently well across all pupils. This limits leaders' ability to evaluate the school's impact fully. Leaders have identified this aspect of their work as an area for further development.

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

Pupils are welcomed into a calm and orderly school, where staff know them well and respond quickly to what they need. Many pupils arrive with complex barriers linked to autism, communication needs, health conditions and anxiety, or to earlier disruption to their education. Staff greet pupils warmly when they arrive by taxi, bus or with parents and carers. They use well-established routines and a flexible start to the day so pupils settle safely and are ready to learn.

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

Pupils’ behaviour is typically positive. Staff help pupils effectively to understand and manage their feelings, through approaches, such as the use of visual supports and the school’s work on recognising emotions. When a pupil becomes upset, staff respond calmly and consistently. Other pupils usually stay focused on learning. Pupils find that bullying is rare and that staff deal with concerns quickly. Pupils feel safe.

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

Learning is carefully matched to pupils’ needs and interests. Staff help pupils to use gesture, pictures, real objects, symbols or words, so they can communicate and take part in learning activities. Pupils are proud when they master new routines, develop independence or take on responsibilities. Older pupils work confidently alongside peers and adults, including in community-based activities and work-related learning, which help them to prepare for adulthood.

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

Attendance varies because some pupils have complex health needs or family circumstances. Where barriers can be addressed by the school and regular attendance is achievable, pupils attend well. Staff work very well with families, transport providers and other agencies to support pupils to attend more regularly, which often results in significant improvements.

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

Pupils take part in a wide range of experiences beyond lessons, including music, sport, trips and visits to other places in the community. These experiences help pupils to build their confidence, friendships and independence. Pupils feel that they belong. They are accepted for who they are.

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Next steps

Leaders should strengthen curriculum sequencing, particularly in the 'Thrive' pathway, so that staff can clearly identify what pupils should learn, when knowledge is secured and how learning builds cumulatively beyond their individual targets. Leaders should ensure that teaching challenges pupils, so those who are ready to move on in their learning do so promptly. Leaders should clarify subject-specific starting points and progress measures, particularly in English and mathematics, so they can evaluate securely whether 'Thrive' pupils know more, remember more and can do more over time. Leaders should strengthen their monitoring and evaluation of personal development by systematically checking the take up of opportunities across all groups of pupils, so they can better understand participation and evaluate the impact of the school’s work.

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Team inspectors:

Stephen Long, Ofsted Inspector Sarah Sadler, Ofsted Inspector Kerry Williams, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Facts and figures used on inspection

This data is from 6 May 2026 Those responsible for governance should strengthen strategic challenge, holding leaders rigorously to account for the impact and pace of improvement in the quality of education and pupils’ outcomes.

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About this inspection

The chair of the board of governors in this school is Martin Bell.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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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

Inspectors spoke with pupils, parents, staff, senior leaders and governors during the inspection.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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About this inspection

This is a special school for children and young people with complex learning difficulties, including autism and speech, language and communication difficulties.

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About this inspection

The school currently makes use of 5 alternative provisions, including 4 that are unregistered.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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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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Urgent improvement

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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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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