Compass Community Cledford Park

Compass Community Cledford Park

Address: Cledford House, Cledford Lane, Middlewich, Cheshire, CW10 0JN Unique reference number (URN): 148047

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

Pupils typically enter the school with significant gaps in their learning. Leaders are committed to maintaining high expectations for pupils’ achievement. They prioritise pupils’ wider development and readiness for future learning. Pupils gain appropriate qualifications and develop personal skills that support them effectively for their next steps in education, training or employment and adulthood.

p.2

Achievement Expected standard

Pupils, including those known to social care, achieve well from their starting points. In core subjects, particularly mathematics, most pupils demonstrate fluency and accuracy.

p.2

Achievement Expected standard

Published outcomes, including examination results, show that attainment is broadly in line with national averages in several subjects. Pupils make secure progress from their starting points, including those for who published data is not available. This is particularly evident in early reading, where systematic teaching enables pupils to become confident, fluent readers.

p.2

Attendance and behaviour Expected standard

Attendance has improved for many pupils since joining this school.. Leaders provide strategic oversight of attendance. They have implemented personalised strategies to support pupils who find it difficult to attend regularly. These include tailored timetables, therapeutic support and effective work with families and external agencies. As a result, most pupils’ attendance has improved significantly from very low starting points. Pupils understand the importance of attending school regularly. They recognise that re-engaging with education has opened opportunities for them, raising their aspirations for the future.

p.2

Attendance and behaviour Expected standard

Pupils’ behaviour is typically calm and respectful. Staff use consistent, therapeutic approaches to support pupils’ behaviour. Relationships are a central feature of the school and underpin pupils’ positive behaviour. Pupils respond well to the staff’s support. They are increasingly able to regulate their emotions and engage in learning. Disruption is rare and classrooms are purposeful environments. Bullying is uncommon. It is dealt with quickly and effectively when it occurs. Any incidents of discrimination are addressed promptly and consistently, ensuring that pupils feel safe. Pupils’ attitudes to learning are improving. Although some pupils struggle to concentrate at times, most participate willingly and show resilience. They take increasing responsibility for their own learning.

p.2

Curriculum and teaching Expected standard

Leaders have designed a broad and personalised curriculum. The curriculum considers the needs of pupils with social, emotional and mental health challenges. Pupils study a range of subjects alongside opportunities for vocational learning and personal development. The ‘stage not age’ approach supports pupils to access learning at an appropriate level.

p.2

Curriculum and teaching Expected standard

Teachers know pupils well and use this knowledge to adapt their teaching effectively. Relationships between staff and pupils are a particular strength and support pupils to engage with their learning. Leaders have introduced systems to identify pupils’ starting points and track their progress over time.

p.2

Curriculum and teaching Expected standard

Teachers are alert to where pupils have gaps in their foundational knowledge, such as in reading. Typically, these gaps exist because pupils have missed parts of their earlier education. Staff help pupils to fill these gaps and make steady progress through the curriculum. This helps more pupils to be ready for the next stage in their education, training or employment.

p.3

Curriculum and teaching Expected standard

However, in some subjects, pupils do not always build on prior learning as effectively as they could. Sometimes teachers do not check pupils’ understanding carefully enough to ensure that gaps are addressed and new learning is secure. Leaders have begun to strengthen the curriculum and prioritise staff’s expertise in these subjects.

p.3

Inclusion Expected standard

Pupils join the school at different points in their education. Leaders plan carefully for each arrival. They collect detailed information on pupils’ prior learning, experiences and needs. This helps staff to ensure that pupils settle quickly.

p.3

Inclusion Expected standard

Leaders meet the wide range of pupils’ needs through tailored provision. All pupils have an education, health and care plan. Staff use clear starting-point information to assess any additional needs accurately. They reduce barriers through targeted teaching, therapeutic input and adaptations to the environment.

p.3

Inclusion Expected standard

Leaders work closely with external professionals, including speech and language and occupational therapists. Staff use this specialist guidance to adapt their teaching, resources and routines. This enables pupils to access the curriculum and wider opportunities successfully.

p.3

Inclusion Expected standard

Staff quickly identify any barriers to pupils’ learning. They use sensory, emotional and communication strategies to support pupils effectively. Regular checks by leaders ensure that support remains effective and is adjusted quickly when needed. This helps pupils to reconnect with learning and achieve well.

p.3

Inclusion Expected standard

Leaders have increased staff training opportunities and staff’s expertise is developing further. Disadvantaged pupils benefit from the same highly personalised support and careful monitoring provided to all pupils. Similarly, pupils known to social care are supported well. Staff collaborate closely with social workers and other agencies to support pupils effectively.

p.3

Leadership and governance Expected standard

Leaders and the proprietor share a clear, values-led vision focused on inclusion and positive relationships with pupils. Staff describe a supportive culture and cohesive teamwork. The proprietor provides robust oversight through regular reviews and challenge. Governance is effective, particularly in safeguarding and other statutory duties,. The proprietor hasensured that all the independent school standards are met consistently. Leaders understand the school’s strengths and priorities accurately. They have identified key improvements needed in the quality of the curriculum and teaching. Leaders’actions include providing staff coaching, curriculum redesign where needed and revised tracking systems to monitor the impact of the curriculum on pupils’ learning. Strengthened quality assurance is beginning to address weaker areas of curriculum and teaching. These strategic changes demonstrate that leaders are successfully prioritising actions to improve pupils’

p.3

Leadership and governance Expected standard

Ongoing professional learning is developing staff’s expertise and knowledge. Leaders provide regular opportunities for training, coaching and reflective practice. This is helping to improve consistency in teaching.

p.4

Leadership and governance Expected standard

Staff’s wellbeing is prioritised through supportive leadership and manageable workload expectations. Staff feel valued and supported in their roles. This contributes to a positive working environment.

p.4

Leadership and governance Expected standard

Leaders maintain positive engagement with parents and carers. Parents speak highly of the school’s impact on their children. For example, a parent described their child as feeling “seen and understood.” Leaders also engage with external professionals to support pupils effectively.

p.4

Leadership and governance Expected standard

Leaders and the proprietor demonstrate commitment and determination to meet the needs of pupils at the school. Their actions are beginning to secure improvements across the school. They are well placed to sustain this work and bring about further improvement over time.

p.4

Personal development and wellbeing Expected standard

Leaders prioritise pupils’ personal development through a therapeutic approach. Leaders provide strategic oversight, with a dedicated pastoral team coordinating support. Regular check-ins help pupils feel safe, understood and ready to learn. Targeted support helps pupils to understand and handle their emotions and to develop confidence and resilience. The school is inclusive, with suitable adaptations helping all pupils access a range of opportunities on offer. Pastoral care is a strength and supports pupils’ wellbeing effectively.

p.4

Personal development and wellbeing Expected standard

The personal development programme is well-ordered so that themes are revisited regularly. Pupils learn about relationships, health and risks, including online safety. They have a secure understanding of healthy relationships and an age-appropriate knowledge of consent. The school’s work to promote pupils’ moral, social and cultural development is woven through the curriculum. This helps pupils to reflect on values, respect differences and contribute positively to the school community.

p.4

Personal development and wellbeing Expected standard

Pupils are proud of their roles on the school council. This helps them to understand democracy and respect for others. As a group, they have introduced a new uniform and increased morning snack options. They know that they are listened to. Fundamental British values are reinforced through discussion, decision-making and community engagement. Weekly enrichment options, including gardening, art, coding and sports, broaden pupils’ experiences. Fishing activities build pupils’ confidence when speaking with people of different generations. Boxing, martial arts and yoga support pupils’ physical and emotional wellbeing. Leaders ensure that pupils are introduced to employment pathways through the careers guidance they provide. Through meaningful work experience, including at a local farm or children's nursery, pupils develop practical skills in work. These include animal husbandry, joinery and electronics. Work placements like these build pupils’ independence, resilience

p.4

Personal development and wellbeing Expected standard

and social skills, helping to prepare them well for adulthood. Leaders are expanding vocational opportunities so that pupils can explore a wider range of interests, talents and ambitions.

p.5

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

This is a school that improves pupils’ lives. Most pupils join the school with significant gaps in their education. Often, they have low prior attendance. At Compass Community Cledford Park, pupils quickly begin to re-engage with learning in a calm and supportive environment. Caring relationships with staff who know each pupil well, helps pupils to feel safe and understood.

p.5

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

Pupils’ behaviour is typically positive. They show respect for each other and for staff. When pupils do become overwhelmed, staff respond effectively using consistent, therapeutic approaches. Bullying is rare. When it occurs, staff deal with it quickly and sensitively.

p.5

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

Attendance improves for many pupils once they join the school. Leaders have introduced individualised plans to support those who struggle most to attend regularly. These tailored approaches have resulted in significant improvements in attendance for the majority of pupils.

p.5

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

Pupils benefit from a personalised curriculum that helps them re-engage with learning. Many make progress from their starting points. They begin to rebuild their confidence as learners and develop positive attitudes to learning.

p.5

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

Pupils develop a clear sense of belonging and take pride in being part of the school community. They value the relationships they have with staff and feel included in school life. Carefully planned enrichment opportunities bring learning to life. For example, trips to the theatre support their understanding of texts they read in English. Visits, such as trips to museums, enable pupils to produce their own creative work back in the classroom.

p.5

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

Pupils engage positively with the wider community. They contribute to local initiatives, such as litter-picking and sending Christmas cards to residents in a care home. They take part in charity events, including a fun run for a local hospice. Through activities, like visiting places of worship, pupils deepen their understanding of diversity. Furthermore, contributing to the county show helps pupils learn about citizenship by working together to represent their school and serve the public.

p.5

Next steps

Leaders should ensure that teachers use assessment strategies accurately to identify gaps in pupils’ knowledge and to design learning that consistently builds on pupils’ prior

p.5

Independent school standards

Independent school standards are either met or not met for each category. learning, so that all pupils can develop deep and detailed knowledge across the curriculum. Leaders should further develop the vocational curriculum so that pupils can access a wider range of educational pathways that reflect their interests, strengths and future ambitions.

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 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.6

About this inspection

Inspectors spoke with the headteacher, senior leaders and representatives from the proprietor body, including the chair of the proprietor body and the director of schools.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The name of the proprietor is Compass Community Ltd. The chair of the proprietor body is Stacey Wallace.

p.6

About this inspection

All pupils have special educational needs and/or disabilities. They all have an education, health and care plan. The school caters for pupils with social, emotional and mental health needs. Pupils are referred to the school by a number of local authorities.

p.6

About this inspection

The school does not use alternative provision.

p.6

About this inspection

The annual fees currently charged are £78,000.

p.6

About this inspection

The email address of the school is cledford.park@compass-schools.org

p.6

About this inspection

The school is currently registered to admit 24 pupils.

p.6

About this inspection

1. Quality of education provided Standards met All standards have been 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.

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

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

p.9