Miniland Farm

Miniland Farm

Address: Thornhill, Hollywater Road, Passfield, Nr Liphook, Hampshire, GU30 7RS Unique reference number (URN): 151747

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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

Pupils’ attendance improves remarkedly during their time at this school. Leaders adopt a forensic approach to supporting pupils’ positive attendance. They know pupils and their families incredibly well. They use these relationships to support pupils who need help to improve their behaviour highly effectively. Staff celebrate pupils’ attendance successes and build a community approach which helps all pupils to see the importance of regular attendance at school. Leaders’ actions to identify and tackle barriers to attendance lead to rapid improvement.

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Attendance and behaviour Strong standard

Despite some challenges for individual pupils, pupils’ behaviour overall is excellent. Leaders have created a clear culture of high expectations for pupils’ behaviour. They adapt provision to respond positively to pupils’ needs quickly and remarkably well. As such, pupils are confident, resilient and dedicated to their learning. They learn how to talk about their own emotions and manage disagreements, if they happen, positively. Typically, pupils demonstrate high levels of respect for others and have developed enthusiastic attitudes to learning. They develop caring, empathetic approaches during animal care sessions and are well supported to transfer these skills into other areas of school life. Bullying is rare. Pupils know how to respond and who to turn to if any incidents occur.

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Achievement Expected standard

Overall, pupils with special educational needs and/or disabilities achieve well from their starting points. Most arrive with significant gaps in learning and low confidence. Often, pupils move from non-attendance and sustained social isolation to engaging positively with their learning. Pupils are developing key social and emotional skills needed to learn successfully and be prepared for life beyond the school.

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Achievement Expected standard

Generally, pupils achieve very well across the curriculum. They secure essential reading, writing and mathematics skills effectively. Older pupils produce increasingly complex writing, which builds their confidence to tackle more demanding work. Across subjects, pupils recall learning well, particularly in areas of interest. Older pupils also develop the knowledge and skills needed to access future learning.

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Curriculum and teaching Expected standard

Leaders have designed a broad and engaging curriculum that supports pupils to re-engage positively with education and develop the essential skills for success. The school rightly prioritises reading, writing and mathematics. Leaders keep a close eye on teaching and use what they find to make sensible improvements. Pupils who need additional support receive targeted help to strengthen their phonics, handwriting, numeracy and vocabulary. Learning is carefully structured through engaging topics. These help pupils to apply their skills across the curriculum. As a result, pupils have frequent and meaningful opportunities to practise and embed their learning. For example, science experiments draw on these skills and make effective use of the farm setting to provide rich, practical learning experiences.

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Curriculum and teaching Expected standard

Lessons are broken down into manageable steps so pupils can understand new ideas and return to anything they have missed. Staff know the content they teach and usually adapt pupils' work well, so pupils can take part and succeed. Typically, staff use consistent approaches to address gaps and correct mistakes quickly. However, on occasion, errors are not identified swiftly enough before learning moves on. As a result, these inaccuracies are sometimes repeated. Leaders are aware of this and are working to ensure that ongoing checks and the use of assessment are consistent across all subjects.

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Inclusion Expected standard

Leaders have created a wholly inclusive environment where pupils’ individual needs are well known. Many pupils arrive with significant gaps in their learning and many with experiences of trauma. Leaders quickly identify pupils' needs through effective partnerships with families and discussions with external agencies. They undertake careful observations. This thorough process means pupils are getting the right support from day one.

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Inclusion Expected standard

Leaders remove barriers to pupils' learning and wellbeing through clear processes, practical adjustments and well ‑ trained staff. Staff have high expectations for pupils’ learning. They implement effective, well-considered strategies throughout the day. The purposeful use of the farm setting makes a significant contribution to reducing pupils’ anxiety and supporting their emotional regulation. As a result, pupils are able to engage fully with a broad curriculum.

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Inclusion Expected standard

Overall, this individualised approach is having a positive impact on the pupils. Typically, pupils who may once have been subdued, anxious or disengaged become confident, resilient learners who participate fully and thrive. Leaders are building on this success. They continue to strengthen these systems and are developing evaluate the impact of support strategies with increasing precision.

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Leadership and governance Expected standard

The proprietor has a clear and ambitious vision for the education and care pupils receive. Working closely with the headteacher, they recognise that many pupils have experienced disrupted education. They have carefully created a calm and nurturing environment where pupils feel safe, valued and ready to learn. Parents hold the provision in high regard and appreciate the positive difference staff make to their children’s life chances.

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Leadership and governance Expected standard

Leaders have a clear rationale for their improvement priorities and take swift action to address areas for development. In this first academic year since opening, they have rightly prioritised embedding new systems and securing a consistent experiences for pupils. Leaders recognise the need to strengthen leadership capacity to support the headteacher. There is a shared commitment to continual improvement. Training is specific, practical and closely linked to the challenges pupils face, such as emotional regulation, communication and engagement in learning.

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Leadership and governance Expected standard

Staff are proud to work in this school. The value the training and support and say it further develops their confidence and expertise. They share leaders’ clear moral purpose to get things right for pupils who have often faced significant barriers in their education and wellbeing.

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Leadership and governance Expected standard

Governors work with the proprietor to ensure oversight of their responsibilities including the independent school standards (standards) and regulatory expectations. They receive regular reports from the headteacher on school development. The governors and proprietor provide challenge and feedback to the school leaders. This ensures that leaders are held to account and the school meets all of the standards and other relevant statutory requirements.

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Personal development and wellbeing Expected standard

The farm environment is at the centre of the personal development programme. Pupils learn to care for a range of animals, including chickens, pigs, horses and ducks, sensitively. They learn about responsibility, respect and how caring for other links to fundamental British Values, protected characteristics and life beyond school.

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Personal development and wellbeing Expected standard

Pupils know the school’s values of inclusivity, trust, compassion and resilience well. Staff help pupils to demonstrate these attributes during their interactions with each other. Leaders have developed a responsive and coherent programme for personal development. For example, pupils learn about right and wrong and staying safe, both when online and in the farm environment. At times, pupils can recall specific elements of the personal, social and health education curriculum, such as talking about physical changes, growing and puberty. However, leaders know the programme needs further refinement to ensure that pupils can build on their prior knowledge more effectively.

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Personal development and wellbeing Expected standard

Pupils enjoy a wide range of opportunities that help them to develop socially, emotionally and culturally. Events such as the pupil-designed Fire Horse Festival or Chinese New Year help pupils to grow in confidence as well as build teamwork and cooperation skills. These activities help pupils understand different cultures and feel part of their community.

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Personal development and wellbeing Expected standard

Pastoral support is a well embedded feature of the school's provision. The school has an appropriate relationships and sex education programme. Leaders ensure that the content matches pupils' stages of development. Typically, pupils know what makes a good friend. The school gives pupils a genuine voice in shaping school life, including how daily enrichment time is used. Pupils feel cared for. They thrive in the setting and develop a clear sense of belonging. Despite often arriving with low starting points, pupils are equipped with the knowledge and skills they need for their next steps.

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

Pupils are cherished members of the community at Miniland Farm. Many join after long periods of disrupted education and irregular attendance at other schools. They often feel hesitant about their return to learning. Staff thoroughly consider pupils' transition into the school to help them settle in as quickly as possible. They build trusting and positive relationships with pupils. This helps pupils develop a powerful sense of belonging at the school.

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

The school has created a culture where pupils value their learning. All pupils at the school have an education, health and care plan. The school effectively removes barriers to learning so that all pupils take part fully in school life and achieve well. Staff successfully support and tailor the curriculum to pupils' learning needs. This allows pupils to enjoy their learning and make progress from their individual starting points.

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

The school’s farm setting plays a vital role in pupils’ daily experiences. Pupils enjoy making meaningful connections between their classroom learning and practical activities on the farm. For example, they apply their science knowledge when tending to the school garden and taking part in animal care and handling activities. Time with the animals gives pupils a sense of purpose and enjoyment, helping them manage their emotions and rebuild their self ‑ esteem. Pupils work towards recognised qualifications which develops their ambition for potential next steps.

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

Pupils are increasingly confident and communicate well with staff and their peers. As they settle in the school, pupils typically manage their emotions effectively. Bullying is rare. Pupils get along well with one another and learn the importance of mutual respect. Pupils experience a calm and positive school environment. They are happy, safe and proud to belong to this welcoming school community.

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Next steps

Leaders should continue to prioritise developing staff expertise and the effective use of assessment across the curriculum. This will ensure that pupils are supported to transfer knowledge securely into their long-term memory. Leaders should continue to embed school systems and make effective use of insightful analysis to achieve their goal of securing consistently strong standards across all areas.

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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.

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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 the headteacher and other senior leaders, and representatives of the governing body and the proprietor. Inspectors spoke to teaching and support staff. To

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Independent school standards

Independent school standards are either met or not met for each category. support communication needs, adults were present when inspectors spoke to pupils.

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Independent school standards

The inspectors confirmed the following information about the school:

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Independent school standards

The name of the proprietor is Miniland Therapeutics CIC. The sole proprietor is Deborah Mockridge.

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Independent school standards

The fees currently charged are between £75,000 to £82,800.

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Independent school standards

The school is located at Miniland Farm, Hollywater Road, Passfield, Nr Liphook, Hampshire GU30 7RS

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Independent school standards

The school's email address is enquiries@minilandfarm.com

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Independent school standards

The school is registered to admit up to 10 pupils aged from 5 to 11.

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Independent school standards

All the pupils at the school have an education, health and care plan. Social, emotional and mental health needs and autism are the primary categories of need.

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Independent school standards

The school does not use alternative provision.

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Independent school standards

This was the school's first standard inspection. The school was registered by the Department for Education in July 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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. All standards have been met.

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Facts and figures used on inspection

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

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Facts and figures used on inspection

5. Premises of and accommodation at schools Standards met

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Facts and figures used on inspection

6. Provision of information Standards met

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Facts and figures used on inspection

7. Manner in which complaints are handled Standards met

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Facts and figures used on inspection

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

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Facts and figures used on inspection

All standards have been met. This data is from 2 June 2026

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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

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

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