Bright Futures School

Bright Futures School

Address: Friezland Lane, Greenfield, Oldham, Oldham NOT BOLTON, Lancashire, OL3 7EU Unique reference number (URN): 105748

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

Personal development and wellbeing Strong standard

Leaders place a high priority on pupils’ personal development. They ensure that any special educational needs and/or disabilities are considered carefully and managed sensitively. Leaders make sure that pupils learn what they need to become as independent as possible. The impact of leaders’ work is clear. Pupils recall their learning in this area with enthusiasm. Their highly effective learning, combined with impressive pastoral support, results in pupils developing positive attitudes towards themselves and others. All pupils are amply equipped for their next stages of education, employment or training and adulthood.

p.2

Personal development and wellbeing Strong standard

Leaders ensure that all pupils of secondary age receive careers advice and guidance that is tailored to their particular needs and strengths. Pupils learn about a wide range of different career pathways available to them. This helps pupils to consider other professions that they may not have thought of previously. All pupils go on to suitable colleges or training providers at the end of Year 11. Leaders make sure that pupils are suitably primed for their transition to these.

p.2

Personal development and wellbeing Strong standard

Pupils take part in a wealth of meticulously planned and high-quality activities. These prepare them for experiencing success in the adult world when they are older. For example, pupils learn how to cook nutritious meals and treats for themselves and others. They develop remarkable skills in sourcing suitable recipes, food handling and budgeting.

p.2

Personal development and wellbeing Strong standard

Pupils broaden their understanding of the wider world through trips, making use of public transport, when possible. These include museums, art galleries and places of worship. Activities such as these help pupils to understand their own and others’ cultures. This prepares them well for living in a modern and diverse Britain.

p.2

Personal development and wellbeing Strong standard

Pupils learn how to keep themselves and others safe. They understand how to give and refuse consent and how to recognise healthy and unhealthy relationships. Pupils know what to do if they have any concerns about what they have witnessed online.

p.2

Achievement Expected standard

Some pupils’ special educational needs and/or disabilities at the school are complex. Pupils typically have low starting points when they arrive. Despite this, pupils make progress across the curriculum. Pupils achieve particularly well in their communication and language skills. They communicate their ideas and understanding successfully through verbal responses, written work, signing or communication aids.

p.2

Achievement Expected standard

Pupils build up a useful body of knowledge that prepares them well for adulthood. Most achieve a range of functional skills qualifications. The majority of pupils are well prepared for their next stages of education, employment or training. However, a small number are capable of achieving more than they currently do. Pupils who can write using a pen or pencil do not develop fluency in their written work as well as they could. This makes it more difficult for these pupils to record their learning or ideas. In addition, unaddressed gaps in some pupils’ phonics knowledge means that they do not develop their reading accuracy or fluency as well as they could.

p.2

Attendance and behaviour Expected standard

Leaders have high expectations for regular attendance. Pupils rise to these and rates of attendance are high. This is important because many pupils did not attend school regularly previously. Pupils display positive attitudes to school and their learning. For many, this was not the case in the past. Most current absences from school are due to pupils’ medical needs.

p.3

Attendance and behaviour Expected standard

Pupils focus best when topics capture their interest. They are keen to share what they have learned during classroom discussions. Pupils become increasingly able to take turns and to listen to others’ views respectfully, even if they do not agree.

p.3

Attendance and behaviour Expected standard

Staff understand the challenges that pupils at the school often experience in understanding and dealing with their emotions. They use consistent approaches to support and manage pupils’ behaviour. Leaders make sure that pupils have the time and space that they need to regulate themselves when needed. Pupils learn useful calming techniques and strategies. These help them to cope with situations that they find challenging. Interruptions to learning are rare and brief as a result.

p.3

Attendance and behaviour Expected standard

Incidents of name-calling and bullying are scarce and dealt with effectively. Pupils trust staff to help them resolve any friendship difficulties that they experience.

p.3

Curriculum and teaching Expected standard

The curriculum is well-thought-out and ambitious for most pupils. Leaders have a secure understanding of how effectively the curriculum supports pupils to build up their knowledge. They take suitable action when pupils do not learn as well as they expect.

p.3

Curriculum and teaching Expected standard

Staff provide effective support for pupils’ communication and language skills. This helps pupils to develop confidence in using their preferred method of communication.

p.3

Curriculum and teaching Expected standard

Pupils enjoy sharing books with staff. These support pupils’ learning effectively across the curriculum. Pupils at the early stages of learning to read are taught to use phonics. They learn how to make links between sounds and letters, and when ready, read words. However, this learning is not as effective as it could be. This is because staff do not identify and address misconceptions or gaps in pupils’ phonics knowledge consistently well. The implementation of the handwriting programme for pupils who can write is also variable. These impact on the rate at which pupils develop fluency in reading and writing.

p.3

Curriculum and teaching Expected standard

Leaders have clear systems in place for checking what pupils already know and deciding what they need to learn next. However, there are gaps in the current curriculum. Some subject curriculums do not extend far enough for a small number of pupils.

p.3

Inclusion Expected standard

Leaders understand and successfully reduce the barriers that pupils face. Pupils have varying complexity of special educational needs and/or disabilities (SEND). Many have experienced a disrupted education previously. Some pupils have been away from school for significant periods of time. As a result, pupils often feel anxious when they first arrive. Leaders ensure that staff have a secure understanding of pupils’ differing needs, including their SEND. They provide carefully tailored resources and support. This enables pupils to quickly settle and be ready to learn.

p.4

Inclusion Expected standard

Skilled staff make sure that pupils remain calm and happy at school. They recognise when pupils’ anxieties begin to rise. Staff provide effective reassurance and support when this occurs, enabling learning to continue.

p.4

Inclusion Expected standard

Leaders ensure that for most pupils, the delivery of the curriculum is suitably adapted to meet their needs. However, they do not make sure that staff involved in pupils’ learning consistently provide the support that pupils need to maximise their progress. At times, a lack of staff's subject knowledge when delivering the curriculum slows learning down. In addition, in some subjects, a small number of pupils’ learning needs are not as well catered for as they could be.

p.4

Leadership and governance Expected standard

Leaders have developed the curriculum since the last inspection. They have also increased the time that pupils spend working collaboratively. This has helped pupils to develop their knowledge as well as their social skills more effectively. The changes to the curriculum have raised the achievement of all pupils. The increased frequency of group working has enhanced the strong sense of community at the school.

p.4

Leadership and governance Expected standard

The school premises are welcoming and inviting. The proprietor ensures that the learning environment and resources provided are well maintained. These meet the special educational needs and/or disabilities of the pupils who attend. The proprietor ensures that all the independent school standards are maintained.

p.4

Leadership and governance Expected standard

Leaders have a secure understanding of the strengths and weaknesses of the school. They take suitable action when they find that pupils or staff are not being as well supported as they could be. Leaders make decisions in the best interest of pupils. Relationships across the school are positive. This helps leaders to quickly identify and reduce barriers to pupils’ learning.

p.4

Leadership and governance Expected standard

The proprietor supports staff to manage their workload. Staff appreciate this. They access regular professional development, including how best to support pupils in their learning. The impact of this is not as evident as it could be. This is because there is variation in the rate at which some pupils make the progress that they are capable of. Leaders develop positive relationships with parents and carers and members of the local community. Parents value the regular and useful communication that they receive from leaders. They are clear about how their children are progressing at school and how they can support this at home.

p.4

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

Pupils enjoy being at school. They respond well to the warm welcome that they receive from caring staff. Pupils make positive strides forward in many aspects of their learning, especially in independence, language and communication. Leaders make sure that staff thoroughly understand pupils’ special educational needs and/or disabilities. Pupils thrive and achieve well across the curriculum. Leaders ensure that activities are expertly adapted to meet pupils’ differing needs, strengths and interests.

p.5

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

Pupils are polite and well behaved. They focus on their learning and cooperate effectively with staff and other pupils throughout the school day. Pupils strive to support the school’s values. They understand that kindness, thoughtfulness and good humour make the school a pleasant place for everyone.

p.5

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

Leaders support pupils to understand social situations. They help pupils to interact appropriately and resolve any minor disagreements they may have. Bullying is rare. When it does happen, leaders deal with it thoroughly. This helps pupils to feel safe at school.

p.5

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

Pupils are keen to attend school. They rarely miss a day. Pupils look forward to the many high-quality trips and visitors that take place. These carefully selected activities bring pupils’ learning to life. They also help pupils to understand the different ways they can engage with, and contribute to, society.

p.5

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

Pupils take an active part in their local community. This includes meeting and greeting local residents who gather for tea or coffee at the ‘community brew’ in the village. Pupils enjoy planting wildflowers in their outdoor area, feeding chickens from a neighbouring farm and taking part in other projects funded through donations from local charities. They begin to recognise the difference that they can make to their own school environment and other people’s lives. Leaders support pupils to make decisions about these and other aspects of the school life through the active school and eco councils.

p.5

Next steps

Leaders should make sure that staff supporting pupils in their learning identify and address gaps in their knowledge and misconceptions as they arise. This is especially important for pupils at the early stages of learning to read and write. Leaders should ensure that the curriculum provides the support that both teaching staff and pupils need for those who can achieve qualifications beyond foundational levels.

p.5

Independent school standards

Independent school standards are either met or not met for each category.

p.6

About this inspection

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

p.6

About this inspection

Inspectors spoke with the headteacher and other leaders during the inspection. This included the proprietor.

p.6

About this inspection

Annual fees for the school range from £51,628 to £64,627.

p.6

About this inspection

The school's email address is office@brightfuturesschool.co.uk.

p.6

About this inspection

There were no pupils on roll in the Reception Year at the time of the inspection.

p.6

About this inspection

Inspectors confirmed the following information about the school:

p.6

About this inspection

All pupils at the school have an education and health care plan. Their primary need is autism.

p.6

About this inspection

The school does not makes use of alternative provision for pupils.

p.6

About this inspection

1. Quality of education provided Standards met

p.6

About this inspection

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

p.6

About this inspection

3. Welfare, health and safety of pupils Standards met

p.6

Facts and figures used on inspection

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

p.7

Facts and figures used on inspection

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

p.7

Facts and figures used on inspection

5. Premises of and accommodation at schools Standards met

p.7

Facts and figures used on inspection

6. Provision of information Standards met

p.7

Facts and figures used on inspection

7. Manner in which complaints are handled Standards met

p.7

Facts and figures used on inspection

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

p.7

Facts and figures used on inspection

All standards have been met. This data is from 9 June 2026

p.7

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.8

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.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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