Burstow Park School

Burstow Park School

Address: Antlands Lane, Burstow, Surrey, RH6 9TF Unique reference number (URN): 148736

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

Many pupils joining this school have missed large parts of their education. Pupils are made to feel welcome right from the start. They gradually recognise the ambition and determination that staff have for them. This helps pupils to develop self-confidence and self- esteem and to be positive about their learning. This creates a culture of positive learning where pupils can overcome barriers to education and gain the qualifications needed for the next stage of their education or employment.

p.2

Achievement Expected standard

The school reviews pupils’ education, health and care plans, crafting precise targets for each pupil. Generally, these support pupils' learning over time. Staff teach the curriculum expertly, with a careful focus on how to use pupils’ interests. This helps pupils to re-engage with learning but does not limit its breadth.

p.2

Achievement Expected standard

Pupils with significant gaps in their education make tangible progress and are ready for their next steps in education, employment or training.

p.2

Attendance and behaviour Expected standard

A significant number of pupils join the school with previously low attendance or following disruption to their education. Their transition period into school is carefully designed. Pupils who struggle with attendance increase their time in school gradually through a blended learning approach. If any pupils are absent, staff ensure their safety by staying in touch through welfare checks. Staff work with pupils and their families to accurately identify any barriers to attendance. The school works in partnership with external agencies to build effective relationships with parents. As a result, pupils typically overcome previous barriers to attendance and come to school regularly.

p.2

Attendance and behaviour Expected standard

Leaders have established a positive and inclusive culture where everybody understands the high expectations and daily routines. Staff help pupils to build their self-esteem through precisely targeted interventions. Staff are excellent role models for calm and kind behaviour. At social times, there is a respectful balance of good natured conversation and mutual understanding between staff and pupils. Staff challenge and support pupils with their behaviour and attitudes consistently well. Behaviour around the school and in lessons is calm. Pupils feel safe to be themselves. Leaders track behaviour incidents effectively. On the rare occasions that bullying happens, staff support pupils to resolve any issues effectively.

p.2

Curriculum and teaching Expected standard

The school has recently further refined the curriculum so that it is even more ambitious. Pupils have opportunities to achieve in an increased variety of national tests and examinations. In most of the curriculum, staff have identified the key knowledge that pupils need to be ready for the next stage in their education. The school deliberately teaches technical, subject-specific vocabulary. The school is further reshaping some parts of the curriculum, so that it is sequenced more clearly towards ambitious end points. Leaders monitor the curriculum and teaching to make sure that they meet pupils’ needs. The curriculum is tailored well for pupils’ specific interests such as vocational learning. The school provides well-considered training which enables staff to understand and address pupils’ special educational needs and/or disabilities effectively.

p.2

Curriculum and teaching Expected standard

The curriculum is taught by subject specialists. Any pupils who have gaps in their learning receive bespoke intervention, which helps them to catch up with missed knowledge quickly. This includes in reading and writing. Staff use their subject expertise to adapt their teaching and to design resources so that pupils can access and understand new learning. Some staff are developing their knowledge of how to most effectively support pupils who need additional help with their reading and spelling. Pupils regularly revisit and consolidate their learning and achieve fluency across the curriculum. Pupils are supported to reflect on their learning thoughtfully. This helps them to understand their strengths and areas for development.

p.3

Inclusion Expected standard

Leaders prioritise listening to pupils and using their understanding of their needs and barriers to learning to build positive and trusting relationships. This work underpins the carefully planned transition periods into this school and helps pupils to settle to their learning. The school works in partnerships with pupils, families and external agencies to build these constructive relationships.

p.3

Inclusion Expected standard

The school provides targeted interventions to overcome pupils’ barriers to learning and close any gaps in their essential knowledge and skills. Pupils are supported well to develop their social skills and emotional literacy. Leaders ensure that staff understand any adjustments required to meet pupils’ individual needs. Any necessary adaptations to provision are thoughtfully planned and implemented so that pupils continue to re-engage with education. Leaders work effectively with the local authority to ensure that pupils known to children’s social care get the precise support they need.

p.3

Inclusion Expected standard

Leaders carefully monitor the progress pupils make towards reaching targets identified in their education, health and care plans. The school provides appropriate training for staff to help them meet pupils' special educational needs and/or disabilities. Staff use their in-depth knowledge of individual pupils’ interests to create meaningful contexts for learning.

p.3

Leadership and governance Expected standard

The proprietor understands their statutory duties. The proprietor has an accurate understanding of the school's work and has ensured clear and effective lines of communication with leaders. The proprietor monitors the work of the school closely, analysing it to identify the most important areas for improvement. This also helps to ensure that the independent school standards are met consistently. This includes the effective implementation of policies, including those that support pupils' safety and wellbeing. All required information is published.

p.3

Leadership and governance Expected standard

Leaders have a clear sense of focus and ambition for all at the school. They prioritise pupils and make any changes needed to help them overcome barriers to learning. Leaders actively build constructive relationships with parents, carers and external agencies, so that pupils are understood and feel included. They ensure that strategies and support is co-produced and understood by all.

p.3

Leadership and governance Expected standard

Leaders ensure that staff have appropriate professional development opportunities. These are focused carefully on enabling staff to understand and meet pupils’ needs over time. Regular staff briefings enable all staff to understand the part that each plays in the school and the difference they can make. Leaders have cultivated a collaborative ethos where staff with different subject expertise work together well to support pupils.

p.4

Leadership and governance Expected standard

The proprietor considers staff workload and wellbeing when making changes to practice. Staff are proud to work at the school. They contribute their expertise in a range of subjects to develop the curriculum and teaching. They are dedicated to enabling pupils to enjoy learning and reach their true potential.

p.4

Personal development and wellbeing Expected standard

The school's personal development programme is well considered. It is designed to equip pupils to be ready for independent living and adulthood. For example, pupils learn about money issues such as tax, using credit cards and saving. Pupils learn about relationships and sex education in age-appropriate ways. Leaders have enhanced the programme so that pupils understand specific contextual risks such as road safety, gang culture and specific online safety issues. The school teaches pupils how to recognise their emotions and look after their physical and mental health.

p.4

Personal development and wellbeing Expected standard

Opportunities for pupils’ personal development such as trips, visits and working with outside speakers are woven throughout the curriculum. Staff develop bespoke experiences which develop pupils’ interests, confidence and self-esteem. For example, visits to shops encourage pupils to use money and develop their social skills. Pupils feel welcome and valued and that they belong in the school.

p.4

Personal development and wellbeing Expected standard

Pupils are prepared for life in modern Britain. They learn about different faiths and the importance of respecting different beliefs and opinions. Major faith celebrations feature prominently in the school’s assemblies and tutor programmes. Pupils’ cultural knowledge is enriched through special days to celebrate and promote for example, Black history and women’s history.

p.4

Personal development and wellbeing Expected standard

Staff help pupils to raise their aspirations. Pupils learn about different careers and the qualifications needed from visiting speakers. Leaders ensure that pupils are well prepared for their next steps into further education, apprenticeships and applying for jobs.

p.4

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

Pupils are warmly welcomed into Burstow Park's nurturing and highly supportive environment. Many pupils who have previously had a difficult and unsettled time in education are happy to come to this school. Pupils typically arrive at the school with negative views of learning and poor self-esteem. The school provides a calm environment in which pupils feel they belong and enjoy learning. Pupils who struggle to re-engage with learning are supported effectively through a range of carefully considered, flexible provisions. The school's blended learning offer is adapted to cater for individual pupils’ needs. Staff are experts at building pupils’ trust through friendly and professional relationships. Pupils feel that they belong in the supportive community that leaders and staff have built. This helps them thrive.

p.4

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

Pupils feel well supported by the way that staff understand their needs well and anticipate the emotional support that they need. They recognise that leaders have an ambitious vision for their futures. They benefit from the specialist teaching and the way that staff work out how best to support each individual. Pupils achieve well from their starting points at the school and are prepared for their next steps in education, training and employment.

p.5

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

Pupils benefit from the broad range of experiences on offer. For example, they develop their confidence and character through opportunities to experience life beyond school, such as going to the local shops to buy food within a budget. They also enjoy the many visits from speakers from outside the school such as people who help in the community. Pupils are also supported to develop their communication and interactions through social times out of lessons. These small additional events are carefully shaped by staff and help to prepare pupils well for life in modern Britain.

p.5

Next steps

The school should continue to further refine and embed the curriculum so that it is taught equally well across all subjects and phases of the school. The school should ensure that all staff have the subject knowledge necessary to work with pupils who struggle with reading and spelling so that all pupils receive consistent and effective support.

p.5

About this inspection

The chair of the proprietor body is Dr Emma Slaughter.

p.5

About this inspection

The fees currently charged are £57,956.40.

p.5

About this inspection

The email address of the school is bps@burstowparkschool.org.

p.5

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.5

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.5

Independent school standards

Independent school standards are either met or not met for each category. Inspectors held meetings with the chair of the proprietor body and senior leaders. During the inspection, inspectors spoke with staff and pupils.

p.6

Independent school standards

The school currently uses no alternative provision.

p.6

Independent school standards

The primary phase of the school is based at 53 Hanworth Road, Redhill RH1 5HS.

p.6

Independent school standards

Burstow Park School is a special school catering for pupils with social, emotional and mental health needs. All pupils on roll have an education, health and care plan. It opened on 6 September 2021.

p.6

Independent school standards

1. Quality of education provided Standards met

p.6

Independent school standards

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

p.6

Independent school standards

3. Welfare, health and safety of pupils Standards met

p.6

Independent school standards

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

p.6

Independent school standards

5. Premises of and accommodation at schools Standards met

p.6

Team inspectors:

Graham Chisnell, Ofsted Inspector Scott Reece, His Majesty's Inspector

p.7

Facts and figures used on inspection

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

p.7

School capacity

6. Provision of information Standards met

p.7

School capacity

7. Manner in which complaints are handled Standards met

p.7

School capacity

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

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.8

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.8

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 . 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.8

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