All's Well

All's Well

Address: 18 High Street, Fareham, PO16 7AF Unique reference number (URN): 151336

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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 Expected standard

Many pupils at this school have a previous history of poor attendance and engagement. Leaders promote the benefits of high attendance to pupils and their parents and carers. Robust oversight allows leaders to identify pupils and families who need support. When first admitted to the school, pupils experience a well-thought-through transition process. This includes careful increases of time spent at school as pupils settle and build relationships. As a result of this support, many pupils have high attendance and low levels of absence. Pupils want to attend school. They arrive punctually and look forward to seeing staff and engaging in activities. Staff support pupils well to focus and be ready to learn.

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Attendance and behaviour Expected standard

Leaders ensure that staff have the training they need to be able to support pupils with their emotional wellbeing and behaviour. Recent changes to the school's procedures are understood by all. There is a school-wide approach of nurture and kindness. Staff know pupils well and their barriers to learning. They anticipate potential triggers which may affect pupils' behaviour and make effective adjustments to support them. Pupils know what is expected. They understand that they should be polite and respectful. Any incidents of poor behaviour are dealt with swiftly and effectively in a culture of restoration and reflection. Pupils are supported well to receive praise and show pride in their achievements.

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Achievement Needs attention

Pupils do not make appropriate progress across the entire curriculum breadth. In some subjects, such as English and mathematics, pupils gain the knowledge and skills they need to access and complete assessments, such as functional skills. In these subjects, pupils remember their learning and use key vocabulary accurately. In English, pupils enjoy being immersed in texts and show that they can sequence key events and discuss authors' choices and characters' actions. In mathematics, pupils benefit from rhymes and actions which help them to recall key terms and concepts. The impact of the curriculum in some other subjects does not sufficiently prepare pupils for their next steps. Pupils join the school with a varied educational history. Leaders do not have enough understanding about their starting points to be able to ensure that gaps in knowledge and skills are addressed. This is starting to be rectified through leaders' actions to use assessment to measure pupils'

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Achievement Needs attention

progress and ensure that outcomes have suitable ambition.

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Curriculum and teaching Needs attention

The school's curriculum lacks clear structure and progression across some subjects. Leaders recognise this and have taken to steps to improve it but this work is not yet embedded and benefiting all pupils. In the core curriculum of English, mathematics and science, pupils access a curriculum of suitable ambition with identified end points. In these subjects, teaching includes key subject-specific concepts and vocabulary. In other subjects, this content is not clearly identified as part of a learning journey to build pupils' knowledge and skills over time. This means that in some subjects, lessons sit in isolation and do not take into account pupils' prior learning and any gaps they may have in their understanding.

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Curriculum and teaching Needs attention

In the core curriculum, teaching staff have appropriate subject knowledge. They present information clearly and check how well pupils learn within their lessons. They make adjustments which reflect pupils' learning needs. Pupils receive tailored support in core subjects to address any misconceptions and gaps in their knowledge and skills. Leaders do not have oversight of how well pupils learn in other subjects. Assessment information does not include information about pupils' starting points and therefore what they need to learn next.

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Inclusion Needs attention

Some aspects of the school's processes to identify and support pupils' learning and wellbeing needs are not fully in place. Pupils' emotional and wellbeing needs are known well and used to shape targets and reviews. This is not as successful in terms of their academic needs. Pupils' individual learning plans detail their barriers to learning, informed by their education, health and care plans. However, sometimes these documents lack precision, for example about the support pupils need to make academic progress. This means that teaching staff do not always know how to appropriately support pupils with their learning. Leaders do not have a clear picture about how well pupils learn across the whole curriculum, or the impact of additional support. Leaders and the proprietor increasingly seek external expertise and support. They consider pupils', parents' and carers' views when evaluating pupils' wellbeing.

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Inclusion Needs attention

Pupils with a wide range of complex needs are welcome at this school. There is a shared sense of belonging through the creation of positive relationships. Pupils are listened to and given time to voice their views. They benefit from their familiar routines and the school's commitment to their pastoral care and safeguarding. Leaders work well with social care services when needed. They have a growing understanding about how wider services can support pupils with their learning needs. Leaders have appropriate oversight of the alternative provision that pupils access. They check that pupils' benefit from their experiences and are safe.

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Leadership and governance Needs attention

Roles within the proprietor body and within the school's leadership team have been subject to considerable change over the school's first year of operation. Quality assurance procedures to check the effectiveness of leaders' actions and their impact on pupils have only been recently introduced. The school does not meet some of the independent school standards. These standards relate to aspects of the curriculum, pupils' achievement and elements within the school's programme for pupils' personal development. The proprietor and school leaders are addressing these areas with urgency. They consult external expertise appropriately and with pupils' best interests at the heart of their decision-making.

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Leadership and governance Needs attention

The new headteacher has worked alongside the proprietor to evaluate the school's strengths and strategic priorities quickly and accurately. Leaders have taken decisive action to improve the school experience for pupils, focusing on the right things first. School staff feel enthused and included in the shaping of school life. They welcome their training opportunities and the consideration leaders give to their workload and wellbeing. The school's vision and values have been recently reviewed through a collaborative process involving staff and pupils. The whole All's Well team share an ambitious vision for pupils. This is highlighted through the school's core values of safety, kindness, community and respect. Parents and carers value the way the staff nurture and care for their children and the communications they receive. Many appreciate the transformative impact the school has had on their children's willingness to attend school.

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Personal development and wellbeing Needs attention

Opportunities that are intended to provide pupils with rich and varied experiences do not build and change sufficiently as pupils move through the school years. Leaders have recently updated the curriculum for pupils' personal, social and health education. It includes appropriate content covering relationships and sex education. These changes are in their earliest stages of being delivered to pupils. Gaps remain in some pupils' understanding about cultural diversity and different faiths.

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Personal development and wellbeing Needs attention

Pupils do not benefit from clear information about possible futures. Individual events promote aspiration but do not form part of a coherent careers' programme. For example, a recent trip to a nearby Naval base enthused many pupils and gave them insight into potential training and job opportunities. Pupils are newly forming relationships with the school's careers' adviser.

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Personal development and wellbeing Needs attention

Pupils benefit from many interesting physical activities. These include swimming and outdoor sports such as kayaking. Pupils enjoy these activities which build their confidence and skills. They show an improving ability to cope with new challenges and be physically healthy. Pupils' interests are used well to shape the activities available to them. For example, leaders ensure that pupils who have interests in fishing and working with animals experience these opportunities. Leaders ensure that barriers to participation are identified and addressed.

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Personal development and wellbeing Needs attention

Pupils benefit from the school's approach to pastoral support. Pupils develop trusting relationships with staff. They know that they can talk to them about any worries or problems. Staff work skilfully with pupils to build their levels of resilience and independence. They support them to understand that making mistakes is part of an ongoing cycle of learning and reflection. Staff encourage calm social interactions between pupils. They intervene with care and kindness if pupils need help to solve any disputes, or with their emotional regulation. Pupils know the difference between right and wrong, and how everyone is entitled to a point of view. They have a growing understanding about the fundamental British values.

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

All pupils at this school have education and health care plans which reflect their social, emotional and mental health needs. Many have experienced a disrupted education before joining the school. They are welcomed as part of the school community and feel safe and well cared for. Staff know pupils well and build positive relationships with them. They support pupils well with their emotional regulation.

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

Pupils' learning needs are not consistently identified and supported with the same precision. Pupils do not achieve as well as they should across the curriculum. Their learning in English and mathematics prepares them for their next steps but this is not always the case in other subjects. Leaders recognise this and are taking appropriate action to strengthen the wider curriculum aims and content.

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

Staff greet pupils with warmth and care at the start of the day and support them as they settle into their familiar routines. Pupils know what is expected in terms of their behaviour. They understand the importance of showing respect to staff and each other. When pupils struggle to control their emotions, they receive the support they need to be be able to regulate and reflect on their actions. They know that any incidents of bullying are not tolerated and will be dealt with by staff.

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

Pupils successfully participate in a range of offsite activities, such as kayaking and team- building challenges. Many pupils enjoyed their recent visit to a nearby Naval base. They were supported well to participate and show pride in their achievements. Leaders recognise that some aspects of the school's work to support pupils' personal development do not meet requirements. This includes pupils' access to independent careers advice.

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

Many parents and carers give positive feedback about the school. They value the relationships their children build with the kind staff. Parents appreciate the way that their children develop a sense of belonging at the school and want to attend. Many pupils with previously poor school attendance now attend well.

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Next steps

Leaders should ensure that pupils' academic needs are accurately identified and reflected in their individual learning plans and the support they receive. Leaders should continue their work to improve the curriculum, ensuring that it contains the key knowledge and skills across subjects that pupils need to develop to be ready for their next steps. Leaders should ensure that they have an accurate and informed picture of how well pupils achieve and make progress with their learning. Leaders should continue with their work to ensure that the provision for pupils' personal development includes an appropriate curriculum so that pupils learn about, and show respect for, a range of cultures and diversity. This personal development provision should also provide pupils with independent careers' guidance. The proprietor should establish systems and procedures to check the impact of leaders' actions and to ensure that the independent schools standards are met consistently.

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Next steps

Leaders should continue with their work to embed their new behaviour management approach and ensure that pupils benefit from it.

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Independent school standards

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

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About this inspection

The proprietor body is Sportfit Support Services Ltd, which is a subsidiary of Tristone SSS Holdings Limited. The chair of the proprietor body is Neil Gray.

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About this inspection

The annual fees currently charged range from £59,851 to £79,508.

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About this inspection

The email address of the school is enquiries@sportfitsupport.co.uk

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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 (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with school leaders and members of the proprietor body, including the chair.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school caters for pupils with education, health and care plans in relation to their special educational needs and/or disabilities. Pupils' needs are primarily in regard to their social, emotional and mental health.

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About this inspection

The school currently uses 2 unregistered alternative providers.

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About this inspection

1. Quality of education provided Standards not met

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About this inspection

The following standards have not been met:

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About this inspection

The standard in this paragraph is met if–

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About this inspection

(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and

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About this inspection

(b) the written policy, plans and schemes of work– (i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan; and

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About this inspection

For the purposes of paragraph (2)(1)(a), the matters are–

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About this inspection

(d) personal, social, health and economic education which– (i) reflects the school's aim and ethos; and (ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act[1];

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About this inspection

(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that– (i) is presented in an impartial manner; (ii) enables them to make informed choices about a broad range of career options; and (iii) helps to encourage them to fulfil their potential;

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About this inspection

(h) that all pupils have the opportunity to learn and make progress; and (i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.

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About this inspection

The standard in this paragraph is met if the proprietor ensures that the teaching at the school–

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About this inspection

(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; (g) demonstrates that a framework is in place to assess pupils' work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress;

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About this inspection

2. Spiritual, moral, social and cultural development of pupils Standards not met

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About this inspection

The following standards have not been met: Paragraph 5

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About this inspection

The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor–

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About this inspection

(a) actively promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs; (b) ensures that principles are actively promoted which– (iv) enable pupils to acquire a broad general knowledge of and respect for public institutions and services in England;

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About this inspection

3. Welfare, health and safety of pupils Standards met

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About this inspection

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

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About this inspection

5. Premises of and accommodation at schools Standards met

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About this inspection

6. Provision of information Standards met

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About this inspection

7. Manner in which complaints are handled Standards met

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About this inspection

8. Quality of leadership in and management of schools Standards not met

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About this inspection

The following standards have not been met: Paragraph 34(1)

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About this inspection

The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school–

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About this inspection

(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently;

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Facts and figures used on inspection

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

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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. (b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and

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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.

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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.

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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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