Connex

Connex

Address: Units 16 and 17a, Headlands Grove Trading Estate, Swindon, Wiltshire, SN2 7JQ Unique reference number (URN): 151862

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

Following significant periods of absence, and attendance at many different schools, pupils achieve well overall. This includes pupils with special educational needs and/or disabilities and those known or previously known to children’s social care. Pupils progress well through the curriculum from their starting points. Many pupils progress from not attending school, to engaging positively with their learning. Several pupils have successfully reintegrated back into their ‘home’ school. Leaders work with different providers in order to secure meaningful destinations for pupils in Year 11.

p.2

Achievement Expected standard

Pupils have significant gaps in what they know and remember as a result of a disjointed education. Leaders prioritise the important basic knowledge that pupils need in order to succeed in later life, such as language and communication, reading, writing and mathematics. Leaders know that a more precise focus on transcription, grammar and spelling knowledge will further strengthen the progress pupils make through the curriculum.

p.2

Attendance and behaviour Expected standard

Leaders prioritise pupil’s attendance. They work patiently and with understanding, to remove barriers that pupils have to attending well, including those with special educational needs and/or disabilities. Despite a minority of pupils who are severely absent, most pupils build a secure sense of ‘belonging’ and attend regularly, which is a real success.

p.2

Attendance and behaviour Expected standard

Highly skilled staff understand the complex behaviours that pupils have due to trauma, weak communication skills and missed learning. Many pupils find changes to routines very challenging. However, positive and trusting relationships with staff, supports pupils to feel calm and engage well with their learning. Where pupils do occasionally struggle to manage their own emotions and feelings, staff sensitively support them. Over time, behaviour shows an improving picture for most pupils. Leaders analyse patterns over time and adapt support strategies for individuals. Pupils generally have positive attitudes to learning. Discrimination of any form is not tolerated by pupils or adults.

p.2

Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of curriculum and teaching. They have designed an ambitious curriculum that centres around the disruption to education that many pupils have experienced. The communication and interaction curriculum supports non-verbal pupils to use a range of different ways to communicate. For example, ‘objects of reference’, visual timetables and 'singalong' enable pupils to develop an understanding of important concepts, such as turn-taking and sharing and develops their communication skills. Pupils at the early stages of reading learn to recognise letters and sounds. They read books that match the sounds they know, which supports them to develop confidence and fluency.

p.2

Curriculum and teaching Expected standard

The social, emotional and mental health curriculum for older pupils focuses on re-engaging learners with education as a priority. The school’s core offer focuses on developing pupils’ essential knowledge and skills in mathematics and English as well as preparing them for adulthood and further education. Pathways include AQA awards in a range of areas of particular interest to individual pupils, such as drumming.

p.2

Curriculum and teaching Expected standard

The curriculum identifies the important knowledge that pupils should learn. Typically, teachers use their subject knowledge to adapt activities, based on the starting points of individual pupils. However, the checks that staff make on how well pupils have learned the intended curriculum are not consistently precise. This means that, sometimes, pupils move on through the curriculum without securing important skills in English and mathematics.

p.3

Inclusion Expected standard

Inclusion is the core purpose of Connex. Leaders identify pupils' needs swiftly and accurately through careful liaison with families, previous settings and other agencies. Pupils with special educational needs and/or disabilities (SEND) and those with education, health and care (EHC) plans, pupils known or previously known to children’s social care and those with other barriers, have a personalised curriculum to support their learning and wellbeing. Staff review this provision on a regular basis and adapt it where needed. This means that, typically, pupil’s barriers are reduced. Despite this, leaders know that some further refinement in some aspects of the curriculum would further strengthen the progress that older pupils make.

p.3

Inclusion Expected standard

Leaders actively work with external professionals and specialists. This ensures that pupils receive the right support for their wellbeing and behaviour. Staff benefit from the additional professional learning the school provides, including the work of educational psychologists and occupational therapists. Personal education plans help to improve opportunities and experiences of pupils who are looked after. Leaders use alternative provision to enhance pupil’s experiences and support their therapeutic needs. Weekly contact with the provider underpins this oversight.

p.3

Leadership and governance Expected standard

The proprietor understands the school’s context, strengths and next steps. They ensure that the independent school standards (the standards) are met consistently. They regularly check the school’s work and provide an appropriate level of support and challenge.

p.3

Leadership and governance Expected standard

Leaders and staff know each of their pupils in detail. They evaluate their work accurately and prioritise actions that are in the best interest of pupils. Pupils are at the front and centre of all decisions that leaders make. Leaders are determined to give pupils hope and aspirations for the future.

p.3

Leadership and governance Expected standard

Staff feel valued. They are proud to be part of the school team and its community. Staff appreciate the genuine care shown by leaders to manage their workload and wellbeing. They benefit from the professional learning programme the school provides to better develop their expertise and strengthen the work they do to support pupils, including those with special educational needs and/or disabilities, those known or previously known to children’s social care and those with other barriers. Relationships with commissioning schools and local authorities are highly constructive. Leaders work collaboratively with other professional partners in order to secure the support that pupils need.

p.3

Personal development and wellbeing Expected standard

The school’s personal development programme is a strength of the school. Leaders have designed a coherent offer that is based on stage not age. Staff teach relationships, sex and health education based on the individual pupil, their lived experience and capacity to understand. Pupils learn how to keep themselves safe, both online and in the outside world. Important life skills such as crossing a road and being safe near water supports this.

p.4

Personal development and wellbeing Expected standard

The pastoral support pupils receive is highly effective. This holistic approach supports pupils’ therapeutic needs, as well as developing the necessary skills to succeed in society. Pupils understand the characteristics that are protected by law. They know that everyone has a right to be treated with respect. Pupils learn about important values, including what it means to be a citizen in modern Britain. They understand that democracy is a fair process and the importance of the rule of law. Pupils delight in receiving ‘credits’ when they demonstrate these values, alongside the school values.

p.4

Personal development and wellbeing Expected standard

Leaders ensure that pupils pursue their interest and talents beyond the curriculum. For example, pupils who have an interest in music, can learn to play an instrument and those who have a particular interest in animals, have the opportunity to develop this. Pupils understand the importance of keeping healthy in body and mind. They enjoy a range of different activities including visits to the gym, trampolining and preparing healthy meals.

p.4

Personal development and wellbeing Expected standard

Pupils access appropriate careers education. This begins in Year 7, where staff work closely, including with external professionals, in order to help pupils understand their areas of interest. Pupils complete a range of AQA qualifications based on these. The school provides ‘in house’ work experience for some pupils. Further links within the community are starting to strengthen the opportunities the school provides for pupils.

p.4

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

Pupils arrive at Connex with a disjointed experience of education. Many pupils have been out of school for long periods of time. Pupils arrive reluctant to learn and with a negative view of school. Prior to starting, staff develop a detailed understanding of the challenges that pupils face to their learning and wellbeing. They work closely with pupils and their families to overcome these barriers. As a result, pupils feel safe, attend more regularly and learn to manage their emotions better over time.

p.4

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

Staff are ambitious for pupils. They support pupils to see a more positive future. From their individual starting points, pupils achieve well. This includes those who are vulnerable, disadvantaged and pupils with special educational needs and/or disabilities (SEND). The majority of pupils have an education, health and care (EHC plan). Pupils benefit from the curriculum pathways that leaders tailor to meet their interests and SEND profile. This helps pupils to reengage with learning. Pupils are typically calm and respectful. The relationship between pupils and staff is built on trust. Leaders work relentlessly to ensure that absence does not become a barrier. They use a broad range of strategies that is bespoke to individuals and their situations. Bullying is rare. Pupils are adamant that if it did occur staff would deal with it swiftly. The high levels of adult to pupil ratio reflects leaders’ commitment to meeting pupils' needs, in line with their

p.4

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

EHC plans. Typically, pupils with SEND, those who are known or previously known to children's social care and pupils with other barriers to their learning and wellbeing, benefit from the provision that the school offers.

p.5

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

The personal development programme is a golden thread that runs through the school’s curriculum. It helps to provide pupils with the practical life skills they need. This begins with the youngest pupils, who learn to do up their coats independently. Older pupils learn to understand their own emotions and feelings. They develop a sense of identity, which helps them to find their place in society.

p.5

Next steps

Leaders need to continue to strengthen their work to secure pupils' foundational knowledge in handwriting, spelling and grammar so that gaps close quickly and pupils are better prepared for the next stage in their education. Leaders should ensure that teachers make effective use of assessment to design and adapt learning activities that build on what pupils know and can do.

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

About this inspection

Inspectors spoke with the principal, deputy principal, assistant principals, the head of behaviours and attitudes, the primary and secondary special educational needs and/or disabilities coordinators, staff and pupils during the inspection. The lead inspector met with the chief executive officer of the proprietor body and the chair of trustees, who is also the chair of the local governing committee.

p.5

About this inspection

The lead inspector also spoke with a representative from the local authority and leaders from schools that commission places at the provision

p.5

About this inspection

The school has exceeded the maximum number of pupils on roll that they are registered to admit.

p.5

Independent school standards

Independent school standards are either met or not met for each category. The inspectors confirmed the following information about the school:

p.6

Independent school standards

The name of the proprietor body is Brunel Education.

p.6

Independent school standards

The chair of the proprietor body is Chris Sims.

p.6

Independent school standards

The fees currently charged are £3,600 to £206,354.

p.6

Independent school standards

The school's email address is: admin@connexap.org.uk

p.6

Independent school standards

The school caters for pupils with a range of special educational needs and/or disabilities, including autism and social, emotional and mental health needs.

p.6

Independent school standards

This was the school's first standard inspection. The school was registered by the Department for Education in May 2025.

p.6

Independent school standards

The school is located at Units 16 and 17a, Headlands Grove Trading Estate, Swindon, Wiltshire SN2 7JQ

p.6

Independent school standards

The school currently makes use of one alternative provision.

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

Facts and figures used on inspection

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

p.7

Facts and figures used on inspection

This data is from 16 June 2026 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

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