Poplar House School

Poplar House School

Address: 24-26 Lytham St Annes Road East, Lytham St Annes, FY8 1UR Unique reference number (URN): 148838

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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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Achievement Strong standard

Pupils develop knowledge and skills from their starting points. Many pupils join the school with significant gaps in their learning. Over time, these gaps reduce as pupils build their understanding and remember important knowledge.

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Achievement Strong standard

Work in pupils’ books shows clear improvement. Pupils increase the length and accuracy of their writing and develop greater control in how they present their work. They recall learning from previous topics with growing confidence.

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Achievement Strong standard

Leaders track pupils’ progress closely. They review information regularly and adjust support, where needed, so that pupils continue to make progress in their learning. Support helps pupils to strengthen key skills. For example, pupils read more fluently and improve the quality of their written work. This enables pupils to access learning more independently over time.

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Achievement Strong standard

Pupils achieve a range of qualifications that are appropriate to their needs, including functional skills, GCSEs and unit awards. These qualifications prepare pupils for their next steps in education, training or employment.

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Attendance and behaviour Strong standard

Leaders monitor attendance closely and identify patterns over time. They work effectively with families and other professionals to address barriers to attendance. As a result, attendance improves from pupils’ starting points. Some pupils who previously did not attend now attend school regularly and begin to establish routines for learning. Leaders respond flexibly, where needed, including during periods of medical or emotional difficulty, so that pupils remain engaged with education. Where pupils continue to face barriers, leaders maintain close contact with families and external agencies. This helps pupils to increase their participation in school over time.

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Attendance and behaviour Strong standard

Staff establish clear expectations that pupils understand and follow. Pupils behave calmly in lessons and at social times, allowing learning to take place without disruption. When pupils find things difficult, staff respond promptly and support them to feel calm and re-engage with their learning. As a result, pupils spend more time engaged in their work. Leaders review behaviour information regularly and use this to adjust support so that incidents reduce over time. Bullying is rare. When concerns arise, staff address them quickly and support pupils to maintain positive relationships.

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Curriculum and teaching Strong standard

Leaders have designed a curriculum that reflects pupils’ needs and starting points. Pupils are taught in groups that cater to their individual needs so that they can access learning successfully. Teachers use their knowledge of pupils to plan learning that builds over time. They revisit important knowledge to address gaps and help pupils connect ideas across topics. This supports pupils to develop more secure understanding and be better prepared for new learning.

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Curriculum and teaching Strong standard

Teachers respond carefully to pupils’ understanding during lessons. When pupils do not secure prior knowledge, they adapt teaching by revisiting content or adjusting tasks. This helps pupils to strengthen their understanding before moving on, resulting in more secure knowledge over time.

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Curriculum and teaching Strong standard

Learning includes both academic subjects and opportunities to apply knowledge in practical contexts. Pupils use what they have learned in activities linked to everyday life, such as food preparation and health and safety. This helps pupils understand how their learning connects to real-life situations.

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Curriculum and teaching Strong standard

Adults support pupils effectively during lessons. They check understanding, address misconceptions and provide timely support, so that pupils remain engaged and complete their work.

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Inclusion Strong standard

Leaders ensure that provision is closely matched to the needs of pupils. All pupils have education, health and care plans and present with a range of complex needs. Leaders use detailed knowledge of pupils’ needs to design provision that reduces barriers to learning and supports pupils to successfully take part in education.

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Inclusion Strong standard

Staff prioritise helping pupils to feel settled and ready to learn. They assess pupils’ strengths and areas for development, including in reading, communication and numeracy. This information is used effectively to shape support so that pupils engage with learning with increasing confidence.

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Inclusion Strong standard

Leaders maintain secure oversight of how well provision meets pupils’ needs. They review pupils’ progress regularly and adjust support, where barriers remain. As a result, pupils increasingly participate in learning activities, sustain their attention and work alongside others more consistently.

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Inclusion Strong standard

Staff adapt learning so that all pupils can access the curriculum. Pupils work on shared themes but complete tasks that are appropriately matched to their starting points. Additional adult support helps pupils to secure understanding, remain engaged and complete their work with increasing independence.

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Inclusion Strong standard

Leaders work closely with external agencies, including social care, health professionals and family support services. This coordinated approach strengthens the support available to pupils. As a result, pupils’ engagement with learning improves over time.

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Leadership and governance Strong standard

Leaders are clear about the school’s priorities and have developed provision that reflects the needs of pupils with a wide range of complex special educational needs and/or disabilities. Preparing pupils for life beyond school is central to their work. This is evident in the curriculum, the support provided for pupils and the opportunities available to develop independence and confidence.

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Leadership and governance Strong standard

Leaders know the school well. They use a range of information, including regular monitoring activities and review of pupils’ progress, to evaluate the quality of provision. They identify where provision needs to improve and take appropriate action. As a result, provision continues to develop and remains closely aligned to pupils’ needs.

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Leadership and governance Strong standard

Leaders ensure that staff are well supported. Training is carefully considered so that staff develop the knowledge and skills needed to meet pupils’ needs effectively. Staff value this support and work together to share effective practice. This contributes to a consistent approach across the school.

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Leadership and governance Strong standard

Leaders ensure that safeguarding is prioritised across the school. They maintain clear oversight of safeguarding practice and take appropriate action, when concerns arise. This helps leaders to keep pupils safe.

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Leadership and governance Strong standard

Leaders work closely with local authorities, families and other professionals to gather detailed information about pupils before they join the school. Staff use this information to plan support and ensure that pupils settle well.

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Leadership and governance Strong standard

The proprietors provide appropriate support and challenge. They have an accurate understanding of the school’s work and use this to hold leaders to account. This contributes to maintaining the quality of provision and ensuring that the independent school standards are met consistently over time.

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Personal development and wellbeing Strong standard

Staff help pupils to develop the knowledge they need for life beyond school. Leaders' approach reflects the needs of the pupils. They focus on helping pupils manage their emotions, build confidence and become increasingly independent.

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Personal development and wellbeing Strong standard

Pupils learn about relationships, online safety and mental health through a programme that is carefully adapted to their stage of development. Relationships and sex education is tailored to pupils’ individual needs and levels of understanding. Where needed, staff adapt how this is taught so that pupils can engage with sensitive content at a level that is right for them. As a result, pupils develop a clearer understanding of how to keep themselves safe and make informed choices.

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Personal development and wellbeing Strong standard

Pupils benefit from a wide range of opportunities that support their personal development. Through regular activities, such as exploring environmental issues or discussing equality, pupils learn to think about the world beyond their immediate experiences and begin to consider different perspectives.

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Personal development and wellbeing Strong standard

A varied enrichment offer plays an important role in pupils’ development. Teachers design activities around pupils’ interests and needs. These include practical, creative and physical experiences alongside opportunities to engage with the local community. These experiences help pupils to build confidence, work alongside others and develop their independence. Teachers help pupils to think about their future. They learn about different pathways and take part in visits and activities that help them understand their options. This includes opportunities to visit colleges and participate in work-related learning. Activities are adapted so that all pupils can participate. As a result, pupils develop a clearer understanding of what they might do next.

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Personal development and wellbeing Strong standard

Across the school, pupils develop practical skills, such as managing money, preparing food and making decisions about their health. Over time, they become more resilient and increasingly well prepared for their next steps.

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

Pupils arrive at the school happy and ready to learn. They are greeted warmly by staff, who know them very well. This nurturing start helps pupils to feel safe and confident, ready to begin their learning. Pupils are well supported by staff, who understand their individual needs and respond effectively when they find things difficult. They know who to speak to if they have a concern. As a result, pupils feel settled and take part more confidently in school life.

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

Attendance improves markedly for many pupils. Those who start with very low attendance develop more positive habits and spend more time in school. This helps them engage more fully in learning and benefit from the wider opportunities the school provides.

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

Pupils can explain what they are learning and talk about how their work has improved over time. They show greater confidence in lessons and are more willing to contribute. Pupils value the experiences available beyond their lessons. They choose from a wide range of enrichment activities, including sports, music, cooking and creative work. Some take part in activities, such as using the gym and boxing. They talk positively about trying new things and developing interests. These experiences build confidence and help pupils form positive relationships. Pupils also look forward to opportunities, such as residential visits, where they try new experiences and develop greater independence.

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

Pupils talk about learning useful skills, such as cooking, using tools safely and understanding how to look after their health. This helps pupils see how learning connects to everyday life and supports their independence. When pupils find learning or social situations difficult, adults support them sensitively so they can manage their feelings and return to their work. Pupils are supported to think about what they might do in the future. They learn about different pathways and take part in visits and activities that help them understand their options. This enables pupils to feel more confident about moving on from the school.

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Next steps

Leaders and proprietors should sustain the effectiveness of their work in all areas. They should seek continued improvement, overcoming barriers and challenges, in order to drive a transformational impact for all pupils.

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About this inspection

This was a standard inspection carried out under section 109(1) and (2) of the Education and Skills Act 2008. Inspectors 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

The school has applied to the Department for Education (DfE) to increase the number of pupils it is registered to admit and to change its age range. At the DfE’s request, inspectors considered whether the school is likely to continue to meet the relevant independent school standards if these changes are implemented.

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About this inspection

Inspectors gathered evidence through lesson visits, discussions with pupils and staff and a review of pupils’ work. They also met with leaders, including those responsible for safeguarding and the curriculum. Inspectors considered a range of documentation, including information about pupils’ progress, behaviour and attendance and records relating to safeguarding.

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About this inspection

Inspectors spoke with pupils about their experiences of the school. They also took account of responses to the staff survey.

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About this inspection

The inspector confirmed the following information about the school:

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About this inspection

The school is an independent special school for pupils with special educational needs and/or disabilities. All pupils have education, health and care plans. Pupils have a range of needs, including social, emotional and mental health needs.

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About this inspection

The school admits pupils from a range of local authorities. Places at the school are commissioned by local authorities.

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About this inspection

The school is currently registered to admit up to 24 pupils aged 11 to 19. An application has been made to the Department for Education to increase this number to 42 and to change the age range from 11 to 19 to 7 to 19.

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About this inspection

The school does not use any alternative provision.

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About this inspection

The name of the proprietor is Blazing Stars Education Ltd.

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About this inspection

The school’s email address is info@poplarhouseschool.com.

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About this inspection

The school has applied to the Department for Education to increase the number of pupils it is registered to admit from 24 to 42 and to change its age range from 11 to 19 to 7 to 19.

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Independent school standards

Independent school standards are either met or not met for each category. At the DfE’s request, inspectors checked whether the school is likely to meet the relevant independent school standards if the DfE decides to approve the changes. This part of the inspection was carried out under section 162(4) of the Education Act 2002.

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Independent school standards

The outcome of this part of the inspection is: the school is likely to meet the relevant ISS if the material changes relating to the school’s provision are implemented.

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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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Independent school standards

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

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Independent school standards

5. Premises of and accommodation at schools Standards met

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Lead inspector:

Rebecca Sharples, His Majesty's Inspector

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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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Pupils with an education, health and care (EHC) plan

6. Provision of information Standards met

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Pupils with an education, health and care (EHC) plan

7. Manner in which complaints are handled Standards met

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Pupils with an education, health and care (EHC) plan

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

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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.

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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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