Thorneberry School

Thorneberry School

Address: 36 Ellison Street, Thorne, Doncaster, DN8 5LH Unique reference number (URN): 151334

p.1

Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding, which adequately protects children from harm. Therefore, standard 7 of the Independent School Standards is not met.

p.2

Safeguarding standards not met

The proprietor body does not have sufficient understanding of their legal duties to keep pupils safe. While no pupils are at risk of immediate harm, at the time of the inspection the proprietors had not ensured that systems, policies and practices relating to the safer recruitment of staff were in place. For example, the proprietor had not ensured that the appropriate background checks had been carried out on individuals and staff working or visiting the pupils in the school. The single central record, used to record these checks, was incomplete.

p.2

Safeguarding standards not met

The proprietor body has not supported the development of a positive culture of safeguarding. Many policies and procedures, designed to keep pupils safe, have not been personalised for this school. Leaders showed a lack of understanding of the importance of these policies. For example, leaders had not ensured that necessary risk assessments had been undertaken to ensure that pupils are safe when taken on visits outside of school.

p.2

Safeguarding standards not met

The proprietor body has not ensured that staff are deployed safely. This has led to some staff and pupils being isolated and unsupported during the school day.

p.2

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.2

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.2

Attendance and behaviour Needs attention

Leaders recognise the importance of pupils attending school regularly. However, they do not have sufficient oversight of the systems used to record admissions and attendance at the school. This means that leaders are not aware of how transitional visits are being used in the school or when pupils are admitted. Record-keeping about admissions lacks detail and registration of attendance is not always marked in line with statutory guidance. Leaders have not developed systems to ensure that these errors are swiftly identified and addressed.

p.2

Attendance and behaviour Needs attention

Pupils enjoy coming to school. It provides them with a bright, calm place to learn. Pupils placed here have social, emotional and mental health needs. The environment is effective in

p.2

Urgent improvement

helping them to focus on learning. Staff form positive relationships with pupils. They use these well to help pupils when they are finding learning difficult. However, the behaviour policies and strategies being used are not sufficiently tailored for the needs of the pupils. Leaders have not ensured that staff are sufficiently supported to implement effective strategies to manage pupils' behaviour and emotional needs consistently. Staff do not have sufficient understanding of how to manage pupils, who find managing their emotions and behaviours difficult.

p.3

Achievement Urgent improvement

Overall, pupils do not achieve well. Most have significant gaps in their knowledge when they join the school. The proprietor has not ensured that staff have sufficient expertise to gain knowledge of pupils' starting points when they join the school or of any gaps in learning they may have. Consequently, many of these gaps remain. While pupils are given opportunities to learn, activities they complete are often too hard or too easy. This means they do not secure the foundational knowledge and skills they need to learn quickly enough. Many pupils have difficulties with writing. This includes using grammar accurately, handwriting and spelling. These barriers to learning are not addressed effectively. As a result, pupils do not gain sufficient knowledge and skills to ensure they are ready for their next steps in learning.

p.3

Curriculum and teaching Urgent improvement

The school is working with other schools in an informal network to improve the curriculum. Leaders have introduced a range of published materials to support pupils to acquire the necessary skills in reading, writing and mathematics. This is benefiting areas such as phonics and mathematics. However, other areas of the curriculum are still being developed and staff do not have sufficient support to teach them effectively.

p.3

Curriculum and teaching Urgent improvement

Across many subjects, the curriculum is not well sequenced and the content is not well considered to meet pupils' needs. There is a lack of structure and coherence. Disconnected themes do not enable pupils to build knowledge and skills. In areas, such as personal, social, health and economic education, leaders show limited knowledge of how different programmes of learning are being used.

p.3

Curriculum and teaching Urgent improvement

Pupils do not receive the teaching they need to be successful learners and make progress. The proprietor body does not support staff to gain the knowledge and skills required to support the highly vulnerable pupils in the school.

p.3

Curriculum and teaching Urgent improvement

Leaders have not identified necessary improvements and lack the capacity to implement necessary change with urgency.

p.3

Inclusion Urgent improvement

Currently, all pupils in the school are in the care of the local authority. They have barriers to their learning and wellbeing, however, leaders do not accurately identify and assess what these barriers are when pupils join the school. Instead, they base the plans for pupils' learning on dated education, health and care plans and personal education plans. These are not updated in a timely manner. Consequently, they are not used effectively to ensure that learning is well matched to pupils' needs. Leaders do not work effectively with the range of agencies they should to effectively meet pupils' needs.

p.4

Inclusion Urgent improvement

Staff have formed positive relationships with pupils, which supports aspects of their wellbeing. However, pupils often work in isolation, which does not help them to develop their social skills. In lessons, pupils with known barriers to learning, or special educational needs and/or disabilities, do not have appropriate resources or support to enable them to build on prior learning and make progress. Systems recently introduced to check pupils' learning, are not used effectively. This means that lessons are not adapted for individual needs. This results in pupils not making progress and achieving as well as they should.

p.4

Leadership and governance Urgent improvement

The proprietor has insufficient understanding and oversight of the independent school standards (the standards). This was seen across all the standards from policy, to system and practice. This lack of oversight is impacting negatively on pupils' wellbeing, academic and personal development.

p.4

Leadership and governance Urgent improvement

The proprietor is unaware of the school’s weaknesses. Due to this, it is difficult to see any capacity for improvement in the school. The proprietor does not understand or carry out important statutory core functions, such as ensuring the school has an accessibility plan.

p.4

Leadership and governance Urgent improvement

The proprietor body and leaders have not implemented systems that enable them to quality assure, support or challenge the way the school is being developed. Although a governing body has been formed at the school, no governors were available to speak with inspectors during the inspection.

p.4

Leadership and governance Urgent improvement

Leaders, at all levels have an over reliance on external support from within the proprietor's informal network of schools. This has led to policies and practices being adopted with little regard to the needs of the pupils at Thorneberry School. In a number of these policies, only the name on the front cover links it to the school.

p.4

Leadership and governance Urgent improvement

The school leadership has changed since pre-registration with the Department for Education. New leaders recognise the significant challenges faced by the school, due to limited staffing and support for teachers. However, they do not have sufficient capacity to deal with these issues. New leaders do not attend the school regularly as they have significant commitments in other schools in the proprietor's network.

p.4

Leadership and governance Urgent improvement

Staff, including those at the beginning of their career, do not receive sufficient support to develop the necessary knowledge and skills to carry out the roles asked of them. Policies and systems are not clear and consistent across a range of important areas, such as behaviour management and safeguarding procedures. Professional learning opportunities are limited and do not support the staff to develop the expertise they need to teach and support the vulnerable pupils in their care.

p.4

Personal development and wellbeing Urgent improvement

The proprietor and leaders have not put into place a coherent and appropriate programme of personal development that takes into account the needs of the pupils in the school. Pupils here have often experienced difficulties of moving schools or homes a number of times. While leaders understand the impact this may have on their wellbeing, the personal development curriculum has not been designed to take this into account.

p.5

Personal development and wellbeing Urgent improvement

The personal, social, health and economic curriculum is not coherent or structured. Pupils experience stand alone learning opportunities about cultural events, such as Chinese New Year, but these are not linked to other aspects of the curriculum. This can also be seen with other important learning, such as online safety or developing understanding of fundamental British values.

p.5

Personal development and wellbeing Urgent improvement

There is a lack of understanding about the content of the curriculum for relationships and sex education. Leaders are unclear how learning is planned and what pupils are being taught, beyond headings in published schemes of work. They have identified ways to address this in the future, but this is not in place currently.

p.5

Personal development and wellbeing Urgent improvement

There are very limited social, moral, spiritual and cultural experiences in place to support pupils' personal development. Throughout the school day, pupils work predominantly on a 1- 1 basis with adults. Positive relationships are evident. However, pupils do not have opportunities to play or learn with peers. The proprietor and leaders have not taken this into account with the development of the curriculum. At the time of the inspection, no enrichment activities were planned for pupils and trips beyond the school were very limited.

p.5

Personal development and wellbeing Urgent improvement

The proprietor has very limited oversight of the learning in the school. Therefore, the significant weaknesses in the personal development programme are not identified or addressed.

p.5

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

The school's safeguarding procedures are not sufficient to ensure that pupils are consistently kept safe in the school. Although pupils are not at immediate risk of harm, the proprietor and staff do not always demonstrate a secure understanding of safeguarding guidance. As a result, policies and practices are not implemented effectively. Some adults working with pupils have not been subject to appropriate checks, and not all are recorded on the school’s systems.

p.5

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

Pupils quickly develop positive relationships with staff and settle into routines. However, the curriculum is not sufficiently developed to support them to build knowledge and skills over time. In subjects such as personal, social, health and economic education, there is little evidence of a coherent curriculum. Where programmes are introduced, staff do not receive enough support to deliver them effectively. As a result, pupils are not well prepared for future education or life in modern Britain.

p.5

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

All pupils have special educational needs and/or disabilities or other barriers to learning. However, staff do not consistently understand these needs well enough. Learning is not adapted effectively, and pupils do not achieve as well as they could.

p.6

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

Pupils attend a school on the same site as a children’s home, where they live. This supports their sense of security. Staff from the children’s home regularly support pupils in school, helping to strengthen relationships.

p.6

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

Pupils usually work individually with adults, which reduces concerns about bullying. However, there are other consequences to this arrangement. When pupils become dysregulated, staff are alone in trying to manage this and they do not use consistent strategies to support pupils to manage their emotions and behaviour. The proprietor has not given sufficient thought about the impact of only working with adults on pupils' personal wellbeing and development. There are insufficient opportunities given to pupils to develop socially or learn about the world beyond the school.

p.6

Next steps

The proprietor must fulfil their statutory duties in relation to equality, safeguarding and safer recruitment of staff. They must ensure that policies and processes are developed and maintained to ensure that pupils are safe. The proprietor must ensure that systems are developed to enable them to monitor the quality of provision in the school and ensure that improvements are identified and addressed swiftly. The proprietor should ensure that important policies, linked to the independent school standards, are developed, understood and implemented by all staff. The proprietor must ensure that staff's work is monitored and they get appropriate supervision and support to carry out their roles. The proprietor should ensure that the curriculum is clear, coherent and progressive in all areas and that teachers are supported to devise learning that matches the needs of the pupils. Leaders must ensure that teachers have the subject-specific knowledge and expertise

p.6

Next steps

needed to teach the curriculum as expected. Leaders must ensure that teachers have sufficient understanding of the curriculum to adapt lessons so that all pupils, including those with special educational needs and/or disabilities, can learn the intended curriculum. The proprietor should ensure that a well-planned and coherent curriculum is developed to support pupils' personal development and ensure that all pupils are given opportunities to learn from a wide, rich range of experiences.

p.6

Independent school standards

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

p.7

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

p.7

About this inspection

Inspectors met with the proprietor and headteacher remotely during this inspection. They met with the class teacher on site.

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About this inspection

The name of the proprietor is Parallel Parents Ltd. The chair of the proprietor body is Sean Fitzpatrick.

p.7

About this inspection

The fees currently charged are £10,500 for 39 weeks of the year.

p.7

About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

All pupils have special educational needs and/or disabilities. Most also have an education, health and care plan. The school caters for pupils with social, emotional and mental health needs. Pupils are referred to the school by a number of local authorities.

p.7

About this inspection

The school does not use alternative provision.

p.7

About this inspection

The school operates from a single site at 36 Ellison Street, Thorne, Doncaster DN8 5LH. This is also the site of a children's home, which was inspected at the same time under a separate registration with Ofsted.

p.7

About this inspection

The school admitted its first pupils in October 2025.

p.7

About this inspection

The school currently has 2 pupils on roll with a capacity of 12 pupils.

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About this inspection

This is the first standard inspection of the school since it was registered by the Department for Education in December 2024.

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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: Paragraph 2(1)

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About this inspection

The standard in this paragraph is met if–

p.8

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

p.8

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

p.8

About this inspection

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

p.8

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

(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.

p.8

About this inspection

The standard in this paragraph is met if the proprietor–

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About this inspection

(a) ensures that every registered pupil who is provided with primary education at the school is provided with relationships education, (d) in making arrangements for the purposes of paragraphs (a), (b) or (c), has regard to any guidance under section 80A of the Education Act 2002 that applies in relation to the provision of education by maintained schools, (e) makes and keeps up to date a separate written statement of its policy with regard to the provision of education as required by each of paragraphs (a) and (b), (f) consults parents of registered pupils at the school before making or revising a statement under sub-paragraph (e), and (g) publishes a copy of the statement on a website and provides a copy of the statement free of charge to anyone who asks for one.

p.8

About this inspection

Arrangements made by the proprietor for the purposes of sub-paragraph (1)(b) must ensure that where a pupil's parent requests that the pupil is wholly or partly excused from sex education provided as part of relationships and sex education, the pupil is so excused until the request is withdrawn, unless or to the extent that the head teacher considers that the pupil should not be so excused. Paragraph 3

p.8

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

(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; (b) fosters in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for themselves; (c) involves well planned lessons and effective teaching methods, activities and management of class time; (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; (e) demonstrates good knowledge and understanding of the subject matter being taught; (f) utilises effectively classroom resources of a good quality, quantity and range; (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

p.9

About this inspection

can progress; (h) utilises effective strategies for managing behaviour and encouraging pupils to act responsibly;

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About this inspection

The standard in this paragraph is met where the proprietor ensures that a framework for pupil performance to be evaluated, by reference to the school's own aims as provided to parents or national norms, or to both, is in place.

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About this inspection

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

p.9

About this inspection

The following standards have not been met:

p.9

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;

p.9

About this inspection

(b) ensures that principles are actively promoted which– (i) enable pupils to develop their self-knowledge, self-esteem and self-confidence; (ii) enable pupils to distinguish right from wrong and to respect the civil and criminal law of England; (iii) encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely; (iv) enable pupils to acquire a broad general knowledge of and respect for public institutions and services in England; (v) further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own and other cultures; (vi) encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act; and (vii) encourage respect for democracy and support for participation in the

p.9

About this inspection

democratic process, including respect for the basis on which the law is made and applied in England;

p.10

About this inspection

(c) precludes the promotion of partisan political views in the teaching of any subject in the school; and

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About this inspection

(d) takes such steps as are reasonably practicable to ensure that where political issues are brought to the attention of pupils– (i) while they are in attendance at the school, (ii) while they are taking part in extra-curricular activities which are provided or organised by or on behalf of the school, or (iii) in the promotion at the school, including through the distribution of promotional material, of extra-curricular activities taking place at the school or elsewhere, they are offered a balanced presentation of opposing views.

p.10

About this inspection

3. Welfare, health and safety of pupils 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 the proprietor ensures that–

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About this inspection

(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and (b) such arrangements have regard to any guidance issued by the Secretary of State.

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About this inspection

The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that–

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About this inspection

(a) a written behaviour policy is drawn up that, amongst other matters, sets out the sanctions to be adopted in the event of pupil misbehaviour; (b) the policy is implemented effectively; and Paragraph 10

p.10

About this inspection

The standard in this paragraph is met if the proprietor ensures that bullying at the school is prevented in so far as reasonably practicable, by the drawing up and implementation of an effective anti-bullying strategy.

p.11

About this inspection

The standard in this paragraph is met if the proprietor ensures that relevant health and safety laws are complied with by the drawing up and effective implementation of a written health and safety policy.

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About this inspection

The standard in this paragraph is met if the proprietor ensures that first aid is administered in a timely and competent manner by the drawing up and effective implementation of a written first aid policy.

p.11

About this inspection

The standard in this paragraph is met if the proprietor ensures that pupils are properly supervised through the appropriate deployment of school staff.

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About this inspection

The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the School Attendance (Pupil Registration) (England) Regulations 2024.

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About this inspection

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

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About this inspection

(a) the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy; and (b) appropriate action is taken to reduce risks that are identified.

p.11

About this inspection

The standard in this paragraph is met if the proprietor—

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About this inspection

(a) ensures that a procedure is in place for recording each use of force incident in accordance with section 93A of the Education and Inspections Act 2006; (b) ensures that a procedure is in place for recording each incident in which a member of the school staff secludes, restrains or immobilises a pupil for whom education is being provided at the school (a "seclusion or restraint incident"); and (c) takes all reasonable steps to ensure that both procedures are complied with.

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About this inspection

Paragraph 16A(2) The procedure under sub-paragraph (1)(b) must require that the record is made in writing as soon as practicable after the incident.

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About this inspection

The procedure under sub-paragraph (1)(b) need not provide for any action to be taken in relation to a seclusion or restraint incident that also constitutes a use of force incident within the meaning of section 93A of the Education and Inspections Act 2006 and therefore falls to be recorded under the procedure referred to in sub-paragraph (1)(a).

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About this inspection

4. Suitability of staff, supply staff, and proprietors 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

(c) the proprietor carries out appropriate checks to confirm in respect of each such person– (i) the person's identity; (ii) the person's medical fitness; (iii) the person's right to work in the United Kingdom; and (iv) where appropriate, the person's qualifications;

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About this inspection

(d) the proprietor ensures that, where relevant to any such person, an enhanced criminal record check is made in respect of that person and an enhanced criminal record certificate is obtained before or as soon as practicable after that person's appointment; (e) in the case of any person for whom, by reason of that person living or having lived outside the United Kingdom, obtaining such a certificate is not sufficient to establish the person's suitability to work in a school, such further checks are made as the proprietor considers appropriate, having regard to any guidance issued by the Secretary of State; and and in the light of the information from the checks referred to in paragraphs (c) to (f) the proprietor considers that the person is suitable for the position to which the person is appointed.

p.12

About this inspection

The checks referred to in sub-paragraphs (2)(c) and (except where sub-paragraph (4) applies) (2)(e) must be completed before a person's appointment.

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About this inspection

The standard in this paragraph is met if the proprietor keeps a register which shows such of the information referred to in sub-paragraphs (3) to (7) as is applicable to the school in question. Paragraph 21(2)

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About this inspection

The register referred to in sub-paragraph (1) may be kept in electronic form, provided that the information so recorded is capable of being reproduced in legible form.

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About this inspection

The information referred to in this sub-paragraph is–

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About this inspection

(a) in relation to each member of staff ("S") appointed on or after 1st May 2007, whether– (i) S's identity was checked; (ii) a check was made to establish whether S is barred from regulated activity relating to children in accordance with section 3(2) of the 2006 Act; (iii) a check was made to establish whether S is subject to any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition or restriction which takes effect as if contained in such a direction; (iv) checks were made to ensure, where appropriate, that S had the relevant qualifications; (v) an enhanced criminal record certificate was obtained in respect of S; (vi) checks were made pursuant to paragraph 18(2)(d); (vii) a check of S's right to work in the United Kingdom was made; and (viii) checks were made pursuant to paragraph 18(2)(e), including the date on which each such check was completed or the certificate

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About this inspection

(b) in relation to each member of staff ("S"), whether a check was made to establish whether S is subject to a prohibition order or an interim prohibition order, including the date on which such check was completed.

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About this inspection

5. Premises of and accommodation at schools Standards not met

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About this inspection

The following standards have not been met:

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About this inspection

Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that–

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About this inspection

(c) suitable changing accommodation and showers are provided for pupils aged 11 years or over at the start of the school year who receive physical education.

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About this inspection

Paragraph 28(1) The standard in this paragraph is met if the proprietor ensures that– (c) cold water supplies that are suitable for drinking are clearly marked as such; and

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About this inspection

6. Provision of information Standards not met

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About this inspection

The following standards have not been met: Paragraph 32(1)

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About this inspection

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

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About this inspection

(f) an annual written report of each registered pupil's progress and attainment in the main subject areas taught is provided to the parents of that registered pupil except that no report need be provided where the parent has agreed otherwise; (h) where a pupil wholly or partly funded by a local authority (except where funding is solely for free of charge early years provision in accordance with the duty contained in section 7 of the Childcare Act 2006[1]) is registered at the school, an annual account of income received and expenditure incurred by the school in respect of that pupil is provided to the local authority and, on request, to the Secretary of State; (i) where a pupil with an EHC plan wholly or partly funded by a local authority or other body through public funds is registered at the school, such information as may reasonably be required for the purpose of the annual review of the EHC plan is

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About this inspection

provided to the responsible local authority;

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About this inspection

The information specified in this sub-paragraph is–

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About this inspection

(a) particulars of the school's policy on and arrangements for admissions, misbehaviour and exclusions; (b) particulars of educational and welfare provision for pupils with EHC plans and pupils for whom English is an additional language; (d) particulars of arrangements for meeting the standards contained in paragraphs 9, 10, 11 and 13;

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About this inspection

7. Manner in which complaints are handled Standards not met

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About this inspection

The following standards have not been met: Paragraph 33

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About this inspection

The standard about the manner in which complaints are handled is met if the proprietor ensures that a complaints procedure is drawn up and effectively implemented which deals with the handling of complaints from parents of pupils and which–

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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

(b) is made available to parents of pupils;

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

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

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

The following standards have not been met:

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

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

(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; (b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and (c) actively promote the wellbeing of pupils.

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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

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