Edan Court School

Edan Court School

Address: Edan Court, Colliers Way, Clayton West, Huddersfield, West Yorkshire, HD8 9TR Unique reference number (URN): 151690

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

Pupils start school with gaps in their knowledge compared to what is typical for a pupil of their age. This is due to their special educational needs and/or disabilities, time out of education or other barriers to learning. Over their time at this school, pupils make secure progress from their individual starting points. As one pupil expressed it, staff make sure that they ‘learn what will be important to us in life.’ Leaders prioritise knowledge and skills that enable pupils to be better prepared and have greater independence when they leave school. For example, pupils learn to purchase ingredients and cook simple meals, order from a café and travel safely on a bus.

p.2

Achievement Expected standard

Generally, pupils recall prior learning accurately. This supports them when learning new content that builds on what they have done previously. Pupils' work demonstrates growing confidence and knowledge over time. Although no pupils have completed national assessments, they do make progress against stage-appropriate measures, including increased knowledge of the phonics curriculum.

p.2

Attendance and behaviour Expected standard

Pupils attend school regularly. Their attendance is typically higher than they sustained in their previous settings. Overall rates of absence, including persistent absence, are similar to, or lower than, other special schools nationally. Generally, pupils’ absence is linked to medical needs or other external factors. Leaders provide support to families to overcome barriers to regular attendance. The school’s approach to securing further improvements in attendance is embedding. It robustly manages incidents of pupil absence. This ensures that pupils who are not at school are kept safe.

p.2

Attendance and behaviour Expected standard

Leaders have established clear expectations for pupils’ conduct. Staff regularly reinforce these, teaching pupils how to follow the school's rules. This generally helps pupils to behave well. Sometimes, pupils struggle to manage their reactions when they become upset. Staff help pupils to calm down and regulate their behaviours effectively. Over time, staff teach pupils to understand their feelings and manage these incidents with increasing independence. The school resolves incidents of unkindness, including bullying, well.

p.2

Attendance and behaviour Expected standard

Leaders record attendance and behaviour data accurately. They review this to inform support for individual pupils to make improvements. However, sometimes leaders’ analysis provides less insight into wider patterns and trends across the school, limiting its usefulness to leaders.

p.2

Curriculum and teaching Expected standard

The school’s curriculum is structured around distinct pathways that are informed by pupils’ starting points. This helps to ensure that pupils’ learning generally builds securely on what they have learned previously. The core curriculum of reading, writing and mathematics, combined with targeted support, helps pupils to develop secure foundations in these areas. Trained staff help pupils to close gaps in their phonics knowledge, where necessary. Teachers have appropriate knowledge of the subject and stage that they teach. They generally introduce learning clearly and use teaching strategies that support pupils to learn the curriculum. Staff know pupils and their needs well. Where appropriate, teachers make adjustments to the curriculum, resources or the environment to help pupils have greater success in their learning.

p.2

Curriculum and teaching Expected standard

Sometimes, through the design of lesson activities or teaching approach used, teachers do not maximise the impact of planned learning activities. For example, learning in provision within the school’s ‘nurture’ pathway sometimes does not build precisely towards pupils’ individual learning targets. When this happens, pupils’ progress through the curriculum slows.

p.3

Curriculum and teaching Expected standard

Leaders understand the strengths and ongoing priorities to further improve provision. They use this to inform the school’s professional learning offer, which is well thought through and strengthens staff expertise.

p.3

Inclusion Expected standard

Leaders work effectively with previous settings, commissioners and pupils’ families to support pupils as they join the school. This collaboration informs the school's accurate understanding of pupils’ starting points and any barriers to learning, including any special educational needs and/or disabilities (SEND). The school uses this understanding to match pupils to one of its curriculum pathways and to develop a package of therapeutic interventions that help pupils to make progress.

p.3

Inclusion Expected standard

Staff follow a programme of professional learning that the proprietor has established, covering specific SEND and approaches that the school advocates. This has included autism training and training to support pupils with speech and language needs, for example. Leaders are continuing to build on this as pupil numbers increase. Staff receive detailed information about pupils’ barriers to learning and how to help pupils to access learning effectively. Generally, staff apply this training successfully, enabling pupils to learn the curriculum.

p.3

Inclusion Expected standard

Pupils benefit from a range of wider support. Targeted academic interventions, such as phonics, enable pupils to secure basic reading skills. More broadly, pupils access several other provisions, including riding therapy and occupational therapy. The school has secured an extended offer going forward. Leaders recognise the need to further tailor this provision to the needs of individual pupils to maximise its impact.

p.3

Leadership and governance Expected standard

The proprietor and school leaders have ensured that the school has quickly become established since it was registered by the Department for Education. Leaders have developed a staff team that is well qualified. The school provides staff, including those who are new to the profession, with an appropriate professional learning programme. This helps to further develop staff expertise and gradually strengthen the school's offer for pupils.

p.3

Leadership and governance Expected standard

Leaders have an accurate understanding of the quality of education that the school provides to pupils. The proprietor has established systems to check on standards in the school as well as compliance against the independent school standards. Generally, these work well and ensure that those with responsibility for governance are able to scrutinise the impact of leaders’ decisions. If the proprietor becomes aware of any weaknesses, these are addressed quickly and effectively. Leaders make decisions in the interests of improving pupils’ learning, development and wellbeing. The school collaborates well with external agencies, such as the virtual school, to achieve this.

p.3

Leadership and governance Expected standard

Parents and carers have a positive view of the school. They value the academic and pastoral support that their children receive. Parents feel well communicated with appreciating opportunities such as support groups and parents’ events that the school offers.

p.4

Leadership and governance Expected standard

Staff are committed to enabling pupils to succeed. Most staff are very positive about their experience of working at the school. Generally, they enjoy their roles and believe that leaders support their workload and wellbeing effectively.

p.4

Personal development and wellbeing Expected standard

The school’s personal development curriculum is well crafted. It accounts for the needs and developmental stage of pupils. Leaders have prioritised knowledge and skills that help pupils to develop their independence and be prepared for life beyond school. Pupils learn to keep themselves safe when working in the community, including learning about road safety. Staff teach pupils about the risks associated with online activities, such as gaming. Leaders reinforce this by sharing important information about these risks, and how to mitigate them with pupils' parents and carers.

p.4

Personal development and wellbeing Expected standard

The school’s relationships, health and sex education curriculum is shared regularly with pupils’ families. Leaders ensure that it covers all requirements of statutory guidance. Staff teach pupils to communicate and manage their own health and care needs with increasing independence. More widely, the school helps pupils to understand the features of a safe and healthy relationship, ensuring that pupils are better able to recognise risk and keep safe.

p.4

Personal development and wellbeing Expected standard

Pupils understand the importance of equality and treating others fairly. They learn about the rights of others, including those with characteristics protected in law. The school contextualises this learning through experiences that enhance the curriculum. For example, pupils have visited places of worship and learned about religious festivals such as Diwali, Eid and Easter as part of the school’s ‘moments that matter’ programme.

p.4

Personal development and wellbeing Expected standard

The school offers a range of opportunities that build on pupils’ learning. For example, pupils have enjoyed visits to the theatre when learning about ancient Egypt as well as a visiting zoo attending the school where pupils learned more about animals, including snakes and tortoises. Some pupils benefit from a small number of opportunities to develop their talents and interests or to hold roles in the school. Leaders have secured further opportunities going forward, but these are yet to be implemented.

p.4

Personal development and wellbeing Expected standard

The school provides pupils with suitable careers education. While pupils are not yet of an age to require it, leaders have secured independent careers advice and guidance and a programme of wider careers support, should it be relevant.

p.4

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

Pupils enjoy attending Edan Court School. Staff create a calm, welcoming and supportive environment. This helps pupils to quickly feel safe and secure in their new school. For many, this comes after a period of time out of education or other disruption prior to joining the school. Leaders rightly prioritise ensuring that pupils quickly settle and begin to make friends with their peers. This helps pupils to attend more frequently than they did in their previous setting.

p.5

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

Leaders provide pupils with a range of experiences that broaden their understanding of the world, such as visits to places of worship. Pupils also engage with learning and wider opportunities in the local community. These help to develop pupils’ independence as well as their ability to explain and manage their own needs.

p.5

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

Pupils generally behave well. Mostly, they are interested in their learning and focus in lessons. Staff recognise when pupils may be struggling. When needed, staff provide additional support and help pupils to refocus. At social times, pupils enjoy playing and exploring the outdoor gym equipment. They build strong relationships with their trusted adults who help them to strengthen their friendships with peers. Incidents of bullying are rare and pupils have confidence in staff to resolve these.

p.5

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

The school’s curriculum is well-designed to meet the needs of pupils. Its distinct pathways mean that pupils are able to access learning that is at the correct level to build on their current stage of understanding. Staff know pupils well. They provide effective support for pupils, including through the school’s therapeutic offer. This enhances how well pupils access the school’s curriculum. Generally, pupils achieve well and are ready for their next stage of education.

p.5

Next steps

Leaders should ensure that staff consistently use lesson time and activities to maximise pupils’ learning of the intended knowledge and skills set out in the curriculum. Leaders should ensure that the curriculum and the assessment model in the primary ‘nurture’ pathway are more closely aligned and ensure that pupils’ learning in provision builds precisely towards their individual targets across all areas of learning. Leaders should refine their approach to using available data, such as that relating to incidents of poor behaviour, to evaluate the impact of the school’s work and to inform further actions to strengthen provision.

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

p.5

Independent school standards

Independent school standards are either met or not met for each category. standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

p.6

Independent school standards

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.

p.6

Independent school standards

Inspectors spoke with the headteacher and other senior leaders from the school and group, including the director of education. The lead inspector spoke with a member of the proprietor body. During the inspection, inspectors visited lessons across a range of subjects and year groups as well as speaking with pupils and reviewing samples of their work. They also spoke with other members of the school's teaching and non-teaching staff.

p.6

Independent school standards

The inspectors confirmed the following information about the school:

p.6

Independent school standards

All pupils who attend this school have an educational, health and care plan. The school primarily provides education for pupils with autism and social, emotional and mental health needs.

p.6

Independent school standards

The school does not use any providers of alternative provision.

p.6

Independent school standards

The school is registered to admit up to 26 pupils. At the time of the inspection, there were fewer than this on the school’s roll.

p.6

Independent school standards

The school is registered to admit pupils up to 18 years of age. At the time of the inspection, pupils on roll were in Year 4 to Year 10.

p.6

Independent school standards

This is the school’s first standard inspection since it was registered by the Department for Education on 19 June 2025.

p.6

Independent school standards

The proprietor of the school is Young Foundations Limited. The chair of the proprietor body is Niall Kelly.

p.6

Independent school standards

The fees currently charged are £60,187 to £106,806.

p.6

Independent school standards

The school's email address is: edancourt@youngfoundations.com.

p.6

Independent school standards

1. Quality of education provided Standards met

p.6

Independent school standards

All standards have been met. 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.7

Independent school standards

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

p.7

Independent school standards

5. Premises of and accommodation at schools Standards met

p.7

Independent school standards

6. Provision of information Standards met

p.7

Independent school standards

7. Manner in which complaints are handled Standards met

p.7

Independent school standards

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

p.7

Facts and figures used on inspection

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

p.8

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.9

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.9

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.9

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.9

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