Olympus

Olympus

Address: 112 Orchard Road, South Croydon, CR2 9LQ Unique reference number (URN): 149445

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

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

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

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Attendance and behaviour Expected standard

Leaders have taken clear and purposeful action to improve attendance. This is beginning to have a positive impact. Leaders understand pupils’ individual circumstances well and use tailored approaches to reduce barriers. Staff work closely with families and external agencies to support regular attendance. Strategies such as adapted timetables and therapeutic support help pupils to re-engage positively. As a result, overall attendance is improving and rates of persistent absence are beginning to decline, although they remain too high for some groups. Leaders track attendance carefully and intervene early, but improvements are not yet consistent or embedded across all cohorts.

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Attendance and behaviour Expected standard

Leaders have established a respectful environment. Behaviour systems are clear. Staff training has helped to ensure that systems are applied consistently. Pupils typically behave well in lessons, engage positively and show a willingness to learn. Disruption is rare and managed effectively when it occurs. Respectful relationships underpin this positive culture. Staff know pupils well and provide effective support, including where needed for pupils with special educational needs and/or disabilities. Bullying is not tolerated and is addressed quickly. Pupils feel safe and supported. Attitudes to learning are generally positive, particularly in post-16. Leaders’ actions are having a positive and increasingly sustained impact.

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Personal development and wellbeing Expected standard

Leaders place a sharp emphasis on pupils’ personal development and wellbeing. They have created a structured programme that supports pupils’ spiritual, moral, social and cultural development effectively. Through personal, social and health education lessons, pupils learn to reflect on their experiences, understand right from wrong and respect the views of others. Staff encourage discussion and help pupils explore important themes such as relationships, equality and online safety. As a result, pupils develop increasing awareness of how to keep themselves safe and make informed choices.

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Personal development and wellbeing Expected standard

Relationships education and health education are appropriate and relevant, including clear guidance on online and offline risks. Pupils show growing respect for others. Leaders promote fundamental British values, particularly through opportunities such as the student parliament, where pupils learn about democracy and responsibility. Leaders ensure the curriculum is inclusive and supports disadvantaged pupils effectively. Positive relationships underpin the school’s work and pastoral support. This helps pupils feel safe, valued and supported to engage. Opportunities for pupil voice, enrichment activities, outings and events broaden pupils’ experiences, as well as promoting social development. Pupils learn to cooperate, resolve conflict and contribute to the school community.

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Personal development and wellbeing Expected standard

Careers education, information and guidance are developed well and help pupils plan realistic next steps. For pupils with special educational needs and/or disabilities, there is a clear focus on preparation for adulthood, including independence, participation in society and future employment. Although some variability remains in how consistently pupils

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Needs attention

develop their knowledge of the taught curriculum, leaders’ work in this area is effective and continues to improve.

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Post-16 provision Expected standard

Leaders have a clear and accurate understanding of the strengths and areas for development in the post-16 provision. They have designed programmes of study that reflect students’ starting points, needs and aspirations. The curriculum is suitably personalised, combining core subjects with a range of accredited and alternative qualifications. Where needed, leaders adapt pathways effectively for students with special educational needs and/or disabilities, those who are disadvantaged and those who face additional barriers. This helps to ensure that support is typically targeted and responsive.

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Post-16 provision Expected standard

Small class sizes and positive relationships enable staff to provide tailored guidance. This helps most students make steady progress from their starting points. Students’ achievement is generally positive, particularly in relation to their individual needs. That said, a small number of outcomes vary due to some inconsistencies in teaching and the use of assessment. Leaders are continuing to strengthen practice so that all students benefit from consistently high-quality learning experiences. Despite this, most students develop relevant skills.

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Post-16 provision Expected standard

Leaders place emphasis on preparing students for adulthood. Careers education, information, advice and guidance are appropriate and organised. They include employer engagement, college links and meaningful experiences such as placements. Students are suitably prepared for their next steps. All students move on to further education, employment or training. Students also benefit from a suitable range of wider opportunities, including enrichment and therapeutic support, which promote independence and confidence.

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Achievement Needs attention

Pupils’ progress across year groups and key stages is variable. Some pupils make suitable gains where teaching and support are effective. In these instances, pupils build knowledge over time and apply key skills with increasing confidence. However, this is not consistent. Weaknesses in curriculum sequencing and teaching mean that pupils do not always secure important knowledge, including in reading, before moving on. This slows progress.

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Achievement Needs attention

Pupils with special educational needs and/or disabilities and pupils who are disadvantaged do not consistently achieve as well as they should. This is because teaching does not routinely meet their needs. Assessment is not used sharply enough to identify and close gaps. Despite this, pupils are generally suitably prepared for their next steps. All pupils move on to further education, training or employment. Leaders are addressing weaknesses, but improvements in achievement are not securely embedded across the school.

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Curriculum and teaching Needs attention

The quality of teaching is inconsistent. Teachers do not consistently explain learning to pupils clearly. Assessment is not used well enough to check pupils' understanding or to address gaps. The curriculum is not typically well sequenced, which limits how well pupils build knowledge over time. The impact of adjustments to teaching is variable for pupils with special educational needs and/or disabilities, disadvantaged pupils and others who face barriers to learning. As a result, pupils’ learning, including in reading, remains uneven. Leaders recognise these issues and are working to secure greater consistency and impact. They have prioritised reading. Early work to develop the teaching of phonics and aspects of literacy is underway, in order to better support pupils who have gaps in their knowledge.

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Curriculum and teaching Needs attention

Leaders understand the strengths and weaknesses in the quality of the provision. They have begun to improve curriculum and teaching at the school, but the impact of this work is inconsistent. Pupils’ experience in the classroom is still too variable. The work to improve curriculum and teaching has been supported by recent leadership input that provides greater structure and direction. Staff receive clearer guidance and training, which is building confidence, particularly for teachers at the start of their career. Leaders have ensured that pupils access a broad and increasingly ambitious curriculum. It has a suitable range of subjects and pathways that support pupils' next steps.

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Inclusion Needs attention

Inclusive practice is not consistent. Staff do not always use assessment information effectively to identify needs, apply strategies or adapt learning. Although assessment systems are improving, they are not fully embedded. This limits the precision of support. Leaders’ evaluation of interventions relies too heavily on informal evidence. Teaching does not consistently provide structured support. Outcomes remain uneven, particularly in reading. Additional funding through the pupil premium grant is used effectively, although the monitoring of progress is variable in terms of the impact this has. Leaders recognise these weaknesses and are taking appropriate steps to secure improvement. The school makes effective use of alternative provision.

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Inclusion Needs attention

Leaders have established a clear and ambitious vision for inclusion and are taking purposeful steps to improve provision. However, this work is at an early stage and not well embedded across the school. Systems to identify pupils’ needs have been strengthened. This is particularly the case for pupils with special educational needs and/or disabilities, disadvantaged pupils and those known to social care. New screening processes help staff better understand starting points, while improved transition arrangements support pupils to settle well. Therapists work effectively with staff to develop classroom strategies that reduce barriers to learning and support wellbeing. Staff engage positively with training and use approaches such as sensory circuits and communication programmes to promote engagement. Leaders also draw on external professionals, although partnerships with families and agencies are still developing. The school makes effective use of alternative

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Leadership and governance Needs attention

Leadership has improved significantly and provides clear direction and stability following a period of change. Leaders have an accurate understanding of the school’s strengths and weaknesses. As a result, the school is led with clarity and purpose, prioritising the most important areas for improvement. This is because leaders identify priorities clearly, such as improving teaching consistency, strengthening the curriculum and embedding effective assessment. Leaders’ actions are appropriate and are beginning to bring about improvements to the school, although some changes are recent and are not consistently embedded. Systems are still developing, and there is variability in how well they are implemented by staff. Some remaining underlying inconsistencies in inclusion, curriculum and teaching, and achievement indicate that leaders need to strengthen their approach further to ensure that all of the independent school standards are fully met and consistently

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Leadership and governance Needs attention

Leaders and those responsible for governance place pupils at the centre of their decision- making. They are committed to creating an inclusive, nurturing environment, particularly for pupils with special educational needs and/or disabilities, those who are disadvantaged and those known to children’s social care. Decisions about curriculum, support and provision reflect pupils’ needs. Leaders focus on removing barriers to learning and wellbeing. Leaders have secure systems in place, and staff are well trained to identify and respond to concerns. Leaders work closely with external agencies to provide timely support.

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Leadership and governance Needs attention

Governance is effective. The proprietor and those responsible for governance understand the school’s context and provide appropriate challenge and support. They ensure statutory duties are met and monitor how resources, including additional funding, are used. The proprietor strengthens leadership capacity through regular oversight, structured improvement planning and access to wider expertise. Leaders prioritise staff development and provide a coherent programme of training, including for those in the early stages of their career and development. This is helping to build confidence and improve practice, although impact is variable. Leaders also consider staff workload and wellbeing, such as the introduction of supportive systems that foster collaboration. While some systems and teaching approaches are still embedding, the overall impact of leadership is positive and continuing to strengthen.

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

Pupils follow a broad and increasingly personalised curriculum that helps many to engage in learning. They study a suitable range of subjects. Pupils receive additional support, including therapy and targeted interventions, which help reduce barriers. In some lessons, pupils enjoy learning and build on what they already know. They show increasing confidence, especially in practical subjects where they develop independence. However, achievement is not consistent because teaching and adjustments to learning do not routinely match pupils' needs. Pupils sometimes complete work without fully understanding key ideas. Unaddressed gaps in reading and mathematics knowledge slow progress. In post-16, students follow personalised pathways. They gain useful skills and develop independence. Outcomes vary at times, but all students move on to further education, training or employment.

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

Pupils feel that they belong in a supportive school. Relationships are positive. Pupils and post-16 students feel valued and cared for. Staff listen and respond to pupils' needs. Pupils generally get on well with each other. They are learning to manage relationships positively. Pupils take part in outings, pupil-led clubs and whole-school events that develop their interests and social skills. Opportunities such as the student parliament allow pupils to share their views and contribute to school life.

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

Pupils feel safe because staff know them well. Behaviour is generally regulated, and most pupils engage well in lessons. Staff manage behaviour appropriately. Disruption to learning is limited. Bullying is rare and dealt with quickly. Most pupils are re-engaging positively with attending school more regularly. Pupils learn about relationships, safety and their role in the community. Post-16 students continue to develop independence and skills for adult life.

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Next steps

Leaders should ensure that staff provide effective and consistent support by using well ‑ matched adaptations and strategies in lessons, so that barriers for pupils with special educational needs and/or disabilities are routinely reduced across the curriculum. Leaders should ensure that the delivery of the planned curriculum focuses precisely on the key knowledge and skills pupils need to learn and retain, so that learning is manageable, well sequenced and supports pupils in building secure understanding over time. Leaders should continue to reduce inconsistencies in teaching practice to ensure that high ‑ quality provision is embedded across all subjects to enable pupils to secure knowledge consistently, including the development of reading skills and improved pupil achievement. Leaders should continue to work closely with families to improve attendance, particularly for pupils who are persistently absent, so that pupils benefit fully from school.

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About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008 and checked the school's compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with representatives of the chief operating officer, members of the proprietor body, senior leaders and a range of staff during the inspection.

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Independent school standards

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

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Independent school standards

Olympus School was registered by the Department for Education on 17 April 2023.

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Independent school standards

The school is an independent school with 2 sites. The main site is situated in 112 Orchard Road, South Croydon CR2 9LQ. The post-16 provision is situation in Friends' Meeting House, 60 Park Lane, Croydon CR0 1ER.

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Independent school standards

The school is registered to admit up to 55 pupils aged 11 to 19. There are currently 51 pupils on roll, including 15 in the post ‑ 16 provision.

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Independent school standards

All the pupils at the school have an education, health and care plan. The school has a specialism in social, emotional and mental health needs alongside autism. The school also serves a range of additional special needs.

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Independent school standards

There have been a number of significant changes to the school’s leadership since the last inspection. The current headteacher was appointed in September 2025.

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Independent school standards

The school makes use of 2 registered alternative provisions.

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Independent school standards

The chair of the proprietor body is Amanda Cunningham.

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Independent school standards

The fees currently charges are £72,050 to £102,000.

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Independent school standards

The school's email address is: olympusschooloffice@horizoncare.co.uk

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Independent school standards

1. Quality of education provided Standards not met

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Independent school standards

The following standards have not been met:

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Independent school standards

The standard in this paragraph is met if–

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Independent school standards

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

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Independent school standards

For the purposes of paragraph (2)(1)(a), the matters are– (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. Paragraph 3

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Independent school standards

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

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Independent school standards

(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; (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; (g) demonstrates that a framework is in place to assess pupils' work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress;

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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:

Lascelles Haughton, 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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Total pupils

6. Provision of information Standards met

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Total pupils

7. Manner in which complaints are handled Standards met

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Total pupils

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

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Total pupils

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

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Total pupils

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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Total pupils

(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

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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. 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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