ES Independent School

ES Independent School

Address: 52 Wellington Street, Garston, Liverpool, Merseyside, L19 2LX Unique reference number (URN): 145463

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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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Inclusion Strong standard

Inclusion is a strength of the school. Staff understand that many pupils arrive with considerable needs, disrupted education and low confidence. Leaders identify barriers carefully and accurately. They consider pupils’ learning needs, communication skills, emotional wellbeing and family circumstances. This information helps staff provide personalised support.

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Inclusion Strong standard

Relationships are at the heart of the school's work. Staff know pupils well and use this knowledge to adapt learning and support. Leaders share clear, focused information to help staff understand what works best for each pupil. Reasonable adjustments are common and pupils benefit from approaches tailored to their needs. This helps pupils feel understood and included.

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Inclusion Strong standard

The 'Nest' provision demonstrates the school's approach to support. Pupils build confidence and readiness for learning before moving into more formal classes. Leaders provide effective pastoral support and work closely with families. Parents and carers speak highly of the difference staff have made to both pupils and family life.

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Inclusion Strong standard

Leaders collaborate with employers, charities, local authorities and other professionals to strengthen the school's inclusive culture. Staff work tirelessly to rebuild trust where previous relationships with education have broken down. This helps many pupils return to learning and engage positively in school life.

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Achievement Expected standard

Many pupils arrive with significant gaps in learning, low attendance and negative experiences of education. For these pupils, returning to learning is often an important achievement. Most pupils re-engage with education and participate more fully in school life.

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Achievement Expected standard

Pupils benefit from well-matched qualifications in English and mathematics, which provide meaningful opportunities for pupils to gain accreditation. Pupils also complete personal development programmes that recognise wider achievements. Many pupils develop confidence, resilience and independence alongside their academic learning. Leaders rightly celebrate these important gains.

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Achievement Expected standard

Some pupils who previously spent little time in school now attend lessons, complete assessments and achieve qualifications. For example, some pupils progress from severe anxiety and non-attendance to completing suitably aspirational qualifications and taking part in residential experiences. These achievements represent significant personal milestones. They also ensure that pupils are prepared for life beyond school.

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Attendance and behaviour Expected standard

Leaders understand that attendance is a challenge for many pupils because they join the school with long histories of persistent absence. They respond to these barriers well with determination. Staff monitor attendance closely and act quickly when concerns emerge. Home visits, daily communication and personalised support are common features of their work. Tailored support, transport arrangements and gradual reintegration programmes help many pupils return to education. Many pupils improve their attendance from very low starting points. Staff remain persistent even when progress is slow.

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Attendance and behaviour Expected standard

Behaviour around the school is calm and positive. Pupils generally show respect towards staff and one another. Relationships help staff manage concerns effectively and restore calm when difficulties arise. Pupils feel that adults listen to them and help them regulate their emotions. Parents and carers also value the support staff provide during challenging situations. Bullying is not prominent. Pupils feel safe and trust staff to help when issues occur. Behaviour systems are rooted in support, understanding and high expectations. These approaches help pupils develop more positive attitudes towards learning.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that reflects the needs of pupils who have often experienced a disrupted education. The curriculum focuses on re-engagement, preparation for adulthood and practical English and mathematics skills. Learning is frequently linked to real-life experiences, community projects and employability skills. This helps many pupils recognise the purpose of education and motivates them to participate.

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Curriculum and teaching Expected standard

Staff know pupils well and adapt learning to suit individual needs. This flexible approach helps many pupils access learning successfully. The curriculum includes important English and mathematics qualifications, personal development programmes, enrichment activities and vocational experiences. Teachers use pupils’ interests to encourage participation and build confidence.

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Curriculum and teaching Expected standard

The school's work to help pupils return to learning is often effective. Some pupils who previously refused education now attend lessons, complete qualifications and take part in wider opportunities. ‘The Nest’ provision helps pupils develop confidence before joining larger classes.

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Curriculum and teaching Expected standard

In most curriculum areas, leaders have identified the essential knowledge pupils should learn and remember. A few subject areas lack the detail needed to support staff in knowing the precise content and sequence of the curriculum. This occasionally limits how deeply pupils build subject knowledge over time.

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Leadership and governance Expected standard

Leaders are ambitious for pupils who have often experienced challenges in education. They have created a caring and inclusive culture where pupils feel valued and supported. Staff share leaders' commitment to helping pupils re-engage with learning and develop positive futures. This vision is evident throughout the school. Leaders know pupils and their families well. They work closely with external agencies, local authorities and other professionals. This helps ensure that pupils receive appropriate support when needed.

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Leadership and governance Expected standard

The school's provision has developed thoughtfully over time. Leaders have introduced programmes that support pupils' emotional wellbeing, confidence and readiness to learn. Families value this work highly. Many describe the difference the school has made to their children's lives.

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Leadership and governance Expected standard

Leaders are mindful of staff workload and wellbeing. Staff feel supported and valued in their roles. Professional development is of high quality and closely matched to the needs of pupils and staff. Training helps staff develop the knowledge and skills needed to support pupils effectively. As a result, staff are confident in their roles and committed to the school's vision. Regular communication helps ensure that concerns are identified and addressed quickly.

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Leadership and governance Expected standard

The proprietor maintains rigorous oversight, ensuring that the school meets the independent school standards. By understanding the school’s context, they support leaders’ work. They share leaders’ commitment to improving outcomes for pupils.

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Leadership and governance Expected standard

Leaders have identified appropriate priorities for improvement. These include strengthening curriculum planning and ensuring greater consistency across the school. Their actions show a clear commitment to continued improvement.

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Personal development and wellbeing Expected standard

Personal development is central to the school's work. Leaders have created a programme that reflects the needs of pupils who often arrive with limited confidence and difficult educational experiences. Many pupils join the school with negative views of education and uncertain aspirations. Staff work consistently to help pupils develop resilience, self-belief and readiness for adult life. As a result, many pupils begin to see new possibilities for their futures.

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Personal development and wellbeing Expected standard

Pupils benefit from a wide range of experiences beyond the classroom. They participate in fundraising events, volunteering, community projects and career activities. Some organise stalls at fairs, create products for public events or contribute to local initiatives. These experiences help pupils develop communication, teamwork and leadership skills. They also help pupils understand the value of contributing to their communities. Pupils are proud of their achievements and enjoy sharing them with others.

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Personal development and wellbeing Expected standard

Leaders promote careers and employability well. Pupils attend careers events, meet employers and explore future pathways. Staff help pupils understand workplace expectations and develop employability skills. Real-life experiences help pupils connect learning to future opportunities. Activities such as enterprise projects, work-related learning and community partnerships raise aspirations. Pupils gain a clearer understanding of the opportunities available to them.

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Personal development and wellbeing Expected standard

The school places emphasis on emotional well-being. Staff know pupils well and provide effective pastoral support. Trusted relationships help pupils talk about worries and seek help when needed. Pupils learn strategies to manage emotions and build positive relationships. Staff celebrate personal milestones and encourage pupils to recognise their progress. Pupils develop increasing independence during their time at the school. They learn to take responsibility for their decisions and contribute positively to school life. Many become more confident when speaking with adults and working with unfamiliar people. This prepares them well for their next steps.

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Personal development and wellbeing Expected standard

Leaders provide a rich range of opportunities that broaden pupils' experiences, strengthen confidence and support successful preparation for adulthood.

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Post-16 provision Expected standard

The post-16 provision prepares students appropriately for adulthood, employment and further learning. Staff know students well and understand the barriers that they have faced in education. Many students arrive with gaps in learning, low confidence and limited aspirations. Staff help them rebuild confidence and take positive next steps.

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Post-16 provision Expected standard

Students follow programmes that match their interests and future goals. They study accredited courses and develop the skills needed for adult life. Staff help students improve communication, organisation and independence.

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Post-16 provision Expected standard

Careers education is a growing strength. Leaders have worked successfully to widen the careers offer. Students meet employers, visit workplaces and learn about a broader range of opportunities. These experiences help students understand possible career pathways. Students speak positively about the guidance that they receive.

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Post-16 provision Expected standard

Students benefit from practical experiences that develop employability skills. For example, they take part in enterprise activities, community projects and workplace encounters. These opportunities help students develop confidence when working with others.

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Post-16 provision Expected standard

Staff provide effective pastoral support. Students receive guidance that helps them overcome personal barriers and sustain engagement with learning.

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Post-16 provision Expected standard

Leaders track destinations carefully. Most students move into further education, training or employment that reflects their individual needs and aspirations. The curriculum supports preparation for adulthood well.

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

Pupils often join the school after difficult experiences of education. Many have missed long periods of learning. Some arrive anxious, withdrawn or reluctant to attend. Staff work effectively to help pupils feel safe, valued and ready to learn. Pupils are greeted warmly each morning and can have breakfast before lessons start. Trusted adults check how pupils are feeling and help them settle into the day. This calm start helps pupils re-engage with education.

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

Pupils learn in small groups where staff know them well. Teachers adapt activities to match pupils’ needs and interests. This helps many pupils rebuild confidence. Pupils value being treated with respect and feel listened to by staff. Staff understand pupils’ backgrounds and provide support when challenges arise. As a result, many pupils begin to trust education again.

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

Pupils take part in enterprise projects, fundraising, careers events and community activities. Some design products for fairs, create displays for public exhibitions or help organise charity events. Pupils can see how learning connects to adult life, employment and independence. This helps them develop ambition for the future.

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

Positive relationships define daily school life. Pupils behave calmly around the school and generally show respect towards others. They say staff help them manage worries and regulate their emotions. Pupils feel safe and know who to approach when they need help. Staff support pupils well when there is bullying or the use of derogatory language.

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

For many pupils, attendance improves significantly after joining the school. This helps many pupils to move from very low attendance to regular participation.

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

Over time, many pupils move from disengagement to participation. They gain qualifications, develop confidence and become more positive about their future. Small successes often become important turning points in their wider journey. This contributes to pupils typically being well prepared for life in modern Britain.

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Next steps

Leaders should ensure that subject curriculums set out the detail needed to support staff to deliver precise, well sequenced content in lessons. Leaders should refine the strategies that they are using to improve attendance to further increase the attendance of pupils who face barriers to regular attendance.

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

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About this inspection

Inspectors spoke with the headteacher and other senior leaders. Inspectors also spoke with staff and pupils in the school during the inspection and spoke with parents and carers. The lead inspector spoke with the proprietor.

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About this inspection

The school is registered to take 60 pupils.

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Independent school standards

Independent school standards are either met or not met for each category. The name of the proprietor is Claire Cook.

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Independent school standards

The fees currently charged are £12000-£45000.

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Independent school standards

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

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Independent school standards

The inspectors confirmed the following information about the school:

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Independent school standards

The school has applied to the Department for Education (DfE) to make a material change to its registration. At the DfE’s request, inspectors checked whether the school meets the relevant ISS if the DfE decides to approve the change. This part of the inspection was carried out under section 162(4) of the Education Act 2002. The outcome of this part of the inspection is the school meets the ISS relevant to the material change. The material change has already been implemented.

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Independent school standards

The school caters for pupils with and without education, health and care plans. The primary need of students is social, emotional and mental health.

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Independent school standards

The school currently uses two unregistered alternative provisions.

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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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Facts and figures used on inspection

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

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Facts and figures used on inspection

This data is from 16 June 2026 4. Suitability of staff, supply staff, and proprietors Standards met

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Facts and figures used on inspection

5. Premises of and accommodation at schools Standards met

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Facts and figures used on inspection

6. Provision of information Standards met

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Facts and figures used on inspection

7. Manner in which complaints are handled Standards met

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Facts and figures used on inspection

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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