Leaways School

Leaways School

Address: 18 Theydon Road, Clapton, London, E5 9NZ Unique reference number (URN): 137808

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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 Strong standard

Leaders have established a highly proactive and inclusive approach to managing attendance. It reflects the complexity of pupils’ circumstances. Leaders carefully track pupil attendance. By using an individualised approach, involving parents and carers and external professionals, they seek to understand why pupils struggle to attend. They use this information to tailor the support they offer and deploy a range of strategies to re-engage pupils who miss school. As a result, many pupils who previously did not attend now attend much more regularly. While some pupils' absence remains high, leaders take steps to achieve small, measurable improvements for these pupils too.

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Attendance and behaviour Strong standard

Leaders and staff ensure pupils’ behaviour and attitudes to learning are very positive. They set clear expectations and apply them consistently. Staff build positive relationships with pupils and model respect. This helps pupils stay focused and engaged in lessons. Simple routines, rewards and restorative conversations support pupils to take responsibility, repair harm and rebuild relationships. Leaders act quickly to address bullying or discrimination. When pupils do not meet the high standards expected, staff respond calmly, following up with support and education, so pupils can access learning and feel successful. As a result, pupils consistently demonstrate improvements in their behaviour. They feel safe, understood and ready to learn.

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Inclusion Strong standard

All pupils have special educational needs and/or disabilities. They consistently benefit from a highly inclusive approach that places their individual needs at the centre of the school’s work. Leaders identify needs carefully through pre-admission information, checks on pupils' levels on entry and ongoing use of academic and social and emotional checks. This information is brought together to provide detailed descriptions of pupils' difficulties and strengths. Leaders regularly review, update and share these with teachers and support staff. This means staff have a clear and shared understanding of each pupil’s needs, enabling them to reduce barriers to learning and wellbeing effectively.

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Inclusion Strong standard

Leaders ensure staff support pupils very well through tailored teaching, targeted support and therapeutic provision, such as counselling, speech and language therapy, sensory activities and mentoring. Staff adapt learning effectively so that pupils can access the curriculum and make progress from their starting points. Disadvantaged pupils and those known to children’s social care, including pupils with experiences of trauma, benefit from positive relationships with staff and close liaison with external agencies.

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Inclusion Strong standard

Pupils at risk of non-attendance are supported through a flexible approach that is regularly reviewed. This helps pupils to re-engage with education and build confidence in themselves and their future potential. Alternative provision is used sparingly and is well monitored.

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Leadership and governance Strong standard

Leaders and the proprietor body, including governors, provide effective oversight of the school. They have ensured that the independent school standards have been maintained. The proprietor body carries out regular reviews of school systems and processes. These include analysis of safeguarding, behaviour and attendance information. This oversight helps to ensure consistency of provision and timely responses to any emerging issues. It has contributed to considerable improvements across the school, particularly in behaviour, inclusion and curriculum development.

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Leadership and governance Strong standard

Leaders demonstrate a clear understanding of the school’s strengths and areas for development. They have bolstered their processes over recent years, leading to greater structure, clearer expectations and improved staff development. Leaders have prioritised actions appropriately to improve teaching consistency and pupils’ outcomes. They check the quality of the curriculum, teaching and support across the school. This helps them to identify training priorities for all staff. Weekly staff development, including coaching, has led to improved staff expertise, particularly in behaviour support, teaching and meeting pupils’ complex needs. Staff feel listened to by leaders, who demonstrate careful consideration of their professional development, workload and wellbeing.

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Leadership and governance Strong standard

Leaders work closely with parents and carers, external agencies, such as the local authority, and other professionals to support pupils effectively. Leaders ensure they have effective oversight of all pupils' provision. They use flexible arrangements appropriately to meet pupils’ needs and strengthen their engagement with education. Leaders consistently demonstrate the capacity to sustain improvement and continue to develop the quality of education and care provided for all pupils.

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Personal development and wellbeing Strong standard

Leaders have established a comprehensive and integrated approach to pupils’ personal development and wellbeing. They identify pupils’ strengths and needs across areas, such as relationships, self-regulation and future aspirations. Leaders use this information to devise pupil-specific targets. They monitor the quality of provision and make effective changes to ensure pupils progress. Over time, pupils develop increased self-awareness, resilience and confidence as a result.

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Personal development and wellbeing Strong standard

The personal development programme is broad and responsive. Pupils’ understanding is promoted through a carefully planned curriculum, assemblies and enrichment opportunities. Pupils learn about a range of cultures, religions and current issues. They develop a respect for difference and understanding of fundamental British values, such as the rule of law, tolerance and individual freedom. They learn about healthy relationships and how to keep themselves safe. This includes direct teaching about consent and risks, such as exploitation and online harm.

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Personal development and wellbeing Strong standard

Leaders prioritise pupil wellbeing through highly individualised pastoral support and therapeutic provision. Regular access to counselling, art or music therapy and mentoring helps pupils manage complex emotional needs. Pupils know trusted staff members will listen to and help them. This personalised support enables many pupils to improve their sense of belonging and engagement with education.

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Expected standard

Careers education is well embedded. It starts early and builds towards clear pathways in key stage 4 and meaningful college placements. Pupils access work experience, vocational training and meaningful guidance. This helps them understand future options and develop independence. Leaders ensure pupils learn life-skills, such as how to manage money and live healthily. They provide wider opportunities, such arts workshops, cultural and educational visits, to enable pupils to explore their talents and interests.

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Expected standard

The school ensures pupils develop increasing independence, optimism and understanding of life in modern Britain. This means pupils are better prepared to participate in society and are ready for their next steps.

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Achievement Expected standard

Pupils achieve well across the curriculum, often from very low starting points. Many pupils arrive with significant gaps in their basic knowledge of reading and numeracy. Others do not have the emotional readiness to be in school and attend regularly.

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Achievement Expected standard

The school supports pupils well to overcome barriers to learning. For example, targeted reading support, including phonics and structured reading programmes, help pupils to build key skills and access learning across the curriculum. Similarly, bespoke therapies help pupils build confidence and engage more successfully with education, marking a significant achievement for these pupils.

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Achievement Expected standard

Pupils, including those who are disadvantaged, develop increasing confidence and demonstrate growing knowledge. Many pupils are beginning to secure basic skills and apply them in different contexts.

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Achievement Expected standard

Personalised pathways, including vocational courses and careers guidance, prepare pupils well for their next steps. Pupils access a range of nationally recognised qualifications, such as BTEC National Diplomas and GCSEs. Most pupils move on successfully to appropriate destinations.

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Curriculum and teaching Expected standard

Leaders have established a broad curriculum and teaching approaches that support pupils with their special educational needs and/or disabilities and next steps. The curriculum is ambitious, covering academic, vocational and personal development subjects. It is shaped carefully to meet pupils’ emotional and community needs, with pathways that support engagement and help pupils to achieve their goals.

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Curriculum and teaching Expected standard

Leaders have ensured that pupils benefit from teaching that typically secures the core knowledge they need to access this broad curriculum. Pupils who need to catch up in reading, writing and mathematics receive the support they require, for example additional phonics and numeracy sessions. Typically, staff use the structured approaches set out by leaders to help all pupils learn. These include providing clear examples, breaking learning down into manageable steps and using well-considered questions to probe pupils' understanding.

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Curriculum and teaching Expected standard

Overall, teachers plan tasks and adapt activities well to match each pupils' needs. For example, they use images, objects and diagrams to help pupils understand more complex ideas. Teaching generally checks that pupils are learning what is intended effectively. Appropriate changes are made to teaching and activities if pupils do not understand. However, use of such checks is variable and, in some subjects, lacks consistent precision.

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

A calm, structured start to the day enables pupils to feel safe, within clear routines. All pupils have education, health and care (EHC) plans for their social, emotional and mental health needs. Staff understand these needs well and tailor support carefully for each pupil.

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

Staff greet pupils warmly each morning as soon as they arrive. They check how pupils are and offer support straight away if needed. Pupils who arrive unsettled spend time with a trusted member of staff, or in a quiet space, before lessons begin. Pupils learn how to keep themselves safe, including online and in the community. They trust staff and know their concerns will be listened to and acted upon.

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

Pupils behave well overall. They show improving self-control. They respond positively to clear and consistent expectations and routines, and engage sensibly in social times and lessons. When pupils struggle to manage their emotions, staff respond quickly and sensitively. Leaders deal with any instances of bullying swiftly.

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

Enjoyment of and engagement with learning are high because lessons are adapted to meet pupils' needs. Pupils value small class sizes and the way teachers break learning into small steps, helping them to succeed.

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

Pupils achieve well, often from very low starting points. Many pupils improve their attendance, confidence and readiness to learn. Personalised support, including flexible timetables, tailored group sessions and individual work designed by therapists, help pupils to progress very well.

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

A range of experiences enhances pupils' academic learning and broadens their horizons. These include visits to museums and galleries, the Duke of Edinburgh's Award scheme, sports activities and barista training. There is a notable sense of belonging among pupils. They describe the school as an understanding and supportive place, where staff know them well and help them build confidence, resilience and skills for their future.

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Next steps

Leaders should ensure that teaching is of consistently high quality across subjects and year groups. This should include ensuring checks on pupils' understanding are precise

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Independent school standards

Independent school standards are either met or not met for each category. and that any any errors or misconceptions are swiftly identified and addressed.

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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 the headteacher, the deputy and assistant headteachers, representatives from the proprietor board, the alternative provision provider, teachers, support staff and pupils during the inspection.

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About this inspection

The school email address is leaways@kedlestongroup.com

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

All pupils have education, health and care (EHC) plans. The school caters for pupils with social, emotional and mental health needs.

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About this inspection

The school currently uses one unregistered alternative provision.

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About this inspection

The school has undergone significant changes since the previous inspection. A new headteacher has taken up post.

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About this inspection

The school is registered to admit 100 pupils. At the time of inspection, the roll was 72.

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About this inspection

The proprietor body is Kedleston Schools (London) Ltd.

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About this inspection

The chair of the proprietor body is Paul Brosnan.

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About this inspection

1. Quality of education provided Standards met All standards have been met.

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About this inspection

2. Spiritual, moral, social and cultural development of pupils Standards met

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About this inspection

3. Welfare, health and safety of pupils Standards met

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About this inspection

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

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About this inspection

5. Premises of and accommodation at schools Standards met

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About this inspection

6. Provision of information Standards met

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About this inspection

7. Manner in which complaints are handled Standards met

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About this inspection

8. Quality of leadership in and management of schools 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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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

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 .

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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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