CEWE School

CEWE School

Address: St Catherine's Vicarage, Catherine Terrace, Wigan, Greater Manchester, WN1 3JW Unique reference number (URN): 149150

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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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Achievement Strong standard

Pupils achieve very well in this school. They quickly make significant gains across important aspects of their learning. All pupils have special educational needs and/or disabilities. They swiftly acquire the skills to communicate, including using non-verbal communication methods. Pupils learn sounds that letters make and begin to read. Pupils achieve consistently high standards in their work. In each subject, they apply the important skills of communication to their learning. In mathematics, pupils apply their growing understanding of number. Pupils are very well prepared for the next steps in their education and achieve very well from their starting points. At the time of the inspection, the school did not have any nationally published test results.

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Achievement Strong standard

Most pupils have joined the school part-way through their education. Many have had disrupted education with many gaps in their early childhood development. Where this is the case, they rapidly acquire the important foundations in learning that they need.

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Curriculum and teaching Strong standard

Leaders have designed a precise curriculum that sets out with remarkable clarity the steps in learning that pupils should move through. Staff teach this curriculum consistently well. Pupils make impressive progress as a result. For example, pupils swiftly acquire communication strategies that work for them. For some pupils this is sign language, while others use simple words and phrases. Some are ready for more complex interactions. Staff use their considerable expertise to carefully guide pupils’ communication. Pupils flourish as a result. Pupils swiftly learn the sounds that letters make and begin to read simple words and sentences. In mathematics, pupils quickly learn how to make different amounts and to make 'one more' and 'one less'. Leaders have carefully designed each step so that pupils move through their learning at the right pace for them.

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Curriculum and teaching Strong standard

Teachers routinely adapt lessons to address the important learning that each pupil needs to acquire. Some pupils struggle with communication, but this never becomes a barrier to learning in other areas. This is because pupils' learning is designed around the communication strategies that they use. Pupils paint, make music, create designs and observe changes in the natural environment. In every part of this well considered curriculum, pupils are flourishing.

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Inclusion Strong standard

All pupils that attend this school have an education, health and care (EHC) plan to support their special educational needs and/or disabilities. Leaders have designed a curriculum that is built around pupils and their needs. Leaders and staff go well beyond pupils' EHC plans to deeply understand their social, learning and communication needs. Leaders structure programmes for every pupil that meet their needs precisely. Teachers make sure that these programmes are consistently acted on in classrooms. Each pupil receives a package of support that is shaped for them. Some pupils face additional challenges in their lives. When this is the case, leaders are firm advocates for pupils and secure the help and support that pupils and their families need.

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Inclusion Strong standard

Most pupils in this school face barriers to their learning and their wellbeing. From the moment pupils join the school, staff rapidly get to know them and help them to adapt to new routines. Teachers design experiences for pupils in ways that help to dismantle the barriers that pupils face. Pupils re-engage with their learning and secure the important knowledge that they need. They begin to experience positive relationships with others, learn to communicate well and secure the foundations for their future lives.

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Leadership and governance Strong standard

The proprietor has a significant and positive impact on this school and its pupils. Its ambitious vision extends beyond the pupils to include considerable support for families. Often, this support is pivotal in helping families to live a full life with their children. Governors share this ambition. They use their experience and expertise to support and challenge leaders. Leaders are role models of high expectations. Staff are inspired to the same high standards that leaders demonstrate. Together, they provide consistently high-quality learning for pupils.

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Leadership and governance Strong standard

The proprietor and leaders are keenly aware of important priorities for further improvement. These are carefully planned for. Leaders check the impact of their actions, making skilful adjustments when necessary. Those responsible for governance fulfil their duties with diligence. They help to guide and support leaders by making sure that resources are used carefully to support all pupils. In this school, all pupils have special educational needs and/or disabilities (SEND). Leaders and governors make sure that pupils facing disadvantage and those with SEND learn in a school that is designed for them. Staff are incredibly well trained and use their skills consistently well so that all pupils flourish.

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Leadership and governance Strong standard

Over time, leaders have invested significantly in developing the expertise of the staff team. All staff receive extensive and high-quality professional learning that contributes to pupils achieving highly. When staff are at the earlier stages of their careers or following an apprenticeship, the impact of professional development is impressive. Staff value and appreciate the support that leaders provide for their wellbeing. Staff are extremely proud to work at this school.

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Personal development and wellbeing Strong standard

Leaders have designed a personal, social, health and economic (PSHE) education curriculum that reflects pupils’ individual needs. Leaders routinely and sensitively adapt content for pupils with complex needs. All pupils develop a solid understanding of safety, emotional regulation and positive relationships. Pupils acquire a remarkable understanding of how to manage risks when online. Pupils understand fundamental British values and apply these in their interactions with each other. For example, older pupils look after younger pupils and treat them with deep respect.

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Personal development and wellbeing Strong standard

Pupils benefit from well-planned opportunities to explore moral issues and cultural diversity. Pupils explore stories, meet a range of visitors and visit places of worship. Pupils participate

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Expected standard

in cultural celebrations and competitions. These experiences help pupils to understand themselves and others.

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Expected standard

Leaders ensure that every pupil, regardless of their needs, access a rich range of experiences that broaden their horizons. To achieve this, leaders have designed project- based learning opportunities for pupils, for example, about cooking and nutrition. Some pupils benefit from daily 'ninja skills' lessons to strengthen their independence and readiness for future learning. This helps pupils to thrive personally, socially and emotionally.

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Expected standard

Leaders support for pupils' wellbeing is exemplary. Leaders check pupils’ emotional and social development carefully. Teachers consistently adapt support for pupils so that it is purposeful. Staff support with notable care, when pupils move between classes or move on to secondary school. Leaders work closely with families and external partners to identify pupils' next steps and secure the right provision for each pupil. Leaders are forceful advocates for every pupil. This contributes to pupils feeling safe, valued and ready to learn. By the time that pupils leave this school, they have developed the skills to be increasingly independent and thrive in their future lives.

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Attendance and behaviour Expected standard

Many pupils join the school having had sustained periods of non-attendance elsewhere. Leaders have created a school culture, where pupils are warmly welcomed into school at the start of each day. Pupils know that they matter to the adults that care for them. Staff quickly gain the trust of pupils. All of these factors are pivotal in helping pupils to attend more regularly. Attendance is improving, however, leaders do not check attendance as carefully as they could. Leaders recognise this and have made recent changes to refine their approach.

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Attendance and behaviour Expected standard

Leaders have established a calm, well-ordered environment that helps every pupil to manage their behaviour. Teachers make thoughtful adaptations to routines, for example, at the start of the school day, to provide pupils with the best chance of success. Staff apply the school’s approach to behaviour with consistent expertise. Despite the many challenges that pupils face, staff’s consistency and kindness inspire pupils to behave extraordinarily well. Pupils treat each other with care and the utmost respect. In this school, pupils’ needs are such that some find managing their own behaviour very difficult. When this is the case, highly skilled staff provide bespoke support that helps pupils to regain composure and carry on with their school day. On the rare occasions that bullying happens, it is dealt with swiftly. The support that pupils receive for their behaviour is remarkably effective. As a result, pupils

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Attendance and behaviour Expected standard

focus incredibly well on their learning.

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

Leaders have established a culture based on connection and compassion. These values inspire staff in their relationships with pupils and the impressive support that pupils receive. Many pupils join the school following periods of disruption in their education. Pupils benefit from a safe and caring environment that helps them to settle to new routines. Pupils swiftly flourish. They find their voice, explore their interests and begin to build the habits for future success.

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

Pupils benefit from a curriculum precisely shaped for their needs. Teachers know exactly which aspects of pupils' learning are secure and where they would benefit from extra help. Staff routinely adapt learning for pupils using the school’s well-considered ‘learning pathways’. Leaders make sure that these pathways provide clarity about the steps in knowledge that pupils need to take in order to lay the foundations for future learning. Pupils thrive because their learning is carefully structured. From their starting points, pupils achieve remarkably well. They are very well prepared for the next stages of their education.

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

All pupils who join the school have an education, health and care plan to support their special educational needs and/or disabilities. Staff use their detailed knowledge about pupils, alongside these plans, to carefully shape support that is just right for them. Pupils in this school have a deep sense of belonging. This helps pupils to manage their behaviour very well and attend school increasingly regularly. Bullying almost never happens.

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

Leaders provide a wealth of well-considered activities that bring learning to life for pupils. Pupils visit places of worship, a farm and the local library as well as enjoying regular swimming lessons. Pupils take part in extra projects designed to help them practise their communication skills, for instance, by making bird feeders. All of these experiences help pupils to be very well prepared for their future lives.

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Next steps

Leaders should continue to strengthen their monitoring of pupils' absences to inform their actions so that attendance continues to improve over time.

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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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Independent school standards

Independent school standards are either met or not met for each category. 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 chair of the proprietor body, who is also the chair of governors.

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Independent school standards

The school is registered to admit 46 pupils.

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Independent school standards

The name of the proprietor is CEWE School Wigan Ltd.

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Independent school standards

The fees currently charged are £35,000 to £55,000 per year.

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Independent school standards

The email address of the school is info@ceweschool.co.uk.

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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 does not make use of alternative provision.

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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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Independent school standards

4. Suitability of staff, supply staff, and proprietors 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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School capacity

5. Premises of and accommodation at schools Standards met

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School capacity

6. Provision of information Standards met

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School capacity

7. Manner in which complaints are handled Standards met

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School capacity

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

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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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