Cheshire Hall School

Cheshire Hall School

Address: Congleton Road, Cheshire, Sandbach, Cheshire, CW11 4TF Unique reference number (URN): 151619

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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 because of the precise support that they receive. Pupils’ achievement in all aspects of their development is well understood by leaders and other staff. Leaders prioritise supporting pupils to build the essential reading, writing and mathematical knowledge and skills that they need to be well prepared for the next stage of their education. Staff do all that they can to find out what help pupils need to succeed. The actions that the education and clinical staff put in place helps pupils to make excellent progress.

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Achievement Strong standard

Leaders carefully prioritise pupils’ emotional development where this is important for their overall wellbeing. They make regular checks on this aspect of pupils’ development to make sure that the therapeutic offer is well crafted. Consequently, all pupils make impressive progress from their starting points in all areas of their development. This includes pupils’ overall engagement with education.

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Attendance and behaviour Strong standard

For most pupils, absence from school was a previous barrier to learning. Leaders leave no stone unturned to find out what the barriers are to pupils attending school regularly. They work closely with parents and carers to establish effective working relationships. Almost all pupils benefit from a significant increase in their attendance once they settle into the school. Pupils’ strong sense of belonging motivates them to want to be in school every day. Staff spot the early signs of when pupils find something difficult. This enables them to provide additional support that makes a tangible difference to pupils’ attendance and experiences in school.

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Attendance and behaviour Strong standard

There is a well-crafted behaviour policy that supports staff to have high expectations for all pupils. Staff skilfully set out their expectations for pupils on an individual basis. This is highly effective because staff know pupils so well as individuals. Once pupils settle into the school, their behaviour and attitudes to learning show a sharp improvement. Pupils feel able to move out of their comfort zone and try new activities. This is successful because of the warm relationships that exist across the school. No form of discriminatory behaviour or bullying is tolerated. Pupils learn what it means to build friendships and be part of a supportive school community.

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Curriculum and teaching Strong standard

Pupils learn a curriculum that is carefully thought out. Staff are very clear about the important knowledge and skills that pupils must learn at each stage of their learning and development. Staff skilfully adapt the curriculum and their teaching to meet pupils’ needs. For example, staff take the time to repeat previous learning when pupils are unsure. This helps pupils to build a secure foundation of knowledge to base further learning on.

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Curriculum and teaching Strong standard

Staff are knowledgeable about the subjects and age ranges that they teach. They explain new learning clearly. Staff tune in to pupils’ understanding of new content. They give pupils regular opportunities to repeat learning to deepen their understanding. This helps pupils to build on what they already know and to gain confidence. Staff skilfully balance their expectations of how pupils will learn the curriculum with their understanding of how to support pupils’ emotional development. This carefully measured approach supports pupils to develop confidence and independence and to build relationships with staff and peers.

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Curriculum and teaching Strong standard

Leaders take particular care to find out what gaps exist in pupils' knowledge in reading, writing and mathematics. Pupils receive the well-placed additional support they need to make secure progress from their starting points. Pupils quickly learn to recognise their achievements. This motivates them to engage in learning.

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Inclusion Strong standard

Cheshire Hall School is highly inclusive. The support from the education and clinical teams is interwoven to form the precise support that helps pupils to thrive. Leaders carefully balance pupils’ academic development with their social and emotional development. This helps pupils to feel able to take on new challenges and approach learning with increased confidence.

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Inclusion Strong standard

Staff know pupils’ needs in a high level of detail. Each part of pupils’ journey through the school is carefully mapped out. The range of therapists on hand to support pupils contributes to how well pupils settle into the school. The clinical team equips pupils with the skills they need to cope in situations they previously found difficult. The clinical team also supports staff to develop a rich understanding of each pupils’ needs. This enables staff to provide precise support to pupils which is carefully tailored to their needs as well as the progress that they make.

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Inclusion Strong standard

Staff work closely with external agencies and other professionals to support pupils to be successful. This contributes to the positive experiences that pupils have in the school, both in terms of their academic success and their ability to manage their emotions.

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Leadership and governance Strong standard

Leaders and the proprietor know the school in a forensic level of detail. They make precise checks on the impact of their actions. This enables them to make swift changes where necessary. Pupils are at the centre of leaders’ decision-making. Leaders act in pupils’ best interests. They communicate a clear vision for the school. Leaders empower staff to live out this vision through their high expectations and pupil-centred approach. Even though the school is highly successful, leaders are not complacent in their ongoing plans for further improvements. They prioritise actions that make the most impact on pupils learning and development. The proprietor has well-established systems in place to check on each part of the school’s performance. This includes how well the school complies with the independent school standards over time.

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Leadership and governance Strong standard

Leaders provide training for staff that equips them with the confidence they need to provide a safe, secure and aspirational learning environment for pupils. Staff training is highly responsive to any issues that arise and focused on the aspects that make the biggest difference to pupils. Staff receive the time they need to understand and embed new ideas. They feel very well supported by leaders to fulfil their roles and responsibilities. Parents and carers typically describe the school as ‘life-changing’. They comment that their children are able to engage in and enjoy learning, sometimes for the first time. Parents are particularly proud of how the school helps their children to cope in situations they previously would have found overwhelming. This positively impacts wider family life and gives parents hope for their children’s future that they did not think was possible.

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Personal development and wellbeing Strong standard

Leaders have a secure understanding of the quality of the personal development offer across the school. Each part of the offer is shaped with pupils’ needs at the core. Leaders take additional care to prioritise parts of the personal, social, health and economic (PSHE) education curriculum that help pupils to keep safe. For example, pupils deepen their understanding of keeping safe online or what constitutes a healthy relationship.

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Personal development and wellbeing Strong standard

Leaders keep a clear focus on pupils’ next steps when they leave the school. They equip pupils with the skills that they need to face new challenges with confidence as well as making the right decisions in different situations. For example, pupils learn how to show respect to people who may have a protected characteristic. In addition to this, pupils learn about the wider range of ways that people live differently in society. This prepares pupils well for adulthood and life in modern Britain. Pupils have a range of opportunities to see fundamental British values in action. For example, they learn about democracy through their voice in the school council. Pupils see the impact of their leadership roles and feel proud of the impact they have.

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Personal development and wellbeing Strong standard

The pastoral support that pupils receive is highly effective in helping them to reach their goals. The wrapround support from the clinical team helps pupils to make sense of their own needs and difficulties. The support that the school provides goes beyond school. Families are hugely appreciative of the lengths that leaders go to when there are difficulties. They cannot commend the school enough for going above and beyond to make pupils’ experience of school happy, safe and productive.

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Personal development and wellbeing Strong standard

Staff work closely with pupils to help them to build ambitions for when they come to leave the school. Over time, pupils have more positive views of their future and careers because of the unwavering support the school provides to overcome any barriers.

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

Cheshire Hall School is a shining light of hope for families whose children are on roll. Pupils, typically for the first time, attend regularly, learn to manage their emotions and develop positive attitudes to learning. Any bullying is dealt with effectively. Many parents and carers told inspectors that the impact of the school is profound on their children’s learning and development. Parents are particularly proud of how their children take part in a wide range of experiences outside of school that previously would not have been possible.

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

Pupils develop a strong sense of belonging because they know that staff value and support them. Staff to provide impressive support for each pupil that successfully reduces any barriers to learning or wellbeing that pupils arrive at the school with. Most pupils’ previous experiences of education are turbulent. Over time, pupils at Cheshire Hall develop the self- confidence that they need to believe in themselves and be proud of their achievements. As a result, pupils make remarkable progress from their wide range of starting points. Pupils gain confidence through the wide range of experiences that the school provides them with to learn in the community and beyond.

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

Pupils learn a curriculum that is meticulously well matched to their starting points. Leaders waste no time in finding out any areas of learning that pupils struggle with. The support from education and clinical teams helps pupils to engage in learning and build on what they already know.

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

Almost all pupils have a significant improvement in attendance once they join the school. Leaders prioritise identifying any barriers that exist to pupils attending regularly. This, along with supportive working relationships with parents, prepares pupils well for their next stage of learning. Pupils want to be in school because staff foster warm relationships that help pupils to feel safe and secure.

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Next steps

The proprietor, leaders and those responsible for governance, should ensure continued development of curriculum implementation and the personal development offer to achieve and sustain exceptional standards of teaching which has a transformational impact on the achievement of all pupils.

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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 chair of the proprietor body, the headteacher and other school leaders during the inspection. They also spoke with other staff and pupils about what it is like to be part of the school.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school caters for pupils with a range of special educational needs and/or disabilities, including social, emotional and mental health needs. All pupils have an education, health and care plan. The school is registered to admit up to 60 pupils.

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About this inspection

This is the first standard inspection of this school. The school was registered by the Department for Education in June 2025.

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Independent school standards

Independent school standards are either met or not met for each category. The school does not make use of any alternative provision for pupils.

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Independent school standards

The proprietor is Witherslack Group Limited. The chair of the proprietor body is Richard Wilkins.

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Independent school standards

The fees currently charged are £89,820 to £111,951.

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Independent school standards

The school's email address is cheshire-hall@witherslackgroup.co.uk

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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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Independent school standards

5. Premises of and accommodation at 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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Pupils with an education, health and care (EHC) plan

6. Provision of information Standards met

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Pupils with an education, health and care (EHC) plan

7. Manner in which complaints are handled Standards met

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Pupils with an education, health and care (EHC) plan

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

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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