Valley School

Valley School

Address: Whitehaven Road, Bramhall, Stockport, Cheshire, SK7 1EN Unique reference number (URN): 106168

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Inclusion Exceptional

The school's success is built on highly effective, inclusive practices that are intentional and collective. Staff share a very thorough understanding of pupils' strengths, needs and vulnerabilities. The school works extremely closely with a range of health professionals to identify, assess and meet pupils' complex and changing needs. Staff use a range of personalised methods of communication expertly to ensure that pupils have a voice in determining how they are helped. This ensures that pupils' needs are met fully and precisely. Over time, pupils with complex needs develop agency and independence, and they flourish.

p.2

Inclusion Exceptional

Leaders are inclusive by design. Their systems and processes evolve constantly to meet the changing needs of each pupil. For example, staff have made significant adaptations to the school site to support the increasing number of pupils with visual impairments. Staff are highly skilled at reducing extra vulnerabilities. The school's use of additional funding brings about demonstrable benefits for disadvantaged pupils, for example high levels of attendance. Parents and carers are effusive about the school's work. Partnership working ensures that they are involved fully in planning and reviewing their child's support. Through its individualised and highly responsive approaches, many parents credit the school with having a transformational impact on their child and often the wider family too.

p.2

Personal development and wellbeing Exceptional

The personal development offer is woven through all aspects of the curriculum. It is tailored closely to pupils' complex needs and has a life-changing impact on their future possibilities. During their time at Valley, pupils' horizons broaden. When they join, pupils learn about themselves and how to interact with their immediate environment. By the time they leave, pupils have an understanding of the wider community and what it has to offer. They visit parks, shops and the local library. They feel connected to a world beyond home and school.

p.2

Personal development and wellbeing Exceptional

The school celebrates and nurtures every pupil’s unique physical journey. Some pupils learn to tolerate a new seating position, whereas others gain the skills to trampoline confidently. Staff introduce pupils to the beauty of diversity in many ways, such as visiting different places of worship and celebrating a range of religious festivals. Pupils experience a vibrant range of opportunities, from outward bound trips to musical activities. These experiences develop pupils' confidence and character, including their ability to persevere. Access to these wider opportunities is inclusive, creative and flexible to make sure that all pupils benefit.

p.2

Personal development and wellbeing Exceptional

Staff provide attentive and caring pastoral support. Pupils feel warmth and trust towards staff who teach them how to give consent and how to say 'no'. Staff are exceptionally skilled at building pupils' understanding of risk. During different activities, such as riding adapted bicycles, staff give pupils just the right amount of freedom to manage themselves and risk safely. Pupils learn about kindness and respect by taking turns and sharing. The school's ethos and systems make a consistent and impressive contribution to pupils' social and emotional wellbeing.

p.2

Achievement Strong standard

From different starting points, pupils make frequent, incremental gains in their learning. In keeping with the school's motto, these 'small steps' amount to 'giant strides' over time. Pupils work towards ambitious and varied targets within their personalised plans. Teachers meticulously document each pupil's learning journey. This evidence demonstrates how pupils' learning develops and when it becomes secure. Some pupils advance more quickly than others. When a pupil makes rapid progress, their targets are adjusted more frequently to sustain momentum. Teachers and teaching assistants ensure that pupils go as fast as possible, but as slow as necessary, to secure their learning.

p.3

Achievement Strong standard

Pupils' successes differ, according to their needs. For some pupils, it means responding to stimuli and communicating how it feels. For others, it involves using adapted communication systems to form expanded sentences. Over time, all pupils make significant gains in their acquisition of core skills.

p.3

Attendance and behaviour Strong standard

Leaders are determined to help all pupils attend school often. Many pupils have complex medical needs. The school's work with a range of health professionals plays a crucial role in helping these pupils attend as frequently as possible. Staff work closely with families. Parents and carers trust the school to provide the highest levels of care, even when their child is medically vulnerable. Pupils thrive on their relationships with staff and relish coming to school. The school's attendance has improved steadily over the last three years. Rates of attendance are broadly in line with other special schools, despite the complexity of pupils' needs.

p.3

Attendance and behaviour Strong standard

The school's systems for supporting pupils' behaviour are exemplary. Staff spot the slightest sign that a pupil may be distressed and intervene swiftly. As pupils advance through the school, they typically become more self-aware. They gain the ability to self-regulate, and they show an increased respect for and awareness of others. A small number of pupils have a specialised plan to help them if they are unsettled for a period of time. These plans make a positive difference to how these pupils feel and behave. They help pupils to remain happy, calm and in control.

p.3

Curriculum and teaching Strong standard

Leaders have designed a curriculum that is ambitious for all pupils, irrespective of starting point and need. Teachers and other staff are highly skilled at personalising the curriculum for each pupil. They use their detailed understanding to gauge how far pupils can be challenged at any given time. Staff use ongoing assessment to ensure that teaching is pitched at just the right level. Some pupils benefit from a well-designed sensory curriculum focused on exploration and anticipation. Others learn a more formal curriculum that helps them apply important skills, such as addition and subtraction, in a range of different situations.

p.3

Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching and have focused plans to develop them further. The training they provide ensures that staff are experts in the school's approaches to teaching. Teachers give pupils many opportunities to revisit important learning and to use a range of suitable tactile and sensory resources to help them learn. A variety of standardised and bespoke systems allow staff to communicate with every pupil in a way that is highly effective. Pupils enjoy a range of songs, stories and rhymes. When appropriate, pupils are taught the knowledge they need to read increasingly complex texts.

p.4

Early years Strong standard

Children and families receive a warm and supportive welcome to the school. Staff work with families to use personalised plans that help children adjust to their new surroundings and thrive. Children settle securely and form close bonds with staff. Staff have a deep understanding of children's needs. They use their expertise so that children overcome communication barriers. Children make significant strides in using some of the school's established communication systems, such as common symbols.

p.4

Early years Strong standard

Leaders have designed the early years curriculum thoughtfully. It is ambitious for all children and helps them to grow across a wide range of areas, including their physical and social skills. Children achieve well from their starting points. A small number learn to match letters to sounds or read simple sentences. Children also learn to play alongside their classmates.

p.4

Early years Strong standard

Staff have designed the learning environment carefully so that children can explore. They work creatively to ensure that this opportunity is available to all children, including those with physical disabilities. The early years staff work closely with health professionals so that children get the help they need to flourish.

p.4

Leadership and governance Expected standard

Leaders are committed to doing their very best for each pupil. They have a detailed appreciation of the school's strengths and clear ideas about how they can improve aspects of the school further. They have made Valley School a great place to work. Staff morale is high; they feel deeply invested in the journey of each and every pupil. They take great joy in seeing pupils grow and develop. Leaders are mindful of staff workload and are rigorous in stripping away tasks that do not directly contribute to pupils' education. Leaders prioritise staff wellbeing, which helps staff be at their best for pupils. Staff benefit from a high-quality programme of professional learning that supports the school's strategic priorities.

p.4

Leadership and governance Expected standard

Governors are passionate about the school and are committed. They ensure that the school meets all of its legal duties, such as those that relate to equalities. They know the school well and engage constructively with staff and pupils' families. Governors hold leaders to account robustly for many aspects of their work, such as the use of resources and work to keep pupils safe. However, their work to oversee the curriculum and teaching is not as robust.

p.4

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

Pupils flourish at Valley School. Leaders have adapted the provision carefully to each pupil's unique strengths and needs. A team of skilled staff provides excellent support for pupils' educational, health and care needs. Parents and carers work in close partnership with staff and express deep gratitude towards the school for the support it provides.

p.5

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

Each morning, enthusiastic staff welcome pupils with warmth and compassion. The school is a happy and often joyful place. Staff delight in seeing pupils grow and develop. Pupils are proud of their achievements, which they celebrate in weekly assemblies.

p.5

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

Pupils receive excellent help to improve their communication. They learn to readily express their needs, wants and thoughts. This gives them control and boosts their independence. In keeping with the school's motto, pupils make 'small steps, giant strides'. The improvements that pupils make in their social, emotional and physical skills are frequently life changing.

p.5

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

During their time at the school, pupils become more aware of themselves and each other. They learn to take turns and share, as well as how to handle disappointments and challenges. Pupils contribute to the school's culture of kindness, which ensures that bullying does not happen.

p.5

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

Expert staff help pupils learn well. They are deeply invested in each pupil's journey and use their knowledge to pitch learning at just the right level. This helps to ensure that pupils are exceptionally well prepared for life after Valley.

p.5

Next steps

Governors should ensure that their oversight of the curriculum and teaching is as robust as it is for other aspects of the school's work.

p.5

About this inspection

The chair of the board of governors of this school is Linda Hilton.

p.5

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.5

About this inspection

This inspection took place on 30 June and 1 July 2026.

p.5

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.

p.5

Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

p.6

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 30 June 2026

p.6

What does this mean?

Inspectors spoke with the headteacher and other senior leaders during the inspection. Inspectors also spoke with representatives from the local authority, a group of governors, including the chair of governors, and groups of staff.

p.6

What does this mean?

Inspectors were aware during this inspection of a serious incident involving a child who used to attend this school that had occurred since the previous inspection. While Ofsted does not have the power to investigate incidents of this kind, actions taken by the school in response to the incident were considered alongside the other evidence available at the time of the inspection to inform inspectors’ evaluations.

p.6

What does this mean?

The school currently educates a small number of pupils who are above the registered age range.

p.6

What does this mean?

The school is not currently educating any pupils aged 2 or 3 years.

p.6

What does this mean?

All pupils who attend the school have an education, health and care plan. The school caters predominantly for pupils with complex needs, including profound, severe and multiple learning difficulties. Some pupils have autism and/or a visual impairment.

p.6

What does this mean?

The school currently uses no alternative provision.

p.6

What does this mean?

Headteacher: Helen McLoughlin The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.6

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.7

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.7

What does this mean?

The proportion of pupils with reported special educational needs support at the school.

p.7

What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

p.8

What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

p.8

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.8

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.8

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.9

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.9

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.

p.9

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.9

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.9

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.9

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.9

Urgent improvement

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.10