Birtenshaw School Merseyside

Birtenshaw School Merseyside

Address: 82 Higher Lane, Liverpool, Liverpool, Merseyside, L9 7AB Unique reference number (URN): 145182

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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 Expected standard

Pupils make meaningful progress from their individual starting points. For many, important achievements include improvements in communication, behaviour, attendance, independence and readiness for learning. Pupils develop the knowledge and skills needed to access wider learning. They are increasingly prepared for their next stages of education, training or adult life.

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Achievement Expected standard

Older pupils access a growing range of accredited courses that are matched to their aspirations and needs. However, variation in the implementation of the curriculum means that pupils do not always build the depth of knowledge needed to support their learning consistently across all subjects. Leaders have recognised this and are developing curriculum systems to strengthen progression. Typically, pupils achieve well in many aspects of their personal development and individual targets.

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Attendance and behaviour Expected standard

Many pupils join the school with a history of poor attendance, anxiety or disengagement from education. Leaders work closely with families and external agencies to encourage regular attendance. Their personalised approach helps many pupils attend more consistently than in previous placements. Leaders understand the complex barriers some pupils face and provide timely support when concerns arise. Attendance is promoted positively and creatively through initiatives such as Finegan the Frog, who helps pupils understand the importance of coming to school every day. Pupils delight in taking Finegan on trips and sharing his adventures, strengthening their sense of belonging and engagement with school.

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Attendance and behaviour Expected standard

Pupils' behaviour is managed effectively. Staff understand pupils' individual needs well and use personalised behaviour support strategies that help pupils regulate their emotions and participate positively in school life. Relationships between pupils and staff are respectful and supportive. Pupils are helped to develop positive attitudes towards learning and many show resilience in overcoming significant barriers. Bullying is uncommon and leaders take concerns seriously when they arise. Staff are alert to discrimination, harassment and safeguarding concerns and act appropriately. The school's inclusive approach ensures that pupils can access learning and wider opportunities successfully.

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Curriculum and teaching Expected standard

Leaders have developed a curriculum that is carefully tailored to the complex needs of pupils. The three learning pathways provide different routes through education. They enable pupils to develop communication, independence, academic knowledge and preparation for adulthood. Specialist facilities, therapeutic input and high levels of adult support help pupils to access learning successfully.

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Curriculum and teaching Expected standard

Staff build positive relationships with pupils. Staff use a variety of communication approaches to help pupils participate in learning. Pupils benefit from regular assessment activities and teachers know their individual needs well.

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Curriculum and teaching Expected standard

Teaching is typically clear and purposeful. Staff explain concepts effectively and break learning into manageable steps, enabling pupils to access the curriculum. Adaptation is increasingly effective, with personalised scaffolds and strategies supporting independence and inclusion. As a result, pupils engage positively and produce work that reflects growing confidence and resilience.

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Curriculum and teaching Expected standard

In a minority of instances, pupils' work does not align fully with the planned sequence of learning. Consequently, curriculum thinking is not consistently translated into classroom practice. In addition, there are some opportunities to help pupils develop accurate and fluent handwriting that could be further embedded. Leaders have begun to strengthen curriculum design and how it is delivered. This work is at an early stage and has not ensured consistent curriculum implementation across the school.

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Inclusion Expected standard

Inclusion is central to leaders’ work. All pupils have education, health and care plans. Many have complex combinations of communication, learning, sensory, social and emotional needs. Leaders use detailed assessment information, including contributions from other professionals, to design personalised programmes. These help pupils access learning and school life.

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Inclusion Expected standard

Pupils are supported through carefully adapted teaching, specialist resources and integrated therapeutic provision. Leaders review this provision regularly to ensure support remains responsive to pupils' needs. Staff work closely with families and external agencies to identify and reduce barriers to learning and wellbeing. Pupils who are known to social care, including looked after children, receive effective support and leaders maintain productive links with relevant agencies.

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Inclusion Expected standard

Pupils benefit from diverse enrichment opportunities, educational visits and pastoral support. The school's commitment to inclusion enables pupils who have often experienced unsuccessful placements elsewhere to engage positively with education. When concerns arise, leaders typically respond swiftly to ensure that pupils remain included and supported. Staff provide a calm and supportive environment with consistent approaches that help pupils regulate emotions and re-engage in learning. Pupils feel understood, included and increasingly confident to participate in school life.

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Leadership and governance Expected standard

Leaders, governors and the proprietor body are committed to improving the lives of pupils with complex needs. Despite significant staffing changes leaders have maintained the school's day-to-day effectiveness and continued to drive key improvement priorities. They have an accurate understanding of the school's strengths and have identified areas for further development. Improvement plans are focused on meeting pupils' needs and helping them achieve positive outcomes.

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Leadership and governance Expected standard

The proprietor body has strengthened its oversight of the school. Alongside governors, it has introduced more robust quality assurance processes, increased leadership capacity and improved monitoring arrangements. Those responsible for governance fulfil their statutory duties effectively and have a secure understanding of the independent school standards. As a result, leaders are held appropriately to account and have the capacity to sustain improvements over time.

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Leadership and governance Expected standard

Leaders have introduced new systems, leadership roles and ways of working to improve consistency and accountability across the school. These changes are helping to strengthen leadership at all levels. Leaders continue to evaluate the impact of their work and take action where improvements are needed.

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Leadership and governance Expected standard

Professional learning is a priority. Leaders have invested in staff training and development to improve expertise and meet the complex needs of pupils. Staff benefit from opportunities to develop their knowledge and skills. This helps them to provide effective support for pupils.

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Leadership and governance Expected standard

Leaders recognise the importance of staff wellbeing and workload. While staff are positive about the school's work with pupils, some survey responses highlight concerns about communication, leadership stability and aspects of staff experience. Leaders are aware of these views and are taking steps to address them.

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Leadership and governance Expected standard

The school works positively with parents, carers and external agencies. These partnerships help to support pupils' learning, wellbeing and wider development. Together, leaders, governors and the proprietor body demonstrate a commitment to securing the best possible outcomes for pupils.

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Personal development and wellbeing Expected standard

Leaders place an emphasis on pupils' personal development and wellbeing. Many pupils arrive at the school with limited confidence or difficulties engaging with others. Taking part in ‘Birtenshaw’s got talent’, amongst many other opportunities, helps pupils to develop self- esteem, resilience and independence.

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Personal development and wellbeing Expected standard

Pupils benefit from a rich programme of wider experiences that extends beyond the classroom. Educational visits, community activities, residential opportunities, sports, cultural celebrations and themed learning events broaden pupils' horizons. They help them develop important social skills. ‘Super learning days’ help develop pupils’ understanding of cultures and religions. This encourages them to celebrate the diverse traditions of their peers. Leaders are particularly successful in ensuring that pupils who might otherwise have limited opportunities can participate in meaningful experiences.

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Personal development and wellbeing Expected standard

The relationships and sex education programme is carefully adapted to meet pupils' needs. Pupils learn about healthy relationships, including how to stay safe online and respecting others. This is done in a way that is appropriate to their age and stage of understanding. Staff provide pastoral support and work closely with families when pupils require additional help.

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Personal development and wellbeing Expected standard

Careers education has continued to develop since the previous inspection. Pupils receive independent careers guidance. They encounter employers and learn about employment and training opportunities. Pupils were excited to share their learning about being a police officer or a nurse. During work experience week, they had learned how to deliver resuscitation and bandage wounds. Leaders have strengthened work experience and preparation for adulthood, particularly within the expanding post-16 provision. Older pupils visit local shops to buy ingredients to make delicious meals back at school in the life-skills classroom. They learn how to take care of a home. This includes keeping the fridge and surfaces clean and making their beds.

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Personal development and wellbeing Expected standard

The school council, using a variety of communication methods, ensures that all pupils’ voices are heard. They have made a difference to the school by spearheading changes to the playground, school meals and class trips.

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Post-16 provision Expected standard

Leaders have developed the strategic direction of the post-16 provision since the previous inspection. They have expanded opportunities and developed broader pathways that support students’ transition into adulthood. The curriculum is carefully designed to reflect students’ individual aspirations, interests and needs, while ensuring that preparation for adulthood remains at the centre of learning. Leaders have also introduced a more structured qualification offer and continue to refine curriculum pathways and progression routes so that students can build on prior learning and achieve their next steps.

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Post-16 provision Expected standard

Students continue to achieve well across the post-16 provision. They develop confidence, independence and resilience through programmes that are tailored to their individual goals. Teaching is effective because staff know students well and provide appropriate support and challenge. This enables students to make progress towards their personal, social and academic targets.

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Post-16 provision Expected standard

Students benefit from a wide range of opportunities that develop employability skills, independence and community participation. Work experience placements, community visits and residential experiences help students apply their learning in real-life contexts and prepare effectively for future education and adult living.

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Post-16 provision Expected standard

Leaders ensure that all students can access meaningful learning pathways and wider opportunities. As a result, students are typically well prepared for their future lives.

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

Pupils thrive at this specialist school because staff understand their needs very well. They create highly personalised experiences that help pupils achieve, belong and flourish. Many pupils join the school having experienced disruption to their education. These are often due to barriers related to their complex special educational needs and/or disabilities. They quickly develop trusting relationships with staff who know them well and support them with sensitivity and expertise.

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

Pupils enjoy learning. Across the school, staff adapt activities carefully so that pupils can participate successfully, regardless of their starting points. For some pupils, this means learning how to communicate their choices using signs, symbols or technology. For others, it means building academic knowledge and achieving accredited qualifications. Pupils develop confidence, independence and important life skills through a curriculum that is tailored closely to their individual needs and aspirations.

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

Pupils feel that they belong. They are fully included in school life and benefit from a range of opportunities that extend beyond the classroom. Regular visits to the community help pupils apply what they have learned in meaningful contexts. Educational visits, residential experiences, work experience placements and themed enrichment events broaden pupils’ experiences and help prepare them for adulthood. Many pupils access opportunities that families describe as previously unimaginable.

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

Pupils behave well. Staff are highly skilled at helping pupils regulate their emotions and manage any anxieties. Positive relationships underpin daily life at the school. Pupils learn to interact with others, develop friendships and celebrate each other’s achievements. When concerns arise, staff respond promptly and effectively.

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

Pupils are safe and feel safe. Pastoral support and therapeutic input help pupils to develop resilience and confidence. Attendance is positive for many pupils, including those who had previously struggled to attend school. As they move through the school, pupils become increasingly well prepared for their next steps, whether that involves further education, employment, greater independence or participation in their local community.

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Next steps

Leaders should ensure that teachers deliver the curriculum to the depth it is intended so that pupils can develop a deeper understanding across the whole curriculum. Leaders should ensure that agreed approaches to transcription, including handwriting and letter formation, are implemented consistently so that pupils develop increasing fluency and accuracy in writing.

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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 acting headteachers, senior leaders and representatives from the proprietor body, including the chair of governors during the inspection.

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About this inspection

The name of the proprietor is Birtenshaw Group. The chief executive officer of the proprietor body is David Reid.

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Independent school standards

Independent school standards are either met or not met for each category. The fees currently charged are £91,332 - £115,153.

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Independent school standards

The school's email address is: merseyside.school@birtenshaw.org.uk

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Independent school standards

The inspectors confirmed the following information about the school:

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Independent school standards

All pupils have special educational needs and/or disabilities. All also have an education, health and care plan. The school caters for pupils with autism, attention deficit hyperactivity disorder, social, emotional and mental health, severe and profound learning difficulties. Pupils are referred to the school by a number of local authorities.

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Independent school standards

The school operates from a single site at 82 Higher Lane, Liverpool, Merseyside L9 7AB.

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Independent school standards

The school admitted its first pupils in January 2018.

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Independent school standards

The school currently has 79 pupils on roll, with a capacity of 80 pupils.

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Independent school standards

At the time of this inspection there were two Birtenshaw Group Directors who were also Acting Headteachers. They were Caren Hayes and Amy Standish.

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Independent school standards

At the time of this inspection there were no children in the Early Years.

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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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Team inspectors:

Sanjay Patel, Ofsted Inspector Kate Bowker, His Majesty's Inspector

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. 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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Facts and figures used on inspection

All standards have been met. This data is from 30 June 2026

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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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