Willow View School

Willow View School

Address: Fisherfield Farm, Hargate Avenue, Norden, Rochdale, OL12 6BT Unique reference number (URN): 149020

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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 Exceptional

Leaders' approach to attendance is as tenacious as it is sensitive. They successfully identify and understand the reasons behind pupils’ reluctance to engage when they first start at the school. Staff develop trusting relationships quickly with pupils. As a result, pupils feel genuinely listened to and understood. Staff overcome any barriers swiftly through their persistence and exemplary care. This results in dramatic improvements in the attendance of the large majority of pupils. For a few, while their progress is slower, leaders’ highly personalised and unwavering support ensures sustained improvement in these pupils' attendance over time. Leaders' work significantly enhances pupils’ opportunities to be successful.

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Attendance and behaviour Exceptional

Pupils’ behaviour is transformed through the school's values-led approach, rooted in respect, manners and cooperation. Pupils feel safe and valued within the school's strong family ethos. Bullying and harmful behaviours are extremely rare and even minor concerns are resolved swiftly and with rigour. Staff respond to discrimination, harassment or abuse with unfailing effectiveness, creating a calm, purposeful environment. Their high-quality practice ensures that pupils learn how to manage difficult situations with growing confidence. Increasingly, pupils can articulate their feelings and use strategies to support focused self-regulation. This contributes to pupils' improved resilience, both in school and at home.

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Achievement Strong standard

Pupils’ previous experiences of education have often left them highly disaffected. At Willow View, staff provide highly effective support that enables pupils to make considerable and sustained improvements in all aspects of their education. Pupils who once avoided education now attend often, re-engage socially and work purposefully towards meaningful qualifications.

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Achievement Strong standard

Pupils make significant, and often rapid, progress, often from low starting points. Staff engage pupils remarkably well, including those who were previously persistently absent. Teachers ensure that pupils secure the fundamental knowledge they need for their next steps, with some pupils progressing to study GCSEs in English and mathematics.

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Achievement Strong standard

Across the wider curriculum, pupils demonstrate impressive recall of key learning. This is particularly strong in personal, social, health and economic education, where pupils articulate concepts with confidence. Staff provide high-quality support for pupils’ development and wellbeing. This ensures that pupils are very well prepared for the next stage of their education.

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Curriculum and teaching Strong standard

Leaders have ensured that pupils access a broad curriculum that builds very strong foundations in reading, writing and mathematics. The curriculum is extremely well structured and increasingly progressive. Teachers check pupils' learning closely so that they can adapt the curriculum to meet each pupil's next steps in learning. Pupils’ work is individualised and focused on ambitious tasks that promote an in-depth understanding.

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Curriculum and teaching Strong standard

Once settled into the school, pupils quickly secure essential skills. For example, they apply their phonics confidently and read with growing fluency and confidence. In mathematics, they follow a well-designed curriculum that uses problem-solving and regular revisiting of key concepts to promote pupils’ retention of key knowledge. The curriculum is adapted skilfully for all pupils, including disadvantaged pupils and those known to social care.

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Curriculum and teaching Strong standard

Teachers implement the curriculum with care. They check pupils' understanding through precise questioning and use this information to shape future learning. They prompt pupils to recall key knowledge and to promote the accurate use of subject-specific vocabulary. Teachers adjust learning responsively to enhance pupils' engagement.

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Curriculum and teaching Strong standard

In key stages 2 and 3, although effective, the humanities curriculum is not quite as precise as it is elsewhere. As a result, pupils do not gain the same richness and depth of knowledge that they achieve in other subjects.

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Inclusion Strong standard

Leaders have put highly effective systems in place to ensure that staff gain a precise understanding of pupils’ academic and personal needs. These arrangements are reviewed frequently to respond to any emerging or changing needs. Staff provide personalised support to ensure that any barriers to pupils’ learning, including for those who are known to social care, are resolved successfully. As a result, pupils quickly engage well with their education.

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Inclusion Strong standard

Disadvantaged pupils and those facing multiple vulnerabilities access a bespoke offer, informed by a detailed assessment of their personal and academic needs. For pupils with social, emotional and mental health needs, staff work closely with an on-site therapist to greatly enhance pupils’ wellbeing and to ensure that these pupils are ready and willing to learn.

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Inclusion Strong standard

Leaders ensure that the curriculum is adapted to meet pupils' differing needs. Staff are adept at understanding what motivates pupils to help remove any obstacles. This helps pupils to achieve, and exceed, the targets for their learning.

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Inclusion Strong standard

Pupils' families benefit from well-informed practical guidance from staff. Parents and carers are highly positive about the support they receive.

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Inclusion Strong standard

Any alternative provision is used effectively and monitored closely, ensuring that pupils’ engagement, progress and wellbeing continue to improve.

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Leadership and governance Strong standard

The proprietor has established a culture that is making a positive difference to the lives of pupils, especially the most vulnerable. It has set high expectations for pupils’ safety, wellbeing and academic ambition. The proprietor regularly maintains a clear strategic oversight of the provision to ensure that the independent school standards are met well. Leaders demonstrate a strong capacity to sustain compliance over time.

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Leadership and governance Strong standard

A comprehensive framework of governance enables the proprietor and leaders to monitor pupils’ academic progress, behaviour, attendance and pastoral needs with precision. The proprietor understands the school’s strengths well. It meets its statutory duties, including in relation to safeguarding, as well as meeting the requirements of the equality duty, as set out in the Equality Act 2010. Leaders have identified and prioritised relevant actions for improvement. Their decisions are always made in the best interests of pupils.

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Leadership and governance Strong standard

Staff wellbeing is a priority. Staff appreciate the investment that the proprietor makes in their development, such as coaching or working towards professional qualifications, including gaining qualified teacher status.

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Leadership and governance Strong standard

Leaders engage very well with parents and carers, and with other professionals. Leaders use the views of these stakeholders in meaningful ways to ensure that the school continues to support pupils’ welfare and personal development. As a result of the school's consistently positive work over time, pupils, including those with significant barriers to learning, feel like they belong in an environment where they can achieve well and thrive.

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Personal development and wellbeing Strong standard

Leaders have put a broad and highly effective personal development offer in place. They have ensured that the rich and ambitious programme develops pupils' character, confidence and wellbeing. Pupils’ spiritual, moral, social and cultural development is strengthened through visits to places of worship. Pupils understand the main tenets of different religions, including their similarities and differences. These visits deepen pupils’ understanding of different beliefs and their respect and tolerance of others’ opinions.

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Personal development and wellbeing Strong standard

The personal, social, health and economic education curriculum is well structured. Pupils learn how to maintain healthy relationships, stay safe online and offline, and make informed choices. Relationships, sex and health education is taught at developmentally appropriate points and pupils learn about sexual health and concepts such as consent. The pastoral support that pupils receive guides them to have a highly developed sense of how to manage risks and resolve conflicts with others.

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Personal development and wellbeing Strong standard

Pupils access a wide range of enrichment activities, such as skateboarding, creative arts, equine studies, community projects and cultural visits. These experiences build pupils' confidence, communication and independence.

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Personal development and wellbeing Strong standard

Pupils understand what it means to be equal. They have a detailed knowledge of the main aspects of the Equality Act 2010. They understand why fundamental British values are important and use them to guide their own thinking. Pupils are well prepared for their next steps and for adult life through the school’s careers education. They benefit from tailored work experience that is matched well to their interests and future career options, as well as other workplace encounters. Pupils receive impartial careers advice to help them to make choices about their future. These activities run alongside their life skills lessons which include important skills such as learning to travel independently, budgeting and cooking.

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Personal development and wellbeing Strong standard

Overall, as a result of the school's personal development programme, pupils develop strong friendships, improved resilience and a clear sense of identity.

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

Pupils are welcomed into Willow View by their peers and staff. Pupils feel accepted and secure because of the highly positive relationships that they have with adults at the school. Staff act quickly when concerns arise, which helps pupils trust them and feel protected. Bullying and harmful behaviour hardly ever happen, and any issues are dealt with straight away. The school environment is calm and orderly. Leaders ensure that staff understand each pupil’s needs. They provide highly effective support so that pupils learn to manage their emotions with increasing independence. Staff help pupils deal with difficult situations. This builds pupils' confidence and resilience in school and at home.

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

Pupils enjoy learning and take pride in their work. They make clear progress from very low starting points, including pupils with special educational needs and/or disabilities and those who disengaged previously from education. Strong foundations in reading and mathematics allow some pupils to move on to study GCSEs. In subjects across the curriculum, pupils show secure recall and understanding of key subject knowledge.

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

The way leaders manage pupils' attendance is a clear strength of the school. Leaders’ support is exceptional and focuses closely on pupils’ individual needs. They act with patience and persistence to ensure that pupils who once avoided school now attend frequently, join in socially and re-engage with learning. As a result, pupils achieve very well, both academically and in their personal development.

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

The school's wider curriculum offer enables pupils to broaden their experiences through a well-thought-out programme of activities. Pupils gain confidence and self-esteem, preparing them well for their next steps. They talk openly about how much the school's support has changed their lives. As one pupil typically explained, the school has helped them to 'feel alive again' and has given them a true sense of belonging.

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Next steps

Leaders should refine the humanities curriculum in key stages 2 and 3 even further so that pupils gain the same depth and precision of knowledge in humanities as they achieve in other subjects.

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About this inspection

The proprietor is Five Rivers Childcare Limited.

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About this inspection

The school’s email address is education@five-rivers.org.

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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 lead for education, the executive headteacher, the headteacher, the curriculum leader, the special educational needs coordinator and the proprietor during the inspection.

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About this inspection

Inspectors confirmed the following information about the school:

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About this inspection

The school uses one unregistered alternative provision.

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About this inspection

The school operates from premises at Fisherfield Farm, Hargate Avenue, Norden, Rochdale OL12 6BT. The proposed site to accommodate the proposed increase in pupil numbers is located at Willow Haven Centre, Gulliver's World Site, Shackleton Close, Old Hall, Warrington, Cheshire WA5 9YZ.

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About this inspection

The school's proposed change to its premises and the maximum number of pupils:

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About this inspection

The school has applied to the Department for Education (DfE) to make a material change to its registration. At the DfE's request, inspectors checked whether the school is likely to meet the relevant ISS if the DfE decides to approve the change. This part of the inspection was carried out under section 162(4) of the Education Act 2002.

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About this inspection

The outcome of this part of the inspection is: the school is likely to meet the relevant independent school standards if the proposed material change relating to the school is implemented.

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About this inspection

Part 8 The proprietor has arrangements in place to ensure that the ISS are met consistently and securely over time. Leaders have made sure that the new site has been checked and is suitable. Robust quality assurance processes mean that leaders and the proprietor continually monitoring compliance. The proprietor keeps the wellbeing of pupils at the forefront of its thinking, with the aim to ensure that all pupils are prepared well for adulthood and become productive and positive members of society. The new site, proposed as an extension of the school, offers a mix of high-quality experiences for pupils to further their personal and academic development.

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Independent school standards

Independent school standards are either met or not met for each category. Part 3 and part 6 The school's arrangements to promote the safeguarding of pupils matches the most recent guidance set out by the Secretary of State. A suitable safeguarding policy is available on the school's website or on request. The school has an appropriate, up-to-date policy that details the arrangements for ensuring the health and safety of staff and pupils at the school. There is also a relevant fire risk assessment and practices in place to ensure that it meets the requirements of the Regulatory Reform (Fire Safety) Order 2005. This includes regular maintenance of fire detection and fire fighting equipment and the emergency lighting system. Leaders have ensured that there are appropriate arrangements in place for the supervision of pupils. They put careful thought into which staff best suit the need of each pupil. The school has a clear risk assessment policy in place. This is backed by

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Independent school standards

comprehensive individual risk assessments for each pupil, as well as for different events and activities.

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Independent school standards

Part 4 The school carries out rigorous recruitment checks prior to an appointee undertaking their role. The single register of checks records all of the information necessary in relation to these checks. Although the school rarely uses supply agency staff, there are checks in place to ensure that all relevant assurances from the supply agency are provided prior to any of these staff starting work at the school. The single central record is kept securely in electronic form.

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Independent school standards

Part 5 The proposed premises for the extension to the school comprises 6 cabins, 3 of which are classrooms. There is ample outdoor space for the activities intended. There is also a large tent for shelter, if needed. Each classroom is suitable for up to 5 pupils and would accommodate the increase in pupil numbers from 30 to 45. One cabin houses the kitchen and medical room, where there is appropriate provision for the medical treatment of pupils. This area contains a washing facility. The lighting inside and at the exits, and emergency lighting, is appropriate and well maintained. The acoustics are suitable and drinking water is signed.

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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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Team inspector:

Linda Griffiths, Ofsted Inspector All standards have been met.

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Team inspector:

3. Welfare, health and safety of pupils Standards met

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Team inspector:

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

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Team inspector:

5. Premises of and accommodation at schools Standards met

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Team inspector:

6. Provision of information Standards met

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Team inspector:

7. Manner in which complaints are handled Standards met

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Team inspector:

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

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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