Inscape House School

Inscape House School

Address: Together Trust Campus, Schools Hill, Cheadle, Stockport, Cheshire, SK8 1JE Unique reference number (URN): 134064

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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.

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Achievement Strong standard

Leaders know that success looks different for every pupil and achievement takes many forms. Each small step forward is valued as a meaningful milestone. Robust assessment methods ensure that staff have a precise understanding of how pupils progress through the curriculum and towards the outcomes specified in their education, health and care plans. Many pupils, including those who are disadvantaged or have other significant vulnerabilities, achieve very well from their individual starting points.

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Achievement Strong standard

Leaders have rightly prioritised pupils’ communication, reading, emotional and sensory development. This focus enables pupils to engage successfully with learning. By addressing these foundational needs first, and combining assistive technologies, therapeutic strategies and wider personal development opportunities with a structured curriculum, leaders create the conditions for pupils to make steady, meaningful gains and achieve highly positive outcomes over their time in school.

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Achievement Strong standard

Leaders successfully ensure that pupils gain the knowledge, confidence and self-belief they need to move into the next stage of their adult lives. Wherever possible, pupils and students in the post-16 provision successfully gain qualifications and accreditation. Notably, the school has consistently ensured that every student leaving the post ‑ 16 provision secures an appropriate next step.

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Inclusion Strong standard

Inclusion is at the heart of the school’s work. Leaders understand the often multiple and complex barriers that pupils face to their learning. For example, the school’s 'nurture' provisions provide valuable support for pupils and their families, particularly where pupils have experienced difficulty attending or engaging with school. These provisions are carefully tailored and responsive, helping pupils rebuild confidence, re-establish routines and increase their engagement with learning. For many pupils this highly personalised approach supports a successful transition into full-time attendance and regular involvement in school life.

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Inclusion Strong standard

Leaders are purposeful in their approach to working closely with pupils, their families and other external agencies to identify potential barriers to pupils’ success. Leaders respond swiftly when pupils' needs change. Pupils’ learning and emotional wellbeing is further improved through carefully selected therapeutic support, such as speech and language support, animal and play therapy or emotional support. This helps to build pupils’ confidence and enables them to actively participate in all that the school offers. Leaders' use of alternative provision is very carefully considered so that it judiciously contributes to pupils' academic and social development.

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Inclusion Strong standard

Staff receive a wealth of high-quality training and are adept at using the school’s systems to meet pupils' needs. They adapt teaching nimbly so pupils consistently participate in lessons with confidence. Leaders rigorously check pupils' progress to ensure that the support they receive continues to be as impactful as possible. The pupil premium, and other additional funding, enhances the school's academic, emotional and social support, helping pupils to make progress and prepare for future learning.

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Leadership and governance Strong standard

Leaders, including trustees and governors, know their pupils and context well. At all levels, leaders demonstrate an unwavering commitment to ensuring there is no limit to how fully pupils can realise their potential, regardless of the considerable challenges many bring with them to school. Every decision is made with pupils’ best interests in mind. Parents and carers speak with deep appreciation for the school and the remarkable change it brings to their children’s lives.

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Leadership and governance Strong standard

Leaders have an accurate understanding of the key strengths of the school and have brought about highly effective and lasting improvements. Leaders have identified with precision the right improvement priorities and ensure that these are known and understood by all, including governors and trustees who use their expertise and experience well to support leaders. Leaders check the quality of education meticulously and take effective action to make continuous improvements. Their decisions are informed by research and high quality training. Leaders allocate time and resources for staff to share good practice with other schools, develop their expertise and contribute to continued whole school improvement.

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Leadership and governance Strong standard

Governors and trustees know the school well and meet their statutory responsibilities. The governing body provides appropriate expertise and offers high levels of support and challenge to the school. Leaders place considerable importance on staff's wellbeing and maintaining manageable workloads. Staff, including early career teachers, appreciate the support leaders put in place to help them succeed in their roles. A strong sense of teamwork and a common moral purpose stands out. Staff feel that their wellbeing and workload are well considered. There is an overwhelming sense of pride in belonging to the Inscape House School family. This is shared among staff, pupils, parents and carers.

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Personal development and wellbeing Strong standard

Leaders’ sharp understanding of pupils’ needs underpins the school’s holistic approach to personal development and wellbeing. Leaders have ensured that pupils achieve well because their communication, emotional, sensory and wider wellbeing needs are met through a wide range of carefully designed experiences. The rich and coherent programme of personal development, woven together with targeted therapeutic and pastoral support, works in harmony to remove barriers and prepare pupils well for their future lives. This entitlement for all pupils has a clearly positive impact on their experiences and outcomes, including for those who are disadvantaged.

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Personal development and wellbeing Strong standard

Leaders ensure that pupils with complex needs access meaningful and enriching experiences. Pupils develop practical skills, such as travel training and cooking. They take part in opportunities they might not otherwise encounter, including national and international events. They celebrate one another’s differences through affirming activities they design and lead, such as ‘special interest day’. Pupils also enjoy a broad range of extra curricular activities, from trips to an indoor ski centre and the zoo to clubs like art, basketball and chess. Together, these experiences strengthen pupils’ character and wellbeing and broaden their horizons.

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Personal development and wellbeing Strong standard

The curriculum is structured so that pupils learn age-appropriate relationships and sex education and health education. Pupils learn about relationships, staying safe online and offline and making informed choices about their health and wellbeing. Teaching is carefully adapted so that pupils can understand key messages and revisit them as needed. This helps pupils to become confident and secure enough to speak up for themselves. Pastoral support is a significant strength in the school. For example tailored support, with help from Sully the therapy dog, enables students in the college to better articulate their worries and anxieties.

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Personal development and wellbeing Strong standard

Leaders are determined in their ambition to prepare pupils for adulthood and life beyond the school. They ensure pupils develop the skills needed for their next steps, including comprehensive support when moving on to colleges or supported internships. Pupils take part in work experience linked to their interests and receive independent careers advice. Staff help them make informed choices and succeed after leaving the school.

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Post-16 provision Strong standard

Leaders ensure that students in the post-16 provision follow an ambitious, personalised curriculum closely matched to their aspirations. Flexible study programmes combine academic, vocational and functional learning, which is carefully aligned with students' education, health and care plans. Over time, there has been an increase in the proportion of students achieving appropriate nationally-recognised awards and accreditation.

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Post-16 provision Strong standard

The curriculum is thoughtfully designed and implemented to meet students’ needs. Consistent routines help students feel secure and ready to learn. Staff check what students know and can do over time and provide individual support where learning has previously been disrupted. Staff skilfully deliver lessons that help students to enjoy learning and achieve success.

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Post-16 provision Strong standard

The post-16 environment is rich with purposeful experiences that meaningfully support preparation for adulthood. For example, a dedicated salon and in-house café serves as a space to support students' work experience and develop their social skills. Building life skills, such as learning how to cook and navigate the city centre, is an important aspect of this work. Students also complete Duke of Edinburgh's Awards and organise charitable events, such as working with the local food bank.

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Post-16 provision Strong standard

The school links career opportunities closely with local employers and supports students to secure and sustain their next steps in education, employment and training. Additionally, leaders train local employers in neurodiversity so they can better accommodate students and recognise their unique qualities. They monitor destinations carefully to ensure students move on to appropriate routes. Students are very well prepared for the next stage of their lives.

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Attendance and behaviour Expected standard

Leaders have an astute understanding of the significant barriers many pupils face, including anxiety, trauma and disrupted prior schooling. Many pupils join with previously low levels of attendance. Leaders analyse attendance information closely, at a whole-school level and also for those pupils who attend the school’s provision for pupils with the most complex mental health and emotional needs. Staff prioritise building trusting relationships and draw effectively on specialist support to rebuild pupils’ confidence and help them to re-engage with school. Many pupils’ attendance improves when they join the school.

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Attendance and behaviour Expected standard

The school has a harmonious, nurturing atmosphere underpinned by kind, respectful relationships between pupils and staff. There are highly effective strategies in place to support pupils with their special educational needs and/or disabilities. Pupils show excellent attitudes to school as a result. Staff are well trained in de-escalation techniques and respond calmly to any pupils who may be having a moment of crisis. In lessons, pupils show curiosity, typically try hard and behave well. They enjoy coming to school and speak warmly about their friends and teachers. Classrooms are deliberately organised to help pupils regulate their behaviour and emotions. Staff are highly alert and skilled in responding to each pupil’s individual needs. At breaktimes and lunchtimes, pupils enjoy using the outdoor gym or playing football together. Students at the college enjoy eating breakfast with staff. Bullying and any derogatory language is dealt with quickly.

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Curriculum and teaching Expected standard

Leaders have devised a broad, ambitious curriculum shaped around pupils’ needs, interests and starting points. It balances academic learning with communication, independence and life skills, including for post-16 students. From key stage 1 onwards, well-designed pathways give pupils access to learning which is closely matched to their needs and aligned with their education, health and care plans. These pathways meet pupils’ sensory and communication needs effectively. Learning builds step by step over time. Older pupils and post-16 students work successfully towards a range of awards and qualifications, including GCSEs.

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Curriculum and teaching Expected standard

Typically, the curriculum is taught well. In lessons, staff explain new ideas and concepts by breaking them down into simple parts and checking that pupils understand. Staff adapt their approaches so pupils can access learning and engage meaningfully whatever their special educational needs and/or disabilities are. Regular, precise assessment captures each step of progress and informs pupils’ subsequent learning.

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Curriculum and teaching Expected standard

Across key stages, pupils develop essential skills, including secure foundations in numeracy and reading. For example, those pupils who are ready to access the school’s phonics programme develop the confidence to decode unfamiliar words. However, at times, pupils’ basic knowledge of writing, including letter formation, spelling, punctuation and grammar, is not developed as securely as it might be. Leaders know that some pupils’ basic writing skills need strengthening and have appropriate plans to address this.

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

Inscape House School is a joyful place where pupils and students in the post-16 provision thrive. A passion for pupils’ success underpins everything the school does. Warm and caring relationships between staff and pupils are evident throughout the school. Staff inspire pupils to become independent, confident and ready to take their place in the world. Pupils are happy and kept safe.

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

All pupils have an education, health and care plan. Expectations for their achievement are high, no matter which of the school's well-designed curriculum pathways they follow. These ensure that pupils study the skills and knowledge that they need at each stage of their development. The school is expert in understanding barriers to learning and implementing helpful strategies to overcome these. As a result, pupils are highly engaged and make positive progress from their starting points.

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

Across the school, pupils benefit from a range of therapeutic approaches that meet their communication, sensory and emotional needs. This helps pupils to manage their behaviour and regulate their emotions well. Skilled staff support pupils deftly in lessons and at social times. Pupils are calm, courteous and interact positively with peers and staff. Pupils, including those who do not communicate verbally, use effective strategies to express their thoughts, feelings and worries. This helps pupils to feel comfortable and secure in their surroundings. Bullying is extremely rare.

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

Pupils relish the rich mix of experiences beyond the classroom. Pupils take part in a wide range of activities that broaden their horizons, build resilience and develop independence. These include sporting events, visits to universities, residential experiences in the Lake District and trips to Barcelona. Leaders help pupils make the most of community opportunities, such as going to the gym, learning how to navigate public transport and volunteering in the school café. These experiences broaden pupils’ understanding of the world and show them they are capable of more than they imagined.

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Next steps

Leaders should ensure that pupils secure the necessary accuracy and fluency in writing, including transcription, grammar and punctuation, in readiness for their future learning.

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About this inspection

This school is part of the Together Trust, which means other people in the trust also have responsibility for running the school. The Together Trust is a charitable trust. The trust is run by the chief executive officer (CEO), Melanie Dunn, and overseen by a board of trustees, chaired by Giles Gaddum.

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About this inspection

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

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Team inspectors:

Nigel Hunt, Ofsted Inspector Cath Cooke, Ofsted Inspector

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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. This inspection took place from 14 July to 15 July 2026.

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Facts and figures used on inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMI.

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Facts and figures used on inspection

Inspectors spoke with the headteacher and other senior leaders, including the special educational needs coordinator and the designated safeguarding lead, during the inspection. Inspectors also spoke with the virtual headteacher, members of the governing body including the chair of governors and members of the board of trustees, including the chair of the trust, service director and the chief executive officer.

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Facts and figures used on inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved technical education qualifications and apprenticeships.

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Facts and figures used on inspection

The inspectors confirmed the following information about the school:

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Facts and figures used on inspection

The school makes use of 5 alternative provisions, including 2 which are unregistered, for a very small number of pupils.

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Facts and figures used on inspection

All pupils in this school have special educational needs and/or disabilities. The school provides education for pupils with autism. All pupils in the school have an education, health and care plan.

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Facts and figures used on inspection

The school also, under the same registration, runs a post-16 provision located at 154 Stockport Road, Guide Bridge, Ashton-under-Lyne, Greater Manchester OL7 0NW.

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Facts and figures used on inspection

There have been changes to the leadership of the school since the previous inspection. This includes the appointment of a new headteacher.

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Facts and figures used on inspection

Headteacher: Hannah Stollar The inspector(s) used this data during the full inspection on 14 July 2026

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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What does this mean?

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

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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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.

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Persistent absence

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

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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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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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