Pathways School

Pathways School

Address: All Saints Parish Hall, Shrewsbury Avenue, Kenton, Harrow, HA3 9LX Unique reference number (URN): 149145

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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 are very well prepared for their next steps in education, training and adult life. They overcome barriers to learning associated with the complexity of their needs. They develop their social and emotional skills, speech, language and communication, while growing in confidence and independence.

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Achievement Strong standard

Pupils develop valuable foundational knowledge and skills and learn to apply literacy and numeracy in everyday situations. This includes pupils who develop early reading and writing skills through increasing familiarity with stories, books and communication activities. Pupils' substantial achievements include learning to manage personal challenges and developing practical skills that enable them to gain greater independence in daily life.

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Achievement Strong standard

Work experience placements, including within the school, and community-based learning help pupils develop confidence, take on responsibilities and interact positively with others beyond the school community. Pupils also gain an understanding of workplace expectations and, where appropriate, gain qualifications that reflect their personal development, skills and readiness for employment and further training.

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Attendance and behaviour Strong standard

Leaders monitor attendance closely and follow up quickly if concerns arise. They work closely with pupils and families to improve their attendance, including overcoming challenges related to travel and complex medical needs. When needed, staff work effectively with external agencies to ensure pupils receive the support they need. Pupils settle successfully into school life, engage well in learning and attend regularly.

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Attendance and behaviour Strong standard

Leaders maintain detailed records of behaviour and analyse information carefully to identify patterns and to plan and use effective support strategies. This ensures staff respond consistently to pupils' needs and reduce the likelihood of difficulties recurring. Staff have a thorough understanding of each pupil's individual needs and use clear support plans to help pupils when they become anxious, overexcited or overwhelmed. Pupils are supported to understand and manage their emotions, engage in learning and interact positively with others. Any unkindness or bullying is dealt with promptly. Staff help pupils to recognise their own feelings, understand the feelings of others and know what to do if they or someone else is upset. Pupils grow in confidence, develop friendships and take an active and positive part in school life.

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Curriculum and teaching Strong standard

Since the previous inspection, leaders have continued to develop the school's curriculum. They have established a comprehensive and well-thought-through programme of learning and therapeutic support. The curriculum sets out clear sequencing of knowledge, skills and experiences across key themes such as communication, work-related skills, health and wellbeing and independent living, all of which contribute to pupils' readiness for their next steps and adulthood. The curriculum design reflects the personalised approaches that characterise the work of the school. Clearly defined targets are in place for each key theme. Pupils are able to reinforce and build on prior learning, from their varied, individual starting points, and work towards ambitious end points. The curriculum integrates the development of literacy and numeracy skills in taught sessions, such as in phonics lessons, as well as across the

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Curriculum and teaching Strong standard

Leaders have high expectations for how the curriculum is taught. Close communication between key tutors, behaviour analysts, therapists and classroom teachers results in maintaining a consistency of curriculum content while adjusting the approaches to meet the needs of each pupil. Because of the staff's in-depth understanding of each pupil, teaching is adapted effectively to meet individual, sensory, emotional and communication needs.

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Inclusion Strong standard

Leaders have established a specialist provision that skilfully combines the qualities of a purposeful, supportive learning environment and a nurturing therapeutic setting. Classrooms and learning spaces are designed to support pupils' learning and emotional wellbeing. Many pupils who have struggled in previous schools grow in confidence, attend regularly and become increasingly independent.

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Inclusion Strong standard

Staff know and understand each pupil's communication, learning, sensory, behavioural and medical needs. Leaders ensure that staff use a range of effective strategies and well-chosen resources to enable pupils to achieve their targets. Individual education plans are based on pupils' education, health and care plan outcomes and are broken down into small, achievable steps that reflect each pupil's needs and starting points. Staff have consistent routines and approaches to recording and reviewing pupils' progress. Leaders use this detailed information to decide when any pupil needs extra support or when they are ready to move on to more challenging tasks. Leaders provide staff with training and guidance to ensure pupils receive the right support at the right time.

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Inclusion Strong standard

Teachers, therapists, behaviour specialists and families work closely together to plan and review support for each pupil. This integrated approach helps pupils overcome barriers to learning, take part fully in school life and achieve their individual goals. The school has a suitable accessibility plan that meets the requirements of Schedule 10 of the Equality Act 2010.

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Personal development and wellbeing Strong standard

Pupils' personal development and the support they receive to meet their complex needs underpin all aspects of their experience at school. Leaders place a high priority on providing care and support that help pupils to become increasingly independent and prepared for their next steps in adulthood.

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Personal development and wellbeing Strong standard

Through well-established daily routines, pupils develop practical life skills, such as preparing food, using money, completing household tasks and making choices in everyday situations. Community learning and work experience opportunities help pupils develop confidence, self- esteem and an understanding of responsibilities beyond school. Pupils learn how to stay safe in the community and, where appropriate, develop the skills they need to travel

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Expected standard

independently. Staff carefully plan opportunities for personal development, enabling pupils to build towards overcoming individual challenges at a pace that is right for them. For example, pupils may gradually increase the distance and time they spend using public transport or taking part in visits to local parks and community facilities.

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Expected standard

The school's personal, social and health education and relationships and sex education programme covers all required themes and is adapted sensitively to meet pupils' age, stage of development and individual needs. Pupils learn about healthy lifestyles, personal hygiene, relationships and online safety in ways that are meaningful and accessible to them. Staff work closely with families to promote consistency between home and school, particularly when discussing more sensitive topics such as puberty and personal care.

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Expected standard

Pupils learn to recognise and communicate their feelings, preferences and needs. They are supported to express messages such as 'I don't like that', 'stop' and 'I need help', helping them to understand personal boundaries, consent and personal safety. They know who to turn to in school if they are worried or need support.

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Leadership and governance Expected standard

Leaders have a clear understanding of the school's strengths and priorities for development. Their decision-making, policies and practice are underpinned by a detailed knowledge of the pupils who attend this specialist provision and a commitment to meeting their individual needs.

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Leadership and governance Expected standard

Staff value working at the school. They appreciate the training relevant to their roles and the opportunities for further qualifications and to develop their careers. Generally, staff feel well supported by leaders. Leaders are continuing to develop a range of initiatives to support staff wellbeing.

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Leadership and governance Expected standard

The proprietor body and governors are highly committed to the school and have been actively involved since its earliest stages of development. They apply their professional knowledge and experience to support key aspects of the school's work. Systems relating to health and safety, risk assessment and associated administration are thorough, well organised and support the safe operation of the school.

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Leadership and governance Expected standard

Leaders, including the proprietor, generally maintain close oversight of the school's work through regular monitoring, review and evaluation. They ensure that the independent school standards are met. The proprietor body ensures that all required pre-employment checks are in place. However, as the school has grown, the oversight of leaders and proprietors has not always been as thorough as it should be. The proprietor is prioritising leadership development of the school as it reaches full capacity in September 2026 with an extended leadership team in place.

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Post-16 provision Expected standard

The post-16 provision prepares students well for adulthood through a personalised curriculum that balances academic achievement with the development of independence, communication and employability skills. Learning is tailored to students' individual strengths, interests and aspirations, with opportunities to achieve accredited qualifications, including GCSE courses where appropriate.

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Post-16 provision Expected standard

Students benefit from a range of real-life learning experiences, including meaningful work placements with local businesses and extensive community-based learning opportunities. These experiences help students develop confidence, resilience, travel skills and greater independence in authentic settings, enabling them to apply their learning beyond the classroom.

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Post-16 provision Expected standard

Leaders maintain high aspirations for every student and ensure that preparation for adulthood is embedded throughout the curriculum. They support students to develop essential life skills, including cooking, shopping, money management and effective communication, helping them to become increasingly independent and engaged within the wider community. As a result, students are well prepared for the next stage of education, employment or adult life, reflecting the school's commitment to enabling every young person to achieve the best possible outcomes. Leaders continue to strengthen the careers programme to meet the needs of the growing number of pupils entering the post-16 phase.

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

Pupils settle quickly and happily into the school day. Well-established routines for pupils' arrival at school and the warm welcome from familiar staff help them to feel cared for and safe. From the moment pupils start at the school, staff know and understand each pupil's special educational needs and/or disabilities. Pupils benefit from a curriculum that combines therapeutic provision, behaviour support and academic learning, tailored to each pupil's challenges and barriers to their engagement with school.

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

All pupils have an education, health and care plan. Their long-term targets are broken down into smaller manageable steps. Staff closely monitor pupils' achievement in all aspects of their care and the curriculum, recognising when pupils are ready to move on to more challenging targets and when they need more support. Pupils are responsive to staff encouragement as their learning is carefully guided in lessons. They build their literacy and numeracy skills through both dedicated lessons and practical opportunities to apply their learning in everyday situations. Pupils make progress in communication and their social and emotional development.

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

Each pupil receives close support from a team of staff that know them well and notice quickly if pupils are not quite themselves or are upset. Staff support pupils to develop skills and strategies to understand and manage their emotions. If pupils are finding it hard to cope in any situation, staff help them to feel settled again. The atmosphere throughout the school is typically calm. Pupils enjoy playtimes, content in their surroundings, whether using the trampoline or tricycle, resting quietly or making friends. Preparation for adulthood is woven throughout school life. Pupils take on increasing levels of responsibility at a pace that is right for them. From making toast in the school kitchen to preparing a meal using a recipe, and through work experience opportunities in the local community, pupils develop confidence and independence. These experiences help to prepare them well for their next steps when they leave the school.

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Next steps

The proprietor should continue to develop leadership as the school continues to grow, ensuring that close monitoring and oversight of statutory requirements, policies and procedures are consistently robust as the school reaches full capacity. The proprietor should continue to strengthen the post-16 and careers provision by extending work-related and community-based learning opportunities to meet the needs, interests and aspirations of the growing number of students.

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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 headteacher and other school leaders, representatives of the proprietor body, including the chair, support staff, pupils, and parents and carers.

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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 moderate and severe learning difficulties, including pupils with autism.

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About this inspection

The proprietor of this school is Positive Behaviour Support for Learning. The chair of the proprietor body is Saima Ali.

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About this inspection

The annual fees currently charged are £71,446.

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About this inspection

The school's email address is office@pbslpathways.org.uk

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About this inspection

The school does not currently make use of any alternative provision.

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Independent school standards

Independent school standards are either met or not met for each category.

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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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Independent school standards

6. Provision of information Standards met

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Independent school standards

7. Manner in which complaints are handled 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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Our grades explained

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

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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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