Sunfield Garden School and Children's Home

Sunfield Garden School and Children’s Home, 16 September 2026 1 SENSITIVE-OFSTED USE ONLY

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Sunfield Garden School and Children’s Home Clent Grove, Woodman Lane, Clent, Stourbridge, West Midlands DY9 9PB

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report:

Overall outcome The school is likely to meet the relevant independent school standards if the material change relating to the school provision is implemented

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report:

This inspection was commissioned by the Department for Education (DfE), which is the registration authority for independent schools. The school has applied to the DfE to make a material change to its registration. The school proposes to change the maximum number of pupils attending.

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report:

The purpose of the inspection is to advise the Secretary of State for Education about the school’s likely compliance with the independent school standards (the standards) that are relevant to the material change that the school has applied to make.

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Part 8. Quality of leadership in and management of schools

When we carry out material change inspections of independent schools, we report on the school’s likely compliance with part 8 of the ISS first. Under part 8, the proprietor is required to ensure that the school meets all of the standards consistently. The standard in part 8 is intended to ensure that the quality of leadership and management at the school is sufficient for that purpose.

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Part 8. Quality of leadership in and management of schools

Leaders have realistic and appropriate plans for the proposed increase in pupils. They have given detailed consideration to the change they propose to make. The school has enough space across both the classrooms, buildings and 52 acres of land. Leaders’ knowledge and understanding of the local context and the complex Sunfield Garden School and Children’s Home, 16 September 2026 2 SENSITIVE-OFSTED USE ONLY

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Part 8. Quality of leadership in and management of schools

needs of the pupils that the provision caters for has informed their decision to maintain the school’s staffing levels.

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Part 8. Quality of leadership in and management of schools

Leaders have expertise in supporting pupils with special educational needs and/or disabilities, including pupils with autism, visual impairments and pathological demand avoidance syndrome. They have robust training programmes in place to ensure that staff are well equipped to support the pupils they work with. This includes whole school training for aspects, such as safeguarding and behaviour, as well as more bespoke training to help staff meet the needs of the individual pupils they support. Leaders ensure that this training is delivered prior to pupils starting at the school.

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Part 8. Quality of leadership in and management of schools

Leaders utilise a range of systems to maintain oversight and ensure compliance with the standards. They reflect regularly on their practice. Leaders are proactive in making improvements that are informed by quality assurance processes. For example, after a process of review, they have updated the school’s fire alarm system.

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Part 8. Quality of leadership in and management of schools

Leaders have identified that pupils joining the school are increasingly younger, with differing needs and energy levels. In response to this, leaders have invested in a new on-site building. The building is well presented and offers pupils a good space to work and play. Leaders have ensured that a suitable curriculum is in place. This curriculum nurtures a calm environment, where each young person is given the space, time and care to grow. Leaders have carefully considered how the curriculum will support an additional 5 pupils if the proposed material change is granted by the DfE.

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Part 8. Quality of leadership in and management of schools

The proprietor has ensured that the processes in place for considering admissions and pupils’ induction to the school remain centred around pupils’ needs. They review this information carefully to maintain the standards of care and education that sit at the heart of the school’s vision. Leaders work in partnership with families, local authorities and wider services effectively.

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Part 8. Quality of leadership in and management of schools

The proprietor has ensured that the requirements of the relevant standards in this part are likely to continue to be met if the DfE decides to approve the material change.

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Safeguarding, health and safety and risk assessment

The school’s safeguarding policy is published on its website. Leaders have developed appropriate safeguarding policies that account for the additional needs of pupils who attend the school, as well as the unique nature of the school site. Sunfield Garden School and Children’s Home, 16 September 2026 3 SENSITIVE-OFSTED USE ONLY

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Safeguarding, health and safety and risk assessment

Leaders and staff understand the vulnerabilities of pupils who attend the school. Systems to record, report and manage concerns helps leaders to prioritise resources, support and expertise. They regularly review information to identify strengths in practice and identify areas for improvement.

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Safeguarding, health and safety and risk assessment

Leaders have detailed and precise routines in place to administer medication. The school is compliant with the requirements for managing allergies. Staff know individual pupils’ medical needs and understand how to keep pupils safe. For example, they provide individually prepared meals for some pupils.

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Safeguarding, health and safety and risk assessment

Leaders balance health and safety policies with practical aspects of school life. The school promotes opportunities to engage in practical learning experiences. Live real-world and work experiences include looking after farm animals, creating works of art in the forge or bringing wood to life in the craft shed. Tools of the trade are used throughout. Leaders manage risks well. They consider risk assessment and management procedures, implement a strong effective maintenance programme. They also provide suitable supervision, including specialist tutors so that pupils learn how to use the tools wisely and well.

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Safeguarding, health and safety and risk assessment

Pupils understand how to keep themselves safe. For example, they explain the importance of wearing goggles and gloves when working in the forge. They understand that different coloured lanyards mean people have different responsibilities. For instance, the safeguarding team wear blue lanyards. ‘Trusted adults’ is a terminology known and understood by all pupils. These systems are clearly embedded across the school and will accommodate additional pupils if the proposed material change is granted.

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Behaviour and supervision of pupils

Leaders use a range of information to understand pupils’ needs, when they start at the school. This process begins from early in a pupil’s pathway into the school. Leaders take time to review information across staff teams. They then create and implement behaviour support plans to help staff to get to know new pupils and how best to support them.

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Behaviour and supervision of pupils

Leaders provide staff with time to prepare for working with a new pupil. Staff appreciate this time and see it as an invaluable element of helping new pupils to settle in well.

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Behaviour and supervision of pupils

Leaders review all behavioural incidents. This structured process involves a range of staff. Pupil voice is gathered through a ‘listen to me’ process. This pupil-centred approach is rigorous, fair and developmental. This is successful in developing pupils, who know and follow the rules because they want to rather than being told to. Sunfield Garden School and Children’s Home, 16 September 2026 4 SENSITIVE-OFSTED USE ONLY

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Fire

The proprietor is knowledgeable about the standards. Leaders have structured systems and procedures in place for maintaining the site. These systems are detailed and comprehensive. They take clear account of the size and rural nature of the site. Routine fire drills support staff and pupils to know what to do and how best to evacuate safely. These are practised in a way that manages pupils’ anxieties.

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Fire

Leaders risk assessment policies take account of additional fire risks that are posed by some of the activities that form part of the curriculum. Appropriate procedures are put in place for these and take into account managing pupils’ needs and behaviour.

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Fire

The proprietor has ensured that the requirements of the relevant standards in this part are likely to continue to be met if the DfE decides to approve the material change.

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the single central record of these recruitment checks

Leaders’ recruitment procedures ensure that staff are suitable to work in the school. The proprietor ensures that the leaders who are involved with recruitment are trained in safer recruitment practices. A range of suitable checks and interview activities are in place as part of the recruitment process.

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the single central record of these recruitment checks

Leaders ensure that necessary pre-employment checks are carried out before staff begin work. For the rare occasions that leaders use supply staff, leaders obtain appropriate assurances. A systematic review cycle of the single central record is in place.

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the single central record of these recruitment checks

The proprietor has ensured that the requirements of the relevant standards in this part are likely to be met if the DfE approves this material change.

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showers and medical room

Leaders understand pupils’ additional needs. They show deep knowledge of how to help pupils access the school’s provision. Sufficient toilet and washing facilities are available and meet the requirements of the standards. There are enough Sunfield Garden School and Children’s Home, 16 September 2026 5 SENSITIVE-OFSTED USE ONLY

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showers and medical room

facilities to cater for additional numbers if the DfE agrees the proposed material change.

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showers and medical room

A well-resourced medical room is present in the main school with an additional medical room included in the new lower school building. Safe, locked cabinets are provided for the storage of medication. Designated staff manage the medical and allergy needs of pupils. These staff are suitably qualified and trained. All staff receive basic training and many staff have also received additional first-aid training. Leaders use a clear system of communication to respond to first aid and medical alerts.

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showers and medical room

Drinking water is provided across the school. Water that is not suitable for drinking is labelled appropriately.

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conditions, outdoor space and accommodation for pupils’ therapy needs

The outdoor space comprises 52 acres of farm and woodland that is cared for, conscientiously and well. The outdoor space is inviting, open and promotes risk taking in a managed and supportive manner. For example, whittling wood or climbing trees.

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conditions, outdoor space and accommodation for pupils’ therapy needs

The school buildings comprise of buildings that are maintained to a high standard. They are well lit and ventilated and ensure that pupils have the learning and therapeutic spaces that they require. A more recently built addition is the lower school building. A purpose-built space that interacts well with the natural environment within which it is sited. The building comprises several classrooms, a medical room and an outdoor space that promotes pupils’ engagement in learning.

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conditions, outdoor space and accommodation for pupils’ therapy needs

Appropriate risk assessments are in place. These are reviewed and updated regularly. Risk management procedures are proportionate and held under review. Leaders ensure that staff are medically fit for the role that they are in and adaptations are made as necessary to ensure the health, safety and welfare of both staff and pupils.

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conditions, outdoor space and accommodation for pupils’ therapy needs

The proprietor has ensured that the requirements of the relevant standards in this part are likely to continue to be met if the DfE decides to approve the material change.

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The school’s accessibility plan

There is a suitable accessibility plan that meets the requirements of schedule 10 of the Equality Act 2010. Sunfield Garden School and Children’s Home, 16 September 2026 6 SENSITIVE-OFSTED USE ONLY

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About this inspection

The inspector carried out this inspection under section 162(4) of the Education Act 2002, at the request of the registration authority for independent schools. The inspector checked the school’s likely 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

The DfE commissioned this inspection in response to the school’s material change application to increase pupil numbers from 70 to 75.

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About this inspection

The inspector spoke with members of the proprietor body, including the chair, the headteacher, the chief executive officer, the deputy headteacher as well as personnel related to health and safety and safeguarding. They also spoke to staff and pupils.

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About this school

Proprietor body Sunfield Childrens Homes Ltd

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About this school

Chair of the proprietor body Helen Kippax

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About this school

Type of school Other independent special school

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educational needs (SEN) support

Sunfield Garden School and Children’s Home, 16 September 2026 7 SENSITIVE-OFSTED USE ONLY

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an education, health and care plan

Email address enquiries@sunfield.rmt.org

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an education, health and care plan

Website https://rmt.org/sunfield Sunfield Garden School and Children’s Home, 16 September 2026 8 SENSITIVE-OFSTED USE ONLY

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an education, health and care plan

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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an education, health and care plan

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

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an education, health and care plan

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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an education, health and care plan

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an education, health and care plan

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

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