Caldecott Foundation SchoolOfsted report card, 22 Sept 2026

Caldecott Foundation School

Address: Station Road, Smeeth, Ashford, Kent, TN25 6PW Unique reference number (URN): 119027

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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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Inclusion Strong standard

Leaders are clear that their priority is to provide pupils with an inclusive school environment where they can learn and develop the skills they need for later life. They have made inclusion a central part of the school culture. Leaders know pupils and their families very well and have created a clear sense of belonging across the school community.

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Inclusion Strong standard

Leaders quickly and accurately identify pupils' needs. This information is consistently used to make timely adjustments to support pupils’ access to learning. Systems are continually refined to ensure that provision remains responsive to their changing needs. Leaders ensure that staff receive a comprehensive programme of training so that they can help pupils overcome barriers to learning and access the curriculum effectively. This includes support for pupils' academic, emotional and social development.

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Inclusion Strong standard

Leaders carefully plan and review how they use additional funding to support pupils who face additional barriers. It reflects leaders’ understanding of the barriers faced by pupils and identifies a range of specific academic, therapeutic and wider support strategies that improves outcomes and engagement. Teachers support disadvantaged pupils well in lessons, which has a positive impact on their learning. Leaders make appropriate use of alternative provision to help pupils remain engaged in education.

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Achievement Expected standard

Pupils typically make good progress from their wide ranging starting points both across the curriculum and with behaviour, wellbeing and attendance at the school. They are well supported to feel they can achieve and be successful. This results in them being ready to learn and attending more, which, in turn, supports them to be well prepared for their next steps and adulthood.

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Achievement Expected standard

Leaders identify pupils who need additional help and provide support promptly. Planned interventions help pupils catch up where needed, for example, by improving their phonics knowledge and mathematical skills. These interventions help pupils become more confident learners. Pupils are proud of their achievements and are keen to demonstrate what they have learned.

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Achievement Expected standard

Leaders are ambitious for all pupils to achieve a range of qualifications in Year 11. Leaders adapt the accreditation offer based on individual cohorts. This supports them to move on to appropriate post-16 provision, which they typically attend successfully.

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Attendance and behaviour Expected standard

Leaders have an accurate understanding of attendance patterns. They prioritise attendance at school and balance overcoming barriers with minimising anxiety. They work closely with pupils and families and use a range of strategies to help pupils attend school more regularly. These include family therapy, emotional guidance and targeted support during periods of transition. Many pupils arrive with very low attendance or a history of non-attendance at school. The school addresses this through the use of induction programmes that are carefully designed to meet individual needs, while promoting the highest levels of attendance. As a result, attendance is improving and persistent absence is decreasing across the school.

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Attendance and behaviour Expected standard

Leaders have created a very positive culture of behaviour that is underpinned by developing and maintaining positive relationships. As a result, pupils behave very well and the school is a very calm and orderly environment in which to learn. Staff have high expectations for behaviour based on the highly trusting relationships they have with pupils. Pupils are kind to one another and demonstrate positive social skills. Bullying and discrimination are rare, and staff deal with it effectively when it occurs. When pupils demonstrate less positive behaviour, leaders carefully consider the extent to which they relate to a pupil's needs. Staff put tailored support in place and help pupils repair relationships when needed.

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Curriculum and teaching Expected standard

Leaders have carefully designed the curriculum to help pupils prepare for adult life. It is well structured and provides opportunities for pupils to develop emotionally, socially, behaviourally and academically. Leaders take account of pupils' needs when planning what they learn. The curriculum structure ensures that it is accessible by all pupils whatever their stage of their development. As pupils move through the school, they have opportunities to achieve a range of appropriate qualifications.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of education that the school provides. Teachers generally demonstrate secure subject knowledge and usually explain new concepts clearly. There are some minor inconsistencies in how effectively teachers deliver the planned curriculum and subsequently check for understanding. Leaders are aware of this and have provided targeted support to ensure that there is greater consistency across year groups and subjects.

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Curriculum and teaching Expected standard

Across the school the important skills of reading, writing and mathematics are prioritised. Leaders carefully consider the needs of pupils to promote engagement by, for example, using technology to provide support for handwriting and recording work for some pupils. When pupils encounter difficulty, teachers encourage them to keep trying, helping them build resilience. This gives pupils the skills and confidence they need to overcome challenges in their learning.

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Leadership and governance Expected standard

Leaders have a secure understanding of the school's context and encourage an open culture of reflection and improvement. They have an accurate view of the school's strengths and the areas that need further development. Leaders place pupils' best interests at the centre of their decision-making. They carefully consider feedback from staff, pupils, parents and carers. When they identify areas for improvement, they take appropriate action. Staff feel valued and appreciate the support leaders provide for their wellbeing. They benefit from a wide range of training and support opportunities. Training on supporting pupils' emotional regulation and social development has been particularly successful. Staff demonstrate clear expertise in these areas. Staff's wellbeing is a central part of the school's culture. Staff share a deep commitment to ensuring that pupils are well cared for and well prepared for life beyond school.

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Leadership and governance Expected standard

Governors know the school well. They are highly committed to the school and generally fulfil their statutory duties. Governors are highly supportive of leaders and staff and are aware that they now need to strengthen systems to provide precise challenge that will further support school improvement.

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Leadership and governance Expected standard

Leaders work very effectively with wider agencies to ensure that support is available for the school, pupils and families. They build positive relationships with families. Leaders model respectful and supportive interactions. There is a sense of shared purpose across the school that helps establish calm, predictable routines. Parents are overwhelmingly positive about the work of the school and the impact it has on their children’s lives.

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Personal development and wellbeing Expected standard

Leaders have designed an appropriate and coherent programme of personal development. They have used their deep understanding of the school context to adapt the programme to meet the needs of pupils. Preparing pupils for adult life is a key focus and is woven throughout the programme from the earliest years. The school’s personal, social, health and economic education curriculum is prioritised and is a well-embedded element of the school’s work. Pupils learn about important topics such as healthy relationships and online safety in ways that are appropriate for their age and stage of development. Pupils can recognise unhealthy or unsafe situations and learn to confidently say ‘no’ when they feel pressured to do something they do not want to do. Pupils demonstrate an understanding of respect, inclusion and difference and are well prepared for life in modern Britain.

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Personal development and wellbeing Expected standard

Pupils benefit from a range of experiences, including external visitors, enrichment opportunities and trips that are designed to broaden their understanding of the wider world. These experiences are valued by pupils. They proudly contribute to school life through joining clubs, such as the eco club initiative and voting in pupil elections. Staff value what pupils think and gain their views through the school council, visual approaches and seeking their feedback, which contributes to the ongoing development of the school.

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Personal development and wellbeing Expected standard

Staff know pupils, their needs and their families very well. Relationships between staff and pupils are warm and trusting, which helps staff provide effective pastoral support. Leaders draw on a range of specialist support to promote pupils' mental health and wellbeing. This helps raise pupils' self-esteem and builds resilience. Pupils typically gain a broad understanding of future education, training and career opportunities. They are well prepared for adulthood and their next steps in education.

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

Pupils enjoy being at this school. They are well cared for and safe. Pupils across the school are friendly and welcoming. They belong to a school community where staff know them well and value them for who they are. Pupils know who to turn to for help when they need it. Pupils and families are very well understood by staff and relationships are warm and respectful. Parents are highly positive about the work of the school to support their children.

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

Social times are a celebration of the positive behaviour seen across the school with pupils living out the school’s values of respect, kindness and friendship. When pupils feel upset, staff support them with skill, helping them understand their emotions. This enables pupils to be ready to learn. Pupils benefit from being part of a kind and respectful community. The school is calm and supportive, which helps pupils become increasingly confident and independent. Bullying is rare, and pupils feel confident that staff act swiftly when it occurs.

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

Pupils generally achieve well from their starting points. They are proud of their achievements. This is particularly the case in the development of their social and emotional regulation skills. Clear learning routines help pupils stay focused in lessons. They typically work hard and enjoy being successful learners, often for the first time in their school lives. Learning is tailored to pupils’ needs, and individualised support is provided when needed.

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

Most pupils attend more regularly than in their previous schools as a result of the work of leaders and staff and because they like being at school. They enjoy and benefit from a range of community and enrichment activities that helps them develop the confidence and skills they need. This helps pupils to be well prepared for life beyond school and their next steps in education

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Next steps

Leaders should further embed their work to ensure consistency in the effectiveness of teaching, so all pupils progress well through the curriculum across subjects and year groups. Leaders should continue to embed their systems for promoting regular attendance, so that pupils' attendance rates improve further and the proportion of pupils who are persistently absent continues to reduce. Governors should develop a clearer understanding of their roles and responsibilities to ensure that precise support and challenge are provided for leaders, which results in improvements in outcomes for all pupils.

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About this inspection

The chair of the board of governors in this school is Maree Thorn.

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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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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.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 22 September 2026

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What does this mean?

This inspection took place from 22 September to 23 September 2026.

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What does this mean?

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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What does this mean?

Inspectors spoke with the headteacher, other senior leaders, staff and pupils. The lead inspector spoke with members of the governing body, including the chair. The lead inspector also spoke with a representative from a local authority virtual school and the alternative provision used by the school.

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What does this mean?

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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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

All pupils at the school have an education, health and care plan. Pupils have a range of primary needs, including speech, language and communication, social, emotional and mental health and autistic spectrum disorder.

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What does this mean?

The school makes use of 1 unregistered alternative provision.

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What does this mean?

Headteacher: Stacey McShane 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?

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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