Special schools provide a unique and distinctive educational environment to meet the needs of the pupils in their community. Undertaking standard tests may not be appropriate and we do not show performance data for special schools.
View exam results via the link below and contact the school to ask about measuring pupil progress.
Pupils thrive at this welcoming and inclusive school. They behave well and attend frequently. Pupils are respectful of visitors, staff and each other. They are confident that the adults would help them if they had a worry. Pupils say that they are kept safe and that they feel safe. They are happy here. One pupil said, ‘It’s like a home from home.’ Staff are skilled in managing pupils’ various and complex special educational needs and/or disabilities (SEND). Pupils receive well thought out and effective therapeutic support. This help enables them to engage readily with their learning. They enjoy the comfort and responsibility that is brought by Holly, the school’s therapy dog. Pupils gain an appropriate mix of qualifications and life skills. These include functional skills, GCSE and A levels. They particularly look forward to working on the weekly food van. Here, pupils are taught how to communicate more effectively, shop, prepare food and understand how to run a small business. Parents and carers who shared their views wholeheartedly support the school. Typically, one parent said, ‘The staff go over and above what is expected. They have changed our child’s life.’ What does the school do well and what does it need to do better? Leaders have thought carefully about what pupils should learn and when they should learn it. Pupils study subjects and courses that are appropriate to their specific individual needs. Teachers have good subject knowledge. They ask challenging questions that help to deepen pupils’ understanding. Pupils concentrate, listen well and work hard. They are keen to succeed. They are being prepared well for their next steps. This includes the students in the post-16 provision. There is a sensible approach to assessment. Pupils are often given small quizzes and tests to help them remember what has been taught before. They say these are useful. Larger, end-of-unit tests highlight areas of the curriculum that pupils need to revisit. Pupils are confident and fluent readers. There are appropriate books and texts from which they can choose. However, leaders have not fostered a love of reading. Pupils do not read as widely and as frequently as they should. This limits them from improving their vocabulary and writing skills. Leaders prioritise personal development to promote pupils’ self-esteem and build their character. This provision is comprehensive and well thought through. Pupils have an appropriate understanding of relationships and sex education. They can access a range of activities such as horse riding, golf, sewing and rock climbing. They have a sound understanding of British values. They can explain how tolerance helps stop discrimination because of a person’s race, gender identity or sexual Inspection report: ASPIRE: Lifeskills 7 to 9 June 2022 2 orientation. Pupils know about faiths and cultures that are different to their own. They are accepting of others. Pupils receive independent careers information, education and advice. They experience the world of work through the food van and other local businesses. Pupils are being prepared well for life in modern Britain. Leaders and staff are experts at meeting the complex needs of each pupil. They are quick to spot and give extra support to pupils with additional needs. Leaders have created their own ‘early help’ offer. This allows pupils to access yoga, small-group work and mental-health coaching. The sensory room is available for pupils who need a safe space. There are strong links with a wide range of appropriate external agencies. These links ensure that pupils access the right help. Leaders are effective in their roles. They are knowledgeable about the school and its pupils. Staff work closely with other schools and providers. They share good practice and moderate pupils’ work. Staff are proud to work at the school. They appreciate the training opportunities available. Staff say leaders are appreciative of their workload and well-being. The school complies with schedule 10 of the Equality Act 2010. The headteacher, who is also the proprietor, has ensured that all of the independent school standards are met consistently. The building is maintained to a good standard. There is a suitable medical room. Pupils can access a nearby park and other local amenities. There are suitable risk assessments in place. The school meets the requirements of the Regulatory Reform (Fire Safety) Order 2005. The necessary policies are appropriate and are made available to parents.
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This school is independently managed and its admission criteria may be selective. There is no set catchment area as pupils are admitted from a wide variety of postcodes and, in the case of boarding schools, from outside the UK. Contact the school directly or visit their website for more information on Admissions Policy and Procedures.
2015 GCSE RESULTSImportant information for parents
Due to number of reforms to GSCE reporting introduced by the government in 2014, such as the exclusion of iGCSE examination results, the official school performance data may not accurately report a school’s full results. For more information, please see About and refer to the section, ‘Why does a school show 0% on its GSCE data dial? In many affected cases, the Average Point Score will also display LOW SCORE as points for iGCSEs and resits are not included.
Schools can upload their full GCSE results by registering for a School Noticeboard. All school results data will be verified.
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