This is a nurturing school where pupils feel safe. Pupils like the small class sizes and the support they get from staff. Many pupils join the school after struggling to learn in previous settings. Once settled at Brearley Hall, pupils attend well and concentrate in lessons. Pupils support each other and bullying is extremely rare. Pupils study the full range of national curriculum subjects. They progress well through the planned learning in most subjects. However, in a small number of subjects, pupils do not retain key information as well as they need to. Pupils read a lot in school. They learn how to broaden their vocabulary and improve their comprehension skills. Some pupils join the school at the early stage of reading and have gaps in their phonics knowledge. Phonics is not delivered consistently at present. Leaders have plans in place to address these curriculum issues. The school has been open for one year. The COVID-19 pandemic interrupted some of the improvement work leaders had planned to complete since the school opened in April 2021. The school is set on a large, woodland site. Staff use the outdoor areas to enrich pupils’ understanding of themselves and the world around them. For example, pupils have forest school lessons and spend time working in the large, vegetable garden. Parents and carers speak highly of the school. One parent said, ‘I am so impressed with Brearley Hall. The headteacher and his staff team have made incredible efforts to support and encourage not only our child but us as parents too.’ What does the school do well and what does it need to do better? Leaders understand the special educational needs and/or disabilities of their pupils well. Leaders are ambitious for pupils. There are long- and medium-term plans for all subjects. Most plans are structured well, and pupils revisit key learning points effectively. However, in a very small number of subjects, this does not happen as well as it needs to. On occasion, pupils struggle to remember what they have learned because teachers do not understand what needs to be taught next. Teachers regularly check what pupils know and can do. In lessons, teachers are quick to spot any misunderstandings pupils may have. Most pupils recall what they have learned with confidence. However, in a small number of subjects, pupils do not hold onto information securely. This is extending the time it takes for pupils to move confidently through the planned learning. Many pupils at Brearley Hall have previously missed a lot of formal education. Leaders gather information about what each pupil knows and can do when they join the school. This information includes checks on reading, writing and mathematics. Leaders also check pupils’ communication skills and for any social and emotional barriers to learning. Staff use this information well. There is an on-site clinical team who trains staff to deliver therapeutic approaches that pupils in the school need. Inspection report: Brearley Hall School 26 to 28 April 2022 2 Leaders have prioritised reading across the curriculum. Pupils who need help to broaden their vocabulary and improve their comprehension skills get specialist, daily support. However, pupils at the early stage of reading are not getting the phonics teaching they need to become independent readers. The school has a phonics-based reading scheme, but it is not used. Leaders have plans in place to train all staff to deliver phonics effectively. Pupils behave well around the school and in lessons. Staff support pupils’ behaviour consistently. Pupils respond positively to staff and show a readiness for learning that is impressive. Pupils’ attendance is good. For some pupils, this is the first school where they have attended full school days routinely. A world studies programme supports pupils’ social, moral, spiritual and cultural development. World studies include geography, history, Spanish, personal, social and health education, citizenship, religious education and relationships and sex education (RSE). The plans for most subjects within world studies are detailed and well sequenced. The school’s RSE programme complies with statutory guidance. Speakers and organisations come into school regularly to enrich the curriculum for pupils. For example, pupils have had workshops from the police on the dangers of knife crime and learned about personal finance from a multi-national and financial services organisation. Pupils learn how to keep safe online and when they are out in the community. Older pupils learn about possible future jobs and have access to independent careers advice. Pupils learn about mental health and well-being in regular, timetabled lessons. Pupils also have specialist therapy sessions which help them to understand their emotions and manage their feelings. The proprietor has an ambitious vision for the school which is shared by all staff. Parents and stakeholders from referring local authorities speak highly of the school. Staff are clearly proud of their school and feel well supported by leaders. The proprietor ensures staff are trained in child protection, safeguarding and health and safety. The proprietor speaks to the headteacher every day to monitor any urgent issues such as a safeguarding referral. The proprietor holds weekly, termly and halfyearly meetings to do more formal checks on how the school is performing against key objectives. Leaders are rightly proud of how diversity is modelled and the rights of the individual are met in the school. The proprietor has ensured that all of the independent school standards are met.