Pupils are glad to be part of this school. They say that this is a safe school. They are well cared for. They gain socially, personally and emotionally by being part of the school. They appreciate the responsibility that belonging to this school brings. Pupils gain from outdoor education activities each week. They enjoy and learn from the challenges of mountain biking, planned walks and volunteering activities. They spoke about the challenges and opportunities of the residential expedition to the Brecon Beacons, as well as overnight camping and trekking in the Peak District. A pupil said, ‘We are pushed beyond what we think we can do.’ Staff develop pupils’ self-esteem, confidence and resilience. Most pupils’ behaviour improves the longer they are at the school. They are mostly respectful of staff and visitors. They say that there is no bullying. They are confident that staff would deal with it, should it happen. Parents and carers appreciate what the school offers. They comment very positively about the school. Typically, one parent commented, ‘This school has changed my son’s life. He has never been happier. The staff are extremely approachable and have his best interests at heart.’ What does the school do well and what does it need to do better? The quality of education is good. Directors and leaders have established a curriculum based on a clear and ambitious vision. Pupils learn through a range of experiences. For example, trekking builds their geographical knowledge, map reading and fieldwork skills. Leaders have high expectations for all pupils. There is a clear focus on developing pupils’ speaking, reading, writing and mathematics. The curriculum is enriched with opportunities to be creative, for example through art and music activities. Leaders lead a school that enables pupils to re-engage with education. Pupils become successful learners. Pupils’ learning in mathematics is well structured. Teachers ensure that learning covers important concepts in a logical order. For example, pupils learn about ‘correlation’ in a coherent way through real situations. They revisit previous learning. Pupils gain confidence. They know more and remember more over time. Leaders encourage a love of reading. They have made the English curriculum more ambitious by including key literature. These books are the basis for developing pupils’ reading skills. However, some pupils do not yet access the support they need to become fluent readers. Leaders are introducing support for those pupils who are at an early stage of reading. Teachers and experienced support staff adapt subject curriculums to make sure that pupils learn what they need to. They are aware of gaps in pupils’ learning caused by interruptions in their previous schooling. Staff know and understand pupils’ special Inspection report: Holton Sleaford Independent School 15 and 17 March 2022 2 educational needs and/or disabilities. They provide for pupils’ social and emotional needs very well. However, not all support staff have the refined skills needed to consistently support pupils’ learning. Leaders use ongoing assessment to identify strengths and learning needs. They use this information to develop individual pupils’ improvement plans and education, health and care plans (EHC plan). Pupils gain from a range of experiences that support their spiritual and moral development. For example, they learn about different religions and festivals. They develop social skills appropriate to different settings. They learn about what is right and wrong. They consider different points of view about topics and issues. Staff develop pupils’ positive attitudes to school. Many pupils have had a high absence rate at their previous school settings. Most pupils follow a full timetable of learning and attend regularly. They mostly show positive attitudes and engage well with staff. Pupils’ personal development is at the heart of the school’s curriculum. Pupils are well prepared for life in modern Britain. Staff promote an understanding of and respect for difference. Leaders provide pupils with opportunities to engage with the local community. Leaders have developed a personal, social, health and economic (PSHE) education curriculum that is well structured. It includes appropriate relationships and sex education and health education. Pupils learn about physical health and mental wellbeing. However, leaders have not fully developed a careers programme that enables pupils to explore all of the choices available to them for their next steps in education or training. The school is well led and managed by directors, governors and senior leaders. They lead with a strong moral purpose. They know the school’s strengths and priorities for development. Their strategic planning has focused on opening the school during the pandemic and dealing with an unexpected change of premises. They are mindful of staff’s well-being and workload. However, they need to further support staff and leaders with training that will enhance the school’s provision further. Staff are proud to be part of this school. Staff’s morale is positive. They feel well supported by leaders. Leaders ensure that all of the independent school standards are met. They make sure that the premises are well maintained. They place pupils’ welfare and wellbeing at the centre of their work. The school meets the requirements of schedule 10 of the Equality Act 2010. Leaders make sure all policies are available to parents.