Pupils flourish at this inclusive, therapeutic ‘school on a farm’. Pupils enjoy the responsibility of caring for various animals. These include rabbits, geese, donkeys, horses and hens. Pupils say that they are happy and safe here. Their attendance and behaviour improve dramatically when compared with their previous setting. Staff are skilled in dealing with any rare instances of poor behaviour. Bullying is also rare. There are many adults for pupils to share their concerns or worries with. There is a warm, busy and friendly atmosphere. Pupils gain a range of qualifications. These include animal care, fishing and GCSE and functional skills in English and mathematics. Staff expect pupils to achieve well and to move on to appropriate next steps. Pupils do: recently, these have included college courses, apprenticeships and employment. Staff know the pupils extremely well. They are skilled in helping pupils, who all have special educational needs and/or disabilities. Staff work hard to improve pupils’ confidence and self-esteem. Positive relationships and respect are abundant here. A small number of parents and carers expressed their positive views. One parent said, ‘This school is instrumental in improving my child’s life and education. I would recommend Lodge Farm to anyone.’ What does the school do well and what does it need to do better? Leaders have ensured that the vast majority of subjects are well planned and sequenced. Teachers plan a variety of appropriate activities that are well matched to pupils’ needs and abilities. Pupils enjoy a bespoke and varied curriculum. Leaders ensure that pupils’ interests are well catered for. These include outdoor learning, farming, woodwork and welding. In a small number of subjects, there is still some work to do. Leaders have not yet thought carefully enough about the key knowledge and vocabulary they want to pupils to learn, and when, in all subjects. Teachers have good subject knowledge. They check pupils’ understanding by asking appropriate questions. Frequent assessments help to inform teachers’ planning. Some pupils struggle to read confidently and fluently. However, leaders are working to address this. Pupils undertake daily online reading and spelling challenges. They like these. One pupil said, ‘I know this helps my reading because I don’t do enough at home.’ Pupils read class books, plays, poems and text extracts alongside the teacher. They are encouraged to think about the different characters and make predictions. Pupils can choose from a good selection of reading books. This work is helping pupils to access the rest of the curriculum. Pupils have a very positive attitude to school. They follow well-established routines. Pupils enjoy receiving points for effort, completing work and showing respect. The points are then exchanged for appropriate end-of-term visits. Lunchtime is Inspection report: Lodge Farm Education 4 to 6 May 2022 2 particularly social. Here, pupils and staff sit and chat while eating in the inviting dining room. Pupils’ attendance is high. They are punctual at the start of the day. The curriculum for pupils’ personal development is a strength. Pupils learn how to live in the wider world, manage their mental health and well-being, and be healthy. There are opportunities for pupils to think, discuss and understand different faiths and cultures, same-sex marriages, discrimination and British values. Pupils are being prepared well for life in modern Britain. Leaders ensure that pupils receive appropriate careers advice and guidance. Wherever possible, pupils attend appropriate work-experience placements. All pupils have an education, health and care (EHC) plan. Staff are skilled in identifying, and then improving, pupils’ specific areas of need. This is particularly the case for pupils’ therapeutic needs. There are strong links with outside agencies, such as the speech and language and occupational health teams. For a small number of pupils, the support that they receive is not as specific as it could be. The proprietor, headteacher and chair of governors work well together. The chair of governors and the proprietor are frequently in school. They find out for themselves what is and what is not working well. This work is helping them to hold the school leaders to account for their actions. Leaders are sensitive to staff workload and to their well-being. The school complies with schedule 10 of the Equality Act 2010. The proprietor has ensured that all of the independent school standards are met. Frequent checks help to ensure that the premises are maintained to a good standard. There are appropriate toilets, a shower and an outdoor area for pupils to exercise. The website contains all the required information. This includes a safeguarding policy with the most up-to-date statutory information. Leaders check on how well the staff are implementing the curriculum. However, this process is at the early stages of being developed.