Lyme Brook Independent School
Catchment Area, Reviews and Key Information

Primary & Secondary
Special school
PUPILS
5
AGES
8 - 16
GENDER
Mixed
TYPE
Other independent special school

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted report
(10/12/19)
Full Report - All Reports

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90 King Street
Newcastle Under Lyme
Staffordshire
Newcastle Under Lyme
ST5 1JB
01782987520

School Description

Pupils are happy and safe in this school. There is a calm atmosphere where they can concentrate and work. Pupils know there is someone to talk to who will care about any concerns they may have. On arrival in the school, pupils soon settle down to learning because they develop very good relationships with the headteacher and other staff. They respond well to the high expectations of their teachers, saying, for example: ‘I am really learning in this school. Even though you are struggling, the teachers will pick you up. They push you higher and higher and higher.’ Bullying is not tolerated and is rare. Pupils enjoy going out on educational visits, as well as taking part in a variety of sporting activities. Breaktimes are enjoyable because pupils and staff have the chance to chat informally and play table tennis. They enjoy academic lessons as well as art and cooking. They are proud of their work, proud of their sporting skills and proud of their cooking skills. Pupils are rarely absent because they enjoy school. What does the school do well and what does it need to do better? School leaders have ensured that all the independent school standards are met. The director of care for Prestige Adolescent Care and Education Limited and the business director supply strong support and challenge to the headteacher and staff. Between them they provide effective experience and practice in managing the care of pupils. All three leaders are committed to securing pupils’ well-being. Excellent relationships exist between teachers and those who care for the pupils at home. All stakeholders hold the school in high regard. Teachers are skilled at supporting pupils’ social, emotional and mental health needs. As a result, pupils quickly settle down to work and fill the gaps in their learning. Pupils benefit from supportive therapies such as cognitive behavioural therapy when they need it. This helps pupils to become more aware of how to manage their own behaviour. Teachers create a personalised, and well-ordered learning plan for each pupil that provides a broad and rich curriculum. This is based on initial assessments of the pupils’ knowledge and skills. Most teachers have good subject knowledge for the subjects that they teach. The headteacher has planned well-sequenced schemes of work for every subject that build on pupils’ previous learning. For example, in geography pupils learn about natural hazards like volcanoes. They follow this by learning about the effects of these hazards upon people. Teachers make good links between subjects. For example, in a science lesson about speed, pupils used their mathematics skills to calculate miles per hour. Teachers make effective use of good resources. In addition to these, the school plans to purchase a piano, and other musical instruments, and bring in a visiting science laboratory to school in the spring. Experienced teachers have good ideas for ensuring that pupils learn and remember Inspection report: Lyme Brook Independent School 10–12 December 2019 2 more in all subjects. They are also skilled in encouraging pupils to become confident speakers. They encourage them to give opinions and ask questions in all lessons. Pupils read in all lessons as well as in reading sessions three times per week. Teachers place a strong emphasis on pupils building wide vocabularies. However, leaders have not yet identified the minor weaknesses in the way some aspects of the curriculum, such as writing, are delivered. Leaders have not made sure that inexperienced teachers enhance their skills in delivering subject-specific content. Pupils’ personal and social skills are developed well. For example, they prepare meals for others, taking care to cater for individual needs. They also shop for ingredients and in this way develop an awareness of budgeting. They know how to lead a healthy lifestyle, saying: ‘You need to be fit and walk. Don’t put a lot of fat in food.’ Pupils learn about different religions and fundamental British values. They can talk about, for example, similarities between Muslims and Christians. They are knowledgeable about equalities and the rule of law. They are aware of people’s needs and differences in relation to, for example, gay, lesbian and transgender people and people with disabilities. A typical remark was: ‘Everyone is equal.’ Pupils visit the local museum and library where they have the chance to socialise with local people. At a coffee morning for pensioners at the library, they are able to help out and to chat about cooking. A range of educational visits, such as those to the cenotaph in Newcastle-under-Lyme and to Jodrell Bank, enhance their learning experiences. A comprehensive plan for careers education ensures that pupils have good opportunities to think about their future lives. Careers visits, visitors and work experience in Years 10 and Year 11 prepare pupils for the world of work. Leaders comply with paragraph 3 of schedule 10 of The Equality Act 2010. They have an accessibility plan that considers the physical environment, the curriculum and the sharing of information. Safeguarding The arrangements for safeguarding are effective. Leaders teach the pupils about the dangers of criminal exploitation, radicalisation and extremism. They make sure that they teach pupils about how to keep themselves safe in a variety of situations and online. Staff have received all the training they need to ensure that they know how to safeguard the pupils in their care effectively. The school’s safeguarding policy is displayed on the school website. It meets government requirements. The school site is safe, secure and well-maintained. Risk assessments are completed for the site and for trips and visits. Leaders make sure that staff are suitable to work with children.

Lyme Brook Independent School Parent Reviews



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Lyme Brook Independent School Catchment Area Map

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.