There are no limits to what leaders and staff believe their pupils can dream and achieve. Progress School is a place of kindness, inclusion and support. Relationships between staff and pupils are respectful. Pupils say that they feel safe and happy. Leaders have high expectations. This is a school where pupils come first and adults make decisions in pupils’ best interests. Staff skilfully foster pupils’ self-confidence and self-esteem. They take the time, and the care, to get to know pupils and help them re-engage with learning. Pupils say that prejudice and discrimination have no place here. They trust staff to address any incidents of bullying quickly. When a pupil needs help to manage how they are feeling, staff know exactly what to do. Pupils learn how to take care of their mental health and well-being. They practise mindfulness, visit the gym and go on relaxing walks to the local park. For most pupils, this is the first time in their school career that they have had the opportunity to develop their interests and fulfil their potential. One pupil shared, ‘We are all equally important, no-one should make us feel scared or excluded for who we are.’ What does the school do well and what does it need to do better? Leaders and the proprietor truly create a school that is ‘changing lives through the power of education’. Pupils who attend Progress School all have a history of disrupted education, including exclusions and severe complex special education and/or disabilities (SEND). Staff help them build positive, healthy and trusting relationships. At Progress School, all pupils receive personalised learning support and high-quality independent careers guidance and advice. Many pupils leave with appropriate qualifications which set them on the path for future success. Leaders have put in place a meticulously crafted curriculum. Across all subjects, pupils learn a curriculum that introduces them to a wide range of opportunities and experiences. Leaders have made sure that the curriculum in all subjects is well sequenced. It sets out clearly the important knowledge pupils need to learn and the order in which it should be delivered. The curriculum has in-built flexibility, so that pupils’ needs are met effectively. For instance, in English and mathematics, lessons are continually reviewed, adapted and adjusted to pupils’ education, health and care plan (EHCP) targets. Overall, pupils look forward to lessons. There are lots of opportunities for them to discuss and develop their ideas. However, sometimes, teachers introduce new ideas or concepts too quickly. They do not check and help pupils make links in what they know already. They provide pupils with too many activities which cause confusion and slows their learning. One pupil shared, ‘We really like the work we do but sometimes we get too much work in one go. We don’t have time to process and think.’ Leaders are addressing this. Inspection report: Progress Schools - Buckinghamshire 17–19 May 2022 2 Reading is a top priority. Leaders have created an environment that ignites pupils’ love of reading. Staff introduce pupils to everyday routines of reading. For instance, reading newspapers at the start of the day, reading texts for research, finding information online or listening to stories. The curriculum is planned to ensure that pupils read a range of appropriate texts and build up their reading and comprehension skills well. Staff quickly identify and support pupils who need help to catch up. Pupils enjoy choosing a wide and diverse range of books from the wellstocked library. Pupils are well prepared for life in modern Britain. They debate and discuss themes on topics including disability, gender identity and tolerance for those with different faiths and beliefs. They talk knowledgably about how stereotypes and prejudice create an unfair society for some groups. They use their democratic right to vote on the weekly breakfast and lunch menus. Pupils work with staff and take turns to cook fresh tasty meals every day. They grow salads and vegetables which they use in their recipes. Pupils raise funds for charities they support and make donations to the food bank. Leaders consulted with parents about the relationships, sex and health education (RSHE) curriculum. Pupils learn about making safe choices, taking care of themselves and understanding when to seek help and support. Staff are conscientious and morale is sky high. They say that leaders are considerate of their workload. The proprietor and governing board have oversight of how well the school is doing. The school meets the independent school standards. The proprietor ensures that a suitable accessibility plan is in place which complies with schedule 10 of the Equality Act 2010.