The majority of pupils are happy to attend this brand-new school. They say they enjoy their new surroundings and feel safe here. Pupils behave well. They respect each other and the staff. Pupils say that there is no bullying. Pupils can write any questions or concerns into the ‘ask it basket’. They trust staff to sort out any problems quickly and fairly. There is a calm and relaxed atmosphere. Pupils enjoy the responsibility of caring for the two guinea pigs, Daisy and Womble. Leaders and staff have high expectations. There are opportunities for pupils to gain a wide range of recognised qualifications. These include GCSE English and mathematics. Staff have spent time getting to know pupils and their families. Staff cater well for pupils’ additional needs. Pupils experience equine therapy. They say this is useful. It improves their confidence. Pupils improve their knowledge of art, music and physical education through working with outside providers. Most parents and carers have positive views of the school, with two comments stating, ‘Our child has undergone a considerable positive transformation in the short time they have been at this school,’ and ‘Lady Byron has been a life-changer for us.’ What does the school do well and what does it need to do better? Leaders have constructed a broad and balanced curriculum. Pupils study a range of ambitious qualifications depending on their individual needs. These qualifications focus on academic subjects and pupils’ personal and employability skills. The qualifications are well planned. For example, when learning about online safety, pupils learn about online communications and the dangers of sharing personal information. Pupils are taught in very small groups. This enables staff to quickly spot and correct any pupils’ errors or misconceptions. Staff explain tasks and new concepts well. The resources available to pupils are of good quality. The curriculum is very new. Much of the content has not yet been taught or assessed. Consequently, leaders are unaware of its full impact. However, pupils understand the content that teachers have taught them so far. Pupils read confidently and fluently. There is a good selection of challenging books from which they can choose. Pupils frequently visit the local library to exchange their books. Pupils say they enjoy reading and do so often. Some pupils have spent considerable time out of school before starting at Lady Byron. Therefore, they can have large gaps in their knowledge. Consequently, staff assess pupils’ progress daily using ‘session logs.’ These assessments allow appropriate changes to be made to teachers’ future lesson plans. There are also more formal, end-of-unit tests. These help staff to understand what knowledge pupils have remembered over time and what content might need to be revisited. Initially, staff spend time improving pupils’ self-esteem and confidence. This work prepares the pupils well for the learning that is to come. Inspection report: The Lady Byron School 1 to 3 February 2022 2 Pupils behave well. Low-level disruption is rare. Pupils follow the newly established routines well. They are keen to learn and are enthusiastic. They have a positive attitude towards the courses and qualifications they are studying. In geography, pupils were particularly keen to learn how litter, car fumes and graffiti spoil the environment. Pupils’ attendance and behaviour improve considerably when compared to their previous school or setting. The curriculum for pupils’ personal development is a strength. Pupils are being prepared well for life in modern Britain. For example, pupils learn about their rights and responsibilities, government and democracy and mutual respect and tolerance. School assemblies allow pupils to discuss and debate issues. These include keeping safe and healthy and the dangers of substance misuse. There is provision in place for pupils to receive appropriate, independent careers advice. An online tool helps pupils review their employability skills and interests. There are plans for pupils to receive work experience placements in the local community. Leaders have good links with local schools and colleges. Pupils will receive age-appropriate information regarding sex and relationships education. Leaders ensure that they have a detailed understanding of pupils’ additional needs before pupils start at the school. Strong transition arrangements mean that pupils get to know the building and the staff before they start. Leaders have good links with outside agencies to provide pupils with appropriate support. These include the educational psychologist, the occupational therapist and the local authority special educational needs team. The proprietor and headteacher work well together. They are experienced. They have a good knowledge of caring for and educating pupils with special educational needs and/or disabilities (SEND). Staff say they appreciate the opportunities to train and to develop professionally. They say that leaders are sympathetic to their workload and well-being. Leaders have ensured that all the independent school standards are met. The building is maintained to a good standard. All the relevant health and safety checks are in place. Leaders undertake the necessary risk assessments to cater for pupils’ needs and to help keep pupils safe. All policies are in place. The curriculum allows pupils to learn about different protected characteristics and the need to respect people who are different from them. The school website contains all the required information. The proprietor has ensured that the school complies with schedule 10 of the Equality Act 2010.