Pupils feel fortunate to come to this school. They know that staff have their interests at heart and want them to be successful in all that they do. The school is inclusive and welcoming. Many pupils have experienced difficulties at their previous schools. Some had struggled to attend or had been excluded. Staff go to great lengths to make pupils feel secure and safe, so that they are able to apply themselves to school life. Pupils have very positive relationships with staff. They feel respected and cared for. They say that staff help them to sort out any problems. Pupils are happy and enjoy coming to school. Most attend well. Staff have high expectations of what pupils can achieve. They know all pupils well and make sure that they meet their needs. Staff want pupils to do well in their studies as well as developing the skills to manage themselves responsibly. Pupils benefit from intensive support to develop social skills and independence. They value this support. As one pupil put it, ‘This school has helped me to show who I am.’ What does the school do well and what does it need to do better? Pupils are supported very well when they join the school. Staff work with families and external agencies to gather relevant information to ensure a smooth transition. Pupils are supported to build gradually towards full-time attendance. Leaders and staff give pupils helpful strategies to help them manage their behaviour. They encourage pupils to reflect when things go wrong, so that they can make better decisions in the future. Pupils’ behaviour improves significantly during their time at the school. The school has a policy of not excluding pupils. Plans are in place to develop the curriculum offer at key stage 4 so that pupils can study vocational subjects such as hair and beauty, bicycle maintenance and construction. The site has been developed to accommodate such courses in bespoke, high-quality facilities. Leaders of most subjects, such as physical education (PE), mathematics and science, have a clear vision for their curriculums. They have identified the key concepts that pupils should know and by when. Curriculum content is appropriately challenging. Curriculum plans are designed to help pupils build their knowledge over time. Staff consider pupils’ needs when planning lessons. For example, they ensure that pupils are given plenty of opportunities to work towards their personal targets and make progress towards their education, health and care (EHC) plan outcomes. In most subjects, teachers have good subject knowledge. They explain things clearly and check that pupils understand. Teachers give pupils time to reflect on what they have learned before. This helps to consolidate knowledge so that pupils remember more over time. Teachers continually check pupils’ knowledge and use this information to inform future planning. Pupils progress well through the curriculum. Inspection report: The Place Independent School 23 to 25 November 2021 2 Leaders want pupils to develop a love of reading. Pupils are encouraged to read regularly, in school and at home. Many pupils enjoy reading and do so with confidence. Most pupils choose their own reading books. However, staff do not make sure that all pupils read books that are suitable for their ability. A few pupils who are at the early stages of reading are not getting the precise support they need to improve their reading skills. Currently, each pupil has their own classroom. Classrooms are set out to support pupils’ individual needs. Pupils value having their own space. Over time, pupils are supported to work with others. For example, some pupils work in pairs in PE lessons. Pupils’ personal development is promoted through all aspects of the school’s work. The personal, social and health education (PSHE) and the relationships and sex education (RSE) curriculums are comprehensive and provide pupils with the knowledge they need to maintain healthy lives. These subjects help pupils understand how to live in modern Britain. For example, pupils learn about respect and consent. Sessions with their key workers complement this work. Pupils understand diversity and respect differences in others. However, opportunities for pupils to experience life beyond the school gate are limited. Pupils receive appropriate careers education and are supported to take their next steps. For example, staff accompany pupils when visiting colleges and help pupils to write applications. The proprietor has the skills, knowledge and understanding to ensure that the independent school standards continue to be met. He has introduced a rigorous approach to monitoring the school’s work. He has identified clear, appropriate priorities for school improvement. Some aspects of leadership are not as effective as they could be. Some leaders need further training to do their roles well. Staff are proud to work at the school and feel that they are making a positive difference to pupils’ lives. Parents and carers agree, and are overwhelmingly positive about the school’s provision. Leaders allocate time for staff to complete administrative tasks and prepare for the next day. A few staff feel that leaders do not consider their workload or well-being.