The Valley School

The Valley School is a special school for pupils aged 11 to 16, all of whom have education, health and care plans and a range of special educational needs and/or disabilities. Leaders have managed a rapid increase in pupil numbers and a move into a new building well, and staff feel their wellbeing, workload and professional development are prioritised. Pupils are happy, safe and well supported, behaviour is exemplary, and personal development is exceptionally strong, including careers, preparation for adulthood and transition support. The curriculum is broad and ambitious, and in most subjects key knowledge is carefully identified and builds in complexity. An approved phonics scheme is having a positive impact on early reading, and specialist advice is used well to tailor support. Safeguarding is effective. However, a small number of subjects have less securely designed curricula, and improvements are still in their early stages. In addition, teachers do not always check pupils’ prior understanding precisely enough before moving on, which can leave gaps in knowledge. These are the main areas for further improvement. The school did not receive an overall effectiveness grade under the current inspection framework.

Strengths

• Pupils are happy, feel safe and understand the school’s clear routines and expectations
• Behaviour is exemplary, with pupils learning to regulate their emotions and behave responsibly
• The curriculum is broad and ambitious, and most subjects have carefully identified key knowledge that builds in complexity
• Teachers present new knowledge clearly and use specialist advice to tailor support in lessons
• The approved phonics scheme is delivered by experts and is improving pupils’ reading fluency and accuracy
• Personal development is excellent, with a wide range of wider opportunities and exceptional careers, preparation for adulthood and transition support
• Leaders have managed rapid pupil growth and a new building while prioritising staff wellbeing, workload and professional development
• Safeguarding arrangements are effective

Areas for Improvement

• In a small number of subjects, the curriculum is not precisely sequenced, leading to gaps in pupils’ knowledge and making remembering learning harder
• Teachers do not always check pupils’ prior learning with enough precision, so learning sometimes moves on before pupils have securely embedded what is being taught
• Some subjects have less securely designed curricula, and the improvements made are still in their early stages

In 2024–25 pupils at The Valley School attended 90.7% of sessions (the national figure for special schools was 87.2%). 20.6% of pupils were persistently absent, missing at least one session in ten (nationally 35.3%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 11.6% of pupils at The Valley School were suspended at least once (nationally 5.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 The Valley School had 6.7 pupils for each teacher (the national figure for special schools was 6.6). Of its teachers in 2024–25, 10.9% were no longer at the school a year later (nationally 14.5%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26 The Valley School had 193 pupils, 100.0% of them with an education, health and care (EHC) plan (nationally 99.5%).

It says it provides for: moderate learning difficulty.

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded special school schools. Counts are as published, with small numbers not hidden.

In 2025–26 The Valley School received £20,497 and spent £20,720 for each of its 193 pupils. It ended the year with reserves of £645,000 (£3,343 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Stevenage · Hertfordshire local authority: places and applications

What is The Valley School's Ofsted rating?

The latest Ofsted rating for The Valley School is Good, from an inspection in December 2024.

When was The Valley School last inspected by Ofsted?

The Valley School was last inspected in December 2024.

How many pupils does The Valley School have?

The Valley School has 193 pupils on roll.

What age range does The Valley School cover?

The Valley School for pupils aged 11 to 16.

Where is The Valley School?

The Valley School is at Broadhall Way, Stevenage, Hertfordshire, SG2 9BN.