Acorns School

Acorns School is a small independent special school within the Keys Stepping Stones group, operating across two sites. All pupils have education, health and care plans, and most have social, emotional and mental health needs. Inspectors found safeguarding standards met. Pupils benefit from nurturing, trusting relationships and a calm, orderly environment; attendance is improving from low starting points, suspensions have reduced, and personal development and wellbeing are a clear strength, with a well-planned curriculum and rich extra-curricular opportunities. However, the school's academic provision is not yet consistently effective. Achievement, curriculum and teaching, inclusion, and leadership and governance require further work. Teaching quality is variable, staff do not consistently use assessment or information about pupils' needs to adapt learning, and gaps in reading, writing and number often persist. Support for pupils with special educational needs and/or disabilities is still developing, and opportunities to engage with the world of work are limited. As a result, the school does not meet some independent school standards relating to the quality of education provided and leadership and management. Leaders have an accurate view of what needs to improve and are committed to addressing it, supported by the proprietor and a staff team that is positive about the school's direction. The next steps are to sharpen teaching, make better use of assessment and pupil-needs information, address foundational literacy and numeracy gaps, and broaden workplace preparation so that all pupils achieve well and all standards are met.

Strengths

• Safeguarding standards are met, with an open culture and pupils feeling safe.
• Nurturing, trusting relationships between staff and pupils help pupils feel secure and re-engage with education.
• Attendance is improving from very low starting points through bespoke support for pupils and families.
• Behaviour is managed consistently, suspensions have reduced, and pupils are usually respectful and get along.
• The school provides strong pastoral care and a carefully planned personal development programme.
• Pupils benefit from an extensive extra-curricular offer, including trips that build confidence, resilience and social skills.
• The PSHE curriculum is thorough and taught as intended, covering healthy relationships, safety and democracy.
• Some pupils receive tailored accreditation and life-skills teaching, such as cooking healthy meals.
• Leaders begin careers guidance early and successfully help pupils secure education, employment or training destinations.
• Some subjects, such as mathematics and PSHE, have highly structured curriculums that support more effective teaching.
• Leaders accurately understand strengths and areas for improvement and have a pupils-centred improvement programme.
• Staff are overwhelmingly supportive, value professional development and appreciate workload consideration.
• The proprietor has suitable evaluation systems, external scrutiny and a commitment to continued improvement.
• Alternative provision is used thoughtfully and monitored carefully.

Areas for Improvement

• Pupils make uneven progress from their varied starting points.
• The quality of teaching is variable, and staff do not consistently have the expertise to teach the curriculum well.
• Learning activities do not consistently help pupils apply and embed knowledge.
• Assessment information is not used effectively to match learning to pupils' starting points.
• Information about pupils' needs is not consistently used to inform teaching and support.
• Gaps in pupils' reading, writing and number are not identified or addressed precisely enough.
• Support for pupils' handwriting is at an early stage.
• Inclusion work is ongoing, and staff do not always have the information and expertise to meet needs consistently well.
• Opportunities for pupils to engage with the world of work are limited.
• Leadership work to improve inclusion and teaching is at an earlier stage, hindered by staffing turbulence.
• The school does not meet some independent school standards relating to the quality of education provided.
• The school does not meet some independent school standards relating to leadership and management.

In 2025–26, 0.0% of pupils at Acorns School were on SEN support (nationally 18.4%) and 100.0% had an education, health and care (EHC) plan (nationally 7.9%).

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 independent school schools. Counts are as published, with small numbers not hidden.

• Primary Schools
• Secondary Schools

All schools in Stockport · Stockport local authority: places and applications

What is Acorns School's Ofsted rating?

The latest Ofsted rating for Acorns School is Needs attention, from an inspection in July 2026.

When was Acorns School last inspected by Ofsted?

Acorns School was last inspected in July 2026.

How many pupils does Acorns School have?

Acorns School has 33 pupils on roll.

What age range does Acorns School cover?

Acorns School for pupils aged 5 to 17.

What are Acorns School's GCSE results?

In 2024 its average Attainment 8 score was 16.3, and 0% of pupils achieved grade 5 or above in both English and maths GCSE.

Where is Acorns School?

Acorns School is at 19b Hibbert Lane, Marple, Stockport, Cheshire, SK6 7NN.