New Direction

New Direction is an independent special school for pupils with social, emotional and mental health needs, many of whom have autism and all of whom have an EHC plan. Inspectors found a caring, inclusive culture where pupils who have often experienced previous disruption to education settle quickly, attendance improves considerably, behaviour is generally respectful, and safeguarding standards are met. Personal development is a clear strength: the curriculum, outdoor learning and equine provision help pupils build confidence, life skills and emotional regulation, and careers education prepares older pupils well for adulthood. However, the school is not yet meeting all independent school standards. Achievement, curriculum and teaching, inclusion, and leadership and governance are all graded 'Needs attention'. The curriculum is ambitious but is not delivered consistently well; assessment systems are underdeveloped, targets in pupils' EHC plans are often too vague, and staff do not always identify or address gaps in reading, writing and mathematics. Support for pupils with SEND is not consistently aligned to individual plans, and leaders have not kept pace with significant growth and staff turnover or ensured full compliance with the independent school standards. At the time of inspection, the school was also temporarily operating beyond its registration agreement, with 39 pupils on roll against a capacity of 30. Leaders have made some astute decisions, such as creating specialist classrooms and recruiting specialist staff, and staff value the professional development and welfare support they receive. It is too early to see the impact of these actions. The school has clear capacity to improve, but it must urgently refine curriculum implementation, assessment and inclusion so that all pupils make consistently secure progress.

Strengths

• Safeguarding standards are met, with an open culture of safeguarding.
• Pupils settle quickly and attendance improves considerably due to extensive work with families.
• Staff build highly positive, caring relationships with pupils.
• Pupils generally behave respectfully, and bullying or discriminatory language is rare and addressed quickly.
• The personal development programme is carefully constructed, well taught and responsive to pupils' needs.
• Outdoor learning and equine studies develop independence, communication, teamwork, emotional regulation and confidence.
• Pupils learn about British values, healthy relationships, online safety and mental health.
• Careers education and life skills help older pupils develop clear aspirations and prepare for adulthood.
• High-quality outdoor learning opportunities are well sequenced and help many pupils achieve success.
• Leaders have made astute decisions, including new classrooms and specialist teaching recruits.
• Staff value effective professional development and considerate leadership support.
• Leaders build constructive partnerships with parents, carers, external agencies and the community.

Areas for Improvement

• Achievement requires attention because pupils' EHCP goals and targets are often too vague to measure progress.
• Some pupils struggle with reading because phonics support is not precise enough.
• Some pupils lack fluency in writing and mathematics due to inconsistent support across the curriculum.
• The curriculum is ambitious but not delivered as intended, and quality of education standards are not met.
• Teaching is inconsistent and not always grounded in the subject knowledge needed for coherent sequencing.
• Assessment systems for starting points and for checking reading, writing and mathematics are insufficiently precise.
• Inclusion is underdeveloped; staff are not fully aware of pupils' starting points or most effective support.
• Agreed support strategies and reasonable adjustments are not consistently implemented.
• Targeted interventions are inconsistent and provision does not always align with individual plans.
• Leadership and governance have not kept pace with growth and significant staff turnover; priorities have been slow to implement.
• The proprietor has not ensured compliance with all independent school standards; leadership standards are not met.
• Some staff occasionally lose focus on learning while adapting their approach to behaviour.
• The school was temporarily operating beyond its registration agreement at the time of inspection.

In 2025–26, 0.0% of pupils at New Direction 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

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What is New Direction's Ofsted rating?

The latest Ofsted rating for New Direction is Needs attention, from an inspection in September 2026.

When was New Direction last inspected by Ofsted?

New Direction was last inspected in September 2026.

How many pupils does New Direction have?

New Direction has 34 pupils on roll.

What age range does New Direction cover?

New Direction for pupils aged 11 to 18.

What are New Direction's GCSE results?

In 2026 its average Attainment 8 score was 5.8, and 0% of pupils achieved grade 5 or above in both English and maths GCSE.

Where is New Direction?

New Direction is at New Direction, Ringer Villa Farm, Ringer Lane, Chesterfield, Derbyshire, S43 4BX.