Insights Independent School

Strengths

• Safeguarding standards are met, with an open culture and pupils feeling safe.
• Personal development and wellbeing are a clear strength, with a well-considered programme for adulthood.
• Pupils are supported to manage feelings, build relationships and develop practical life skills.
• The school provides strong pastoral support, including mentoring and therapeutic sessions.
• Pupils learn about positive relationships, online safety, tolerance and equality.
• A wide enrichment offer includes sport, arts, outdoor learning and the Duke of Edinburgh award.
• Careers education is carefully considered, with work experience and well-planned transitions.
• Pupils benefit from creative opportunities in music and art, performances and international visits.
• Leaders communicate regularly with parents and carers and provide useful support.
• Staff receive regular professional learning and feel well supported by leaders.
• Some teaching uses effective strategies, nurturing environments and clear instructions.
• Leaders have embedded assessment systems for writing and mathematics.

Areas for Improvement

• Some aspects of pupils' achievement are inconsistent and gaps are not closed swiftly.
• The phonics curriculum is not embedded, so early readers do not progress as well as they should.
• Persistent absence is too high, and actions to improve attendance lack rigour and impact.
• Behaviour expectations are not applied consistently by all staff.
• Behaviour records are not sufficiently precise, timely or complete.
• Some pupils disrupt learning or disengage because behaviour strategies are applied inconsistently.
• Curriculum and teaching are not consistently effective across the school.
• Some pupils disengage or withdraw from learning when teaching approaches are not adapted well.
• Inclusion practice is variable, including how staff apply training and how impact of interventions is checked.
• Some disadvantaged pupils and pupils with complex SEND do not have their needs met effectively.
• Leaders' monitoring and oversight are not robust enough to identify strengths, weaknesses and impact.
• The proprietor has not ensured all independent school standards are met.
• Independent school standards are not met in quality of education, welfare, health and safety, and leadership and management.
• Processes for gathering and interpreting important information are not robust enough for timely decisions.

• Primary Schools
• Secondary Schools