Progress Schools - Stockport

Progress Schools - Stockport is an independent special school within Progress Schools Limited, and most pupils have an education, health and care plan with social, emotional and mental health as their primary need. Safeguarding is effective: pupils feel safe, are well supported pastorally, and generally behave politely and respectfully. Staff manage behaviour calmly, bullying and racism are dealt with swiftly, and recent leadership changes have brought greater stability and high staff morale. However, the school is not yet providing a good quality of education. Attendance is a serious concern, with some of the most vulnerable pupils rarely attending and leaders' support not making enough difference. The curriculum and teaching are not meeting pupils' needs well, particularly for those with SEND, and achievement is poor; many pupils make little progress, have weak recall, and are not prepared for further education, training, or employment. Careers advice, independence skills, and preparation for life in modern Britain are underdeveloped. Leadership and governance require urgent improvement. The proprietor does not ensure that the independent school standards are met, staff lack necessary professional development, and some welfare and compliance procedures are missing. The school has experienced significant staffing turbulence, but new leadership and recently commissioned external support are beginning to address these issues. Overall, the school requires attention, with urgent improvements needed in curriculum, teaching, achievement, and leadership, as well as in attendance, inclusion, and personal development.

Strengths

• Safeguarding standards are met, and pupils feel safe.
• Pupils are polite, cooperative, and generally behave well.
• Staff manage behaviour calmly and deal with bullying or racism swiftly.
• Pupils feel welcome and value the effective pastoral support.
• Staff are well trained in social, emotional, and mental health needs.
• Pupils have a secure understanding of relationships and sex education.
• Staff morale is high, and new leadership is providing greater stability.
• Parents, carers, and agencies feel more involved in pupils' education.
• The school meets the independent school standards for staff suitability and provision of information.

Areas for Improvement

• Attendance is low, and some of the most vulnerable pupils rarely attend school.
• Leaders' support has not improved attendance enough for pupils who avoid school or lessons.
• Leaders do not support pupils' academic development well enough.
• Staff lack the knowledge and expertise to remove barriers to academic achievement.
• Teachers lack expertise to meet the differing needs of pupils with SEND.
• Activities and resources are not well aligned to pupils' interests, experiences, or strengths.
• Careers advice and independence preparation are underdeveloped.
• Pupils are not well prepared for life in modern diverse Britain.
• Pupils do not achieve well and are not adequately prepared for their next stages.
• Some of the most vulnerable pupils make little or no progress.
• Pupils' recall is weak, and many are ill-prepared for qualifications.
• Some pupils have unaddressed weaknesses in reading, writing, and mathematics.
• Leaders do not ensure pupils achieve qualifications of which they are capable.
• Leaders lack understanding of curriculum quality and effectiveness.
• The curriculum does not cover all required aspects, including technical and scientific skills.
• Pupils are often overwhelmed by curriculum demands.
• The proprietor does not ensure independent school standards are met or that leaders are adequately supported and challenged.
• Leaders do not provide staff with needed professional development and support.
• Behaviour incident records are not kept contemporaneously.
• Chemicals are not kept safely, and pupils cannot access a shower after physical activity.
• Complaints procedures are not effectively implemented.
• Staffing and leadership turbulence has affected the school, and prior action was ineffective.

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• Secondary Schools

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What is Progress Schools - Stockport's Ofsted rating?

The latest Ofsted rating for Progress Schools - Stockport is Urgent improvement, from an inspection in June 2026.

When was Progress Schools - Stockport last inspected by Ofsted?

Progress Schools - Stockport was last inspected in June 2026.

How many pupils does Progress Schools - Stockport have?

Progress Schools - Stockport has 8 pupils on roll.

What age range does Progress Schools - Stockport cover?

Progress Schools - Stockport for pupils aged 11 to 16.

What are Progress Schools - Stockport's GCSE results?

In 2026 its average Attainment 8 score was 5.9, and 0% of pupils achieved grade 5 or above in both English and maths GCSE.

Where is Progress Schools - Stockport?

Progress Schools - Stockport is at Belgrave House, 211 Chestergate, Stockport, SK3 0AN.