All's Well

All's Well is an independent special school for pupils with education, health and care plans, most of whom have social, emotional and mental health needs. It is in its first year of operation, and safeguarding standards are met. The school's strongest area is attendance and behaviour, where it is judged to be at the expected standard: pupils feel safe, staff build warm and trusting relationships, and many pupils with previously poor attendance now attend well. Pupils benefit from nurturing pastoral care, clear routines and support to regulate their emotions. However, most other areas need attention. Pupils do not make appropriate progress across the full curriculum because the wider curriculum lacks clear structure and progression beyond the core subjects of English, mathematics and science. Leaders do not yet have an accurate picture of pupils' starting points, achievement or the impact of additional support, and academic needs are not always precisely identified in individual learning plans. Personal development also has gaps, including cultural diversity and faith understanding, and careers guidance is not yet a coherent, independent programme. Leadership has responded with urgency. A new headteacher has helped evaluate priorities quickly, staff feel included and supported, and leaders are taking action to improve the curriculum, assessment and personal development. Nevertheless, the school does not meet some independent school standards, including aspects of quality of education, spiritual, moral, social and cultural development, and leadership and management. The proprietor is expected to establish stronger quality assurance so that standards are met consistently.

Strengths

• Safeguarding standards are met, with an open culture in which concerns are actively identified and managed.
• Attendance and behaviour are at the expected standard, and many pupils with previously poor attendance now attend well.
• Pupils experience a well-planned transition, including carefully increased time at school as they settle.
• Staff know pupils well and build positive, trusting relationships that support emotional regulation.
• Pupils feel safe, are listened to, and understand expectations for polite and respectful behaviour.
• The school has a strong culture of nurture, kindness, restoration and reflection.
• Parents and carers value the care, communication and sense of belonging their children experience.
• Core subjects such as English, mathematics and science have suitable ambition and clear end points.
• Pupils benefit from a range of physical and offsite activities, including swimming, kayaking and a Naval base visit.
• The new headteacher and leaders have acted decisively, and staff feel enthused and included in shaping school life.
• The school's vision and values of safety, kindness, community and respect are shared across the team.

Areas for Improvement

• Pupils do not make appropriate progress across the entire curriculum breadth.
• The curriculum lacks clear structure and progression across some subjects outside the core.
• Leaders do not have enough understanding of pupils' starting points to address gaps in knowledge and skills.
• Assessment information does not consistently include pupils' starting points or what they need to learn next.
• Leaders lack oversight of how well pupils learn in subjects beyond English, mathematics and science.
• Pupils' academic needs are not consistently identified with precision in their individual learning plans.
• Teaching staff do not always know how to appropriately support pupils with their academic learning.
• Personal development provision does not build and change sufficiently as pupils move through the school.
• Gaps remain in some pupils' understanding about cultural diversity and different faiths.
• Pupils do not benefit from a coherent careers programme or clear independent careers guidance.
• Some independent school standards are not met in quality of education, spiritual, moral, social and cultural development, and leadership and management.
• Quality assurance procedures to check leaders' impact have only recently been introduced.
• Roles within the proprietor body and leadership team have changed considerably during the school's first year.
• The new behaviour management approach is not yet fully embedded.

• Primary Schools
• Secondary Schools

All schools in Fareham · Hampshire local authority: places and applications

What is All's Well's Ofsted rating?

The latest Ofsted rating for All's Well is Needs attention, from an inspection in July 2026.

When was All's Well last inspected by Ofsted?

All's Well was last inspected in July 2026.

How many pupils does All's Well have?

All's Well has 13 pupils on roll.

What age range does All's Well cover?

All's Well for pupils aged 11 to 16.

Where is All's Well?

All's Well is at 18 High Street, Fareham, PO16 7AF.