The Lodge AP

The Lodge AP is a newly opened alternative provision for pupils with special educational needs and/or disabilities (SEND), most of whom have an education, health and care (EHC) plan for social, emotional and mental health needs. This first standard inspection, carried out in July 2026, found the school performing at a strong standard across achievement, attendance and behaviour, curriculum and teaching, inclusion, leadership and governance, and post-16 provision. Personal development and wellbeing was judged at the expected standard. Safeguarding standards are met. Leaders have created an ambitious, caring and inclusive culture in which pupils make excellent progress from disrupted starting points, attendance improves considerably, and behaviour is typically excellent. Pupils access a broad range of qualifications and benefit from highly personalised support that prepares them well for adulthood. The proprietor, who also acts as the governing body, is highly effective, and staff morale is high. As the school has been open for less than a year, inspectors noted that it is too early to see how well the school succeeds in helping pupils achieve long-lasting and life-changing outcomes, and that the personal development and wellbeing offer needs further refinement to maximise its contribution to pupils' preparedness beyond school. There are no areas of underperformance requiring urgent action; the next steps focus on sustaining and building upon the strong practice already established.

Strengths

• Pupils, all with SEND and most with EHC plans, make excellent progress from low and disrupted starting points.
• Leaders identify pupils' starting points promptly and address gaps in communication, emotional literacy, numeracy and literacy quickly and effectively.
• Pupils access a wide range of qualifications, including AQA awards and GCSEs, and achieve outcomes that support successful transitions to further education, employment and training.
• Attendance, though below national levels, shows considerable improvement compared with pupils' attendance prior to joining the school, including for those with SEND and those known to social care.
• Leaders work tirelessly with families and pupils to identify barriers to attendance and provide targeted support.
• The school's nurturing ethos and excellent pastoral care help pupils feel safe and comfortable, and they typically behave extremely well.
• Staff apply the behaviour policy consistently, know pupils well, and respond sensitively to individual needs, including through quiet spaces and one-to-one counselling.
• Leaders do not tolerate bullying or discrimination; staff act quickly to resolve issues and support those involved.
• The curriculum is ambitious, well-ordered and inclusive, expertly tailored to each pupil's needs, interests and abilities.
• Teaching is highly effective, with staff who know their subjects extremely well and explain new ideas clearly.
• Reading plays a central role in school life, with effective support for pupils who find reading difficult and a wide range of books promoting a love of reading.
• Inclusion is highly effective: skilled staff settle anxious pupils with great sensitivity, identify barriers quickly and put effective support in place.
• The curriculum is uniquely adapted for each pupil, enabling them to settle quickly and be ready to learn.
• Leaders frequently check the effectiveness of curriculum adaptations and make swift, purposeful changes when needed.
• Staff receive regular training, including on adapting teaching to support individual pupils' needs.
• Leaders have achieved a great deal in a short time, placing pupils' best interests at the centre of every decision.
• Leaders know their school extremely well and constantly reflect to improve it.
• Leaders provide a comprehensive professional development programme based on current research, school priorities and the needs of staff and pupils.
• Staff describe a culture of trust, open communication and teamwork; leaders prioritise staff wellbeing and manage workload carefully, resulting in high morale.
• The proprietor, acting as governing body, is highly effective, brings a wealth of expertise, fulfils statutory duties diligently, and ensures independent school standards are met.
• The post-16 curriculum is well planned and taught consistently well, with learning tailored to each student's needs, interests and goals.
• Post-16 students speak enthusiastically about their learning and show extremely positive progress from their starting points.
• Work experience forms a valuable part of the post-16 curriculum, building confidence, independence and decision-making.
• Personal development and wellbeing are an important part of the school's ethos and curriculum, with a personalised PSHE and RSE curriculum meeting individual needs.
• Trusted staff deliver weekly sessions on healthy relationships, emotional wellbeing, online safety and physical health, helping pupils engage confidently.
• Pupils benefit from a range of opportunities beyond the classroom, including visits to theatres, museums and cultural settings, and community projects.
• Careers education is well developed, with individual career plans reflecting pupils' aspirations and addressing barriers to engagement.
• Pastoral support is a strength, helping pupils develop self-belief and achieve goals they once thought impossible.
• Pupils show understanding of protected characteristics, equality and diversity, and are suitably prepared for life in modern Britain.

Areas for Improvement

• Attendance remains below national attendance levels, although it is improving considerably compared with pupils' prior attendance.
• Personal development and wellbeing is judged at the expected standard rather than strong; it is too early to see how it contributes to pupils' outcomes, experiences and preparedness for life beyond school.
• As the school has been open for less than a year, it is too early to see how well it succeeds in helping pupils achieve long-lasting and life-changing outcomes.
• Leaders need to continue to build on the strong practice around inclusion to ensure it is sustained over time and brings about highly positive, long-lasting outcomes.
• Leaders need to continue to refine the personal development and wellbeing offer so that it makes an important contribution to pupils' outcomes, experiences and preparedness for life beyond school.

• Primary Schools
• Secondary Schools

All schools in Sandbach · Cheshire East local authority: places and applications

What is The Lodge AP's Ofsted rating?

The latest Ofsted rating for The Lodge AP is Expected standard, from an inspection in September 2026.

When was The Lodge AP last inspected by Ofsted?

The Lodge AP was last inspected in September 2026.

How many pupils does The Lodge AP have?

The Lodge AP has 16 pupils on roll.

What age range does The Lodge AP cover?

The Lodge AP for pupils aged 13 to 18.

Where is The Lodge AP?

The Lodge AP is at Sandbach House, 36 Crewe Road, Sandbach, CW11 4NE.