|Name||Cambian Chesham House School|
|Ofsted Inspection Rating||Good|
|Inspection Date||17 October 2017|
|Address||Chesham House, Thrush Drive, Bury, Manchester, BL9 6JD|
|Number of Pupils||Unknown|
|Percentage Free School Meals||0%|
|Pupils with SEN Support||26.7%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
This is a small independent special school which meets the needs of up to six male and female pupils who have moderate learning and/or social, emotional or mental health difficulties. The school is registered for the age range 10–18 years. The school was registered in September 2013 and is part of the Cambian Group of schools. Since February 2016, the school has been registered as an education-only establishment, having previously shared the building with a children’s home. Most pupils travel to the school from children’s homes in the Cambian Group. The majority of pupils who attend have an education, health and care plan or statement of special educational needs and have experienced substantial periods of time missing education. The school currently uses no alternative provision. The school received a progress monitoring inspection in April 2016. This inspection confirmed a number of previously unmet standards identified at an emergency inspection in July 2015 have been met.
Summary of key findings for parents and pupils
This is a good school The proprietor and leaders ensure that the school meets all of the independent school standards. Pupils make good progress from their starting points. They achieve well in a wide range of subjects, particularly English and art. The school’s curriculum is broad, balanced and carefully designed to meet pupils’ needs. It provides a wide range of opportunities for pupils to develop their knowledge and skills well. The curriculum strongly promotes pupils’ understanding of British values and equality. Pupils receive useful advice and guidance about their future education and career options. The range of vocational opportunities informs pupils’ choices and prepares them well for their next stages of education or the world of work. Pupils’ manners and conduct are good. Pupils are welcoming, often overcoming significant social, emotional and mental health issues to engage with visitors and share their learning. Pupils have good attitudes in class. They show the pride they have in their school and attend well. However, pupils’ punctuality is not so good. Safeguarding is a strength of the school. Staff are well trained, highly skilled and vigilant. Effective systems ensure that pupils are safe and risks are well managed. Leaders know their school well and plan appropriate priorities for improvement. The plans for school development sometimes do not contain sufficiently detailed expectations to allow leaders to evaluate easily what difference their actions are making. Leaders frequently check pupils’ progress and use this information effectively to hold teachers to account. However, refinements to recording systems to include the changes made to key stage 2 assessments have not yet been fully implemented. Teaching across the school is good. Pupils acquire knowledge and understanding effectively and make good progress from their starting points. Teachers plan activities carefully to capture pupils’ interests and promote understanding. However, the level of challenge presented to pupils who have higher levels of ability is sometimes more limited, particularly in mathematics. Compliance with regulatory requirements The school meets the schedule to The Education (Independent School Standards) Regulations 2015 (‘the independent school standards’) and associated requirements.