|Name||Old Sams Farm Independent School|
|Ofsted Inspection Rating||Good|
|Inspection Date||03 July 2018|
|Address||Old Sams Farm, Quarnford, Buxton, Derbyshire, SK17 0SN|
|Number of Pupils||Unknown|
|Percentage Free School Meals||0%|
|Pupils with SEN Support||40%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Old Sams Farm Independent School is a small special school located on the borders of Staffordshire and Derbyshire. It provides full-time education for pupils who have social, emotional and mental health difficulties. In addition, pupils often have other needs such as speech, language and communication difficulties, attention deficit and hyperactive disorders (ADHD). The school caters for pupils aged 11 to 16 years, all of whom are in the care of local authorities. The school is registered to admit up to five pupils, on either short or longer-term placements according to their individual needs. Many have been excluded from their previous schools or have had periods of time out of school. At the time of this inspection, there were five pupils on the school roll, aged 11 to 13 years, all of whom had been admitted at various times in the current school year. All pupils have an education, health and care plan or are awaiting assessment. The school is part of the Roaches Therapeutic Community which is owned and managed by the Care Today Parallel Parents company. Pupils from this school may transfer to other schools within the group, to access alternative courses or to have a broader community experience. The school was last inspected in November 2014. The school does not currently use the services of any alternative providers.
Summary of key findings for parents and pupils
This is a good school School leaders and staff have an excellent understanding of the individual behaviours and learning characteristics of each pupil. As a result, they provide a relevant curriculum and plan well for effective teaching and learning. Staff have an accurate understanding of the extent of pupils’ progress because of increasingly effective arrangements for assessment and review. Pupils make good progress from relatively low starting points in their learning and personal development. Pupils, parents and carers value the quality of education and personal support which underpins these positive outcomes. The headteacher has successfully encouraged cooperation and mutual support among the teaching staff. Pupils learn to respond to consistent expectations of behaviour and engagement in lessons. Pupils’ behaviour and attendance are good. This demonstrates strong progress from their outcomes in previous settings. The school provides a safe environment. Staff are vigilant in their attention to the safeguarding of pupils. The proprietor, executive headteacher and quality assurance manager provide very effective leadership and support for the school. They ask the right questions and rigorously review the school’s evidence that pupils are making expected progress. Senior leaders have a well-informed understanding of the school’s strengths and areas for further improvement. They check classroom practice and pupils’ learning regularly and accurately. The records of self-evaluation do not make sufficiently precise use of the wealth of evidence collected and recorded. All pupils make substantial progress. However, the progress of the most able pupils could be accelerated further. The school provides effectively for the spiritual, moral and social development of pupils. Their cultural development and preparation for life beyond school are not sufficiently developed. The proprietor and senior leaders have ensured that all the independent school standards are met. Compliance with regulatory requirements The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.