Gloverspiece

Gloverspiece School is an independent co-educational day school located in a rural area near Droitwich, Worcestershire. Established in 2017, the school caters specifically to the needs of pupils with special educational needs and/or disabilities (SEND). The school is owned and governed by Mrs. Lynne Duffy, who also serves as the headteacher. The school provides education for children aged 4 to 16, with a current enrollment of 25 pupils. The student body is composed of mixed-age classes that are organized according to ability and individual needs. The school aims to create a secure and happy environment where outdoor activities are utilized to help pupils discover their talents and build self-confidence.

The inspection conducted in March 2022 took into account the challenges faced by educational institutions during the COVID-19 pandemic, including the various restrictions imposed by government guidelines. The school’s assessment data indicates that the pupils' abilities are below average compared to national standards, with all students having SEND, including conditions such as autism and social, emotional, and mental health issues. Each pupil has an education, health, and care (EHC) plan, and the school provides additional specialist support tailored to their needs. The demographic of the pupils includes those from families with professional and business backgrounds, residing within a 40-mile radius of the school.

The Independent Schools Inspectorate (ISI) conducted a compliance-only inspection to evaluate the school’s adherence to the Independent School Standards as outlined in the Education (Independent School Standards) Regulations 2014. The inspection focused on various aspects of the school, including the quality of education, spiritual, moral, social, and cultural development, welfare, health and safety, staff suitability, premises and accommodation, information provision, complaints handling, and leadership and management quality.

The key findings of the inspection revealed that Gloverspiece School meets all the standards set forth in the regulations, with no further action required. The school’s framework for assessment confirms that teaching practices enable pupils to make good progress, and the curriculum is well-documented, supported by appropriate plans and schemes of work. The teaching methods employed are effective, incorporating suitable resources and effective behavior management strategies. The school provides relationships education for junior pupils and relationships and sex education for senior pupils, adhering to statutory guidance and having consulted with parents on its policy.

The spiritual, moral, social, and cultural development of pupils is actively promoted, fostering responsible and tolerant citizenship. The school has established arrangements to safeguard and promote the welfare of pupils, ensuring compliance with current statutory guidance. Good behavior is encouraged, and measures are in place to prevent bullying. Health and safety requirements are met, including fire safety protocols, and first aid provisions are adequately addressed. The school maintains proper supervision of pupils and keeps accurate admission and attendance records, along with a strategic approach to risk assessment. A disability access plan is also in place.

In terms of staff suitability, the school conducts appropriate checks to ensure that all staff, supply staff, and proprietors are suitable to work with children. A register is maintained as required. The premises and accommodation provided by the school meet the necessary standards, including suitable toilet and changing facilities, as well as accommodations for pupils' medical and therapy needs. The school ensures that the premises are well-maintained, with appropriate acoustics, lighting, and adequate water provision. There is also suitable outdoor space for physical education and play.

The school publishes a range of information for parents, inspectors, and the Department for Education, including details about the proprietor, the school’s ethos, curriculum, admission arrangements, behavior policies, health and safety measures, and the complaints procedure. The safeguarding policy is readily available on the school’s website, and the school provides annual reports on individual pupil progress to parents.

Complaints from parents are handled effectively through a structured three-stage process, which includes informal discussions, formal complaints, and a hearing before an independent panel. Each stage has clear timelines, and the panel can make findings and recommendations communicated to the complainant. Records of complaints and actions taken are maintained appropriately.

The leadership and management of the school demonstrate good skills and knowledge, ensuring that all standards are consistently met and actively promoting the well-being of pupils. The proprietor plays a crucial role in overseeing the effective functioning of the school, contributing to a positive educational environment.

Overall, the inspection concluded that Gloverspiece School meets all regulatory standards and provides a supportive and effective educational experience for its pupils with special educational needs and disabilities. The school’s commitment to fostering a nurturing environment, combined with its comprehensive support systems, positions it as a valuable institution for the families it serves. The findings highlight the school’s dedication to continuous improvement and adherence to the highest standards of educational practice.