Cambian Home Tree School

Name Cambian Home Tree School
Ofsted Inspection Rating Good
Inspection Date 12 February 2019
Address 172 March Road, Friday Bridge, Wisbech, PE14 0LP
Phone Number 08001381184
Type Independent (special)
Age Range 12-18
Religious Character None
Gender Mixed
Number of Pupils 10 (30% boys 70% girls)
Local Authority Cambridgeshire
Percentage Free School Meals 0.0%
Percentage English is Not First Language %
Persisitent Absence %
Pupils with SEN Support 40%
Catchment Area Information Available No
Last Distance Offered Information Available No
Highlights from Latest Inspection:

Information about this school

Cambian Home Tree School is an independent co-educational day school which specialises in accommodating up to 25 students (12 to 18) who have social, emotional and mental health difficulties. Some pupils are in-patients at Cambian Willows Hospital, a tier 4 acute mental health assessment unit. Most pupils have missed significant periods of education prior to joining the school. The proportion of pupils who arrive or leave part way through the school year is high. The school provides different learning environments to cater for alternative ways of learning. Pupils follow individually tailored educational pathways and the teaching team is further supported by a multidisciplinary team, including a psychologist, occupational therapist and therapeutic practitioners. The school was previously inspected in June 2016. Since the previous inspection, the previous headteacher has been promoted to the regional educational lead, Since September, the deputy headteacher has been the interim headteacher. The school is located in a listed building on the edge of the Cambridgeshire fenland village of Friday Bridge, near Wisbech. The school does not use any alternative provision. There are currently 23 pupils on roll. Pupils are placed by local authorities from across the country.

Summary of key findings for parents and pupils

This is a good school Good leadership and governance ensure that all the independent school standards are met. Leaders’ effective monitoring gives them an accurate view of the school’s strengths and areas for development. Pupils feel safe in school because staff know them well. Accurate risk assessments and high-quality care help pupils stay safe. Pupils benefit from a highly personalised curriculum that effectively promotes their spiritual, moral, social and cultural development. Teachers plan interesting activities that enthuse pupils, helping them to overcome negative experiences and re-engage in learning. The amount of unauthorised absence has fallen significantly over the last two years. Staff use praise effectively to help pupils make progress against the targets in their individual learning plans. Most pupils respond admirably. Staff are determined to see beyond pupils’ diagnoses. This builds pupils’ self-esteem markedly, helping them to succeed. Staff support each other well. Frequent and effective communication helps keep staff informed of pupils’ needs. Pupils’ behaviour improves over time. A few pupils take longer to adapt to leaders’ high expectations of how they should behave. Some staff are highly skilled in helping pupils to manage their behaviour. Others less so, and the behaviour of a few pupils impacts on the learning of others. In English and mathematics, a small proportion of pupils make less progress than they should over time. The acting headteacher knows how each pupil is doing but is not yet using information to identify trends and gain a clearer overall view to inform further improvements. 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.