|Name||Fair Ways School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||23 January 2018|
|Address||New Road, Swanwick, Hampshire, Southampton, Hampshire, SO31 7HE|
|Number of Pupils||Unknown|
|Percentage Free School Meals||0.0%|
|Pupils with SEN Support||2.2%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Fairways is an independent co-educational special school for students aged from 11 to 19 years. The school is registered for up to 40 students. At the time of the inspection, there were 38 students on roll. All of the students attending the school have a statement of special educational needs or an education, health and care plan and have been identified as either having emotional, behavioural and social difficulties or autistic spectrum disorder. The students come from a variety of home backgrounds, including foster care, and some are looked after by their local authority. The school aims to ensure that ‘No-one is disadvantaged educationally and that education provision is a continuous process. Students are encouraged to achieve, whatever their abilities, and are confident in their abilities and those achievements.’ The school is based on two main sites. The provision for social, emotional and mental-health needs is at a site situated near Swanwick in Hampshire and the provision for those with an autistic spectrum disorder is at a site in Totton, Southampton. The school uses facilities away from school for sports, vocational training and work experience. There are established links with a number of local colleges, including Highbury College, South Downs College and Fareham College. The school was last inspected in March 2014.
Summary of key findings for parents and pupils
This is an outstanding school Senior leaders have built tenaciously on the early successes of the school. The director and headteacher lead with clarity, purpose and a strong desire to improve outcomes for pupils. As a result, staff work very effectively with the common purpose to turn the lives around for the pupils under their stewardship. Leaders’ checks on the school’s effectiveness are meticulous. They have implemented strong systems to track pupils’ progress academically, socially and emotionally. Despite using this information very well to evaluate the school’s many strengths, on rare occasions, leaders could be more analytical to bring about sharper improvement. Directors from the trust share leaders’ very high standards and expectations. They hold leaders to account diligently. Pupils’ excellent experience is complemented by a well-planned curriculum that meets pupils’ individual needs exceptionally well. Consequently, pupils have opportunities to apply their learning to real-life contexts and have their sensory and emotional needs met extremely well. Other leaders add value to the effectiveness of the school. For example, the deputy headteachers maintain the effective day-to-day running of the two main sites very well. Teaching is highly effective. Staff know pupils exceptionally well because of precise and ongoing assessment of pupils’ needs. They tailor lessons exceptionally well to engage pupils’ interests. Consequently, pupils make rapid gains in their academic, personal and social development. Other adults, such as teaching assistants and therapy assistants, are highly skilled and are used effectively to support pupils’ learning. There are very clear policies for managing pupils’ complex behaviour. Staff are well trained and implement the school’s policies to very good effect. Therefore, pupils learn to re-engage in learning. They develop new skills that help them to form meaningful friendships with their peers. Staff promote the emotional well-being, health and safety of pupils in all that they do. Pupils are very well cared for. Safeguarding arrangements are very effective. The 16 to19 study programmes are tailored to meet students’ individual needs. Students are supported very effectively to develop skills and achieve qualifications. The great majority of students go on to succeed in sustained education, training or employment. Compliance with regulatory requirements The school meets schedule 1 of The Education (Independent School Standards) (England) Regulations 2010, as amended by The Education (Independent School Standards) (England) (Amendment) Regulations 2012 (the independent school standards) and associated requirements.