|Name||KWS Educational Services|
|Ofsted Inspection Rating||Good|
|Inspection Date||03 July 2019|
|Address||23-25 & 51 Brunel Road, Bedford, Bedfordshire, MK41 9TJ|
|Number of Pupils||Unknown|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
KWS Educational Services is an independent day school. The school’s last standard inspection was in September 2017, when the overall effectiveness was judged to be requires improvement. All independent school standards were met. Pupils are both referred and funded by their local authority or attend from other local schools on a part-time basis. The school caters for boys and girls between the ages of 11 and 18 years who have special educational needs and/or disabilities. The majority of pupils have education, health and care plans. Most pupils arrive with histories of poor attendance and having experienced disruption to their education. Many present challenging behaviour and have been excluded from their previous schools. Pupils have a range of complex social, emotional and mental health needs. Teaching is mainly in small groups, led by teachers who are supported by teaching assistants. All pupils have a key worker. The school does not use agency staff. The school does not use any alternative provision.
Summary of key findings for parents and pupils
This is a good school Leaders and trustees have ensured that the school meets all of the independent school standards. Staff have high expectations of pupils’ work. Pupils are supported effectively in class. As a result, they make good progress. Pupils are provided with plenty of opportunities to advance their reading, writing and mathematical skills across all subjects. Pupils enjoy school. They feel safe and well cared for. Arrangements to safeguard pupils are effective. The effectiveness of governors has improved. They are now efficiently monitoring the work of the school. Behaviour management is effective. Staff are consistent in applying the code of conduct. As a result, behaviour is good. Highly effective personalised support has a profound impact on pupils’ attainment. Staff’s personalised approach to each pupil’s personal development and welfare forms a central part of their focus. Adults model expertly the school’s values of tolerance and respect for one another. Leaders and trustees offer a broad and balanced curriculum that meets the needs of the pupils. The curriculum makes good provision for pupils’ spiritual, moral, social and cultural development. The headteacher has a good understanding of the strengths and weaknesses of the school. While improvement plans are focused on the right priorities, some success criteria are not precise enough. Staff provide most pupils with useful careers advice and support. Not all pupils have access to an independent careers adviser. At times, teachers do not give pupils enough time to consolidate their understanding before they progress to the next topic or give them enough time to think about their work before they step in and help them. Opportunities to develop reasoning skills in mathematics are limited. 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.