|Name||King Edwin School|
|Ofsted Inspection Rating||Good|
|Inspection Date||05 June 2019|
|Address||Mill Lane, Norton, Stockton-on-Tees, TS20 1LG|
|Number of Pupils||45 (82% boys 18% girls)|
|Percentage Free School Meals||0%|
|Pupils with SEN Support||0%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
Since the last inspection, the school has appointed a governing body. The school received a standard inspection in September 2017 and an additional inspection in February 2019. The school is a partnership venture with Stockton local authority. A joint venture board oversees the overall progress of the school but is not involved in daily operational matters. The school operates on one site. Some pupils attend alternative provision at Field House farm and Daisy Chain, as part of their overall programme. The school has a collection of animals, including rabbits, reptiles, alpacas, goats, chickens and a pony.
Summary of key findings for parents and pupils
This is a good school The principal has a strong vision for the school to help change the lives of the pupils and their families for the better. The proprietor, principal and governors have high expectations and aspirations for both pupils and staff. They are committed to securing the best possible education for the pupils. They have ensured that all of the independent school standards are now met. The principal and proprietor have worked effectively to address the areas for improvement identified at the previous inspection. As a consequence, all aspects of the school are now good. Teaching is strong, because teachers have a good understanding of how to plan lessons to meet each pupil’s individual needs. The highly personalised curriculum is tailored to meet each pupil’s needs. It provides pupils with the skills to be prepared for further learning when they leave the school. The effective staff team builds strong and caring relationships with the pupils, which enable pupils to thrive and achieve more than they thought possible. All pupils make good progress from their low starting points. Some pupils achieve GCSE passes in English and mathematics. Pupils’ emotional well-being is central to the school’s work. As a result, pupils’ attitudes to learning improve significantly over time. Leaders’ work to promote pupils’ social, moral, spiritual and cultural understanding and their appreciation of British values is good. Leaders’ determined focus on improving attendance has reduced pupils’ absence and persistent absence. However, this continues to be a priority. The relatively new governing body is beginning to monitor the effectiveness of leaders’ actions to improve the performance of the school. Pupils’ progress in reading is not as strong as in other areas of learning, because there are not enough opportunities for pupils to develop their reading skills. 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.