|Name||New Barn School|
|Ofsted Inspection Rating||Good|
|Address||Guildford Road, Broadbridge Heath, RH12 3PQ|
|Number of Pupils||60 (71.7% boys 28.3% girls)|
|Local Authority||West Sussex|
|Catchment Area Indicator Available||No|
|Last Distance Offered Available||No|
Information about this school
New Barn School is an independent day school for girls and boys aged between seven and 19 years of age. All pupils have an education, health and care plan related to autistic spectrum disorders and associated difficulties. The school opened in January 2017. This is the school’s first standard inspection. It is registered for 34 pupils; currently there are 19 pupils on roll between Year 3 and Year 13. Most pupils have only been at the school for this academic year. At the time of the inspection, there were too few pupils in key stage 5 to report on without them being identified. The school’s aims are to inspire and engage learners through a range of positive learning experiences in a safe and caring environment. The school is situated in a rural location. There are specialist facilities for art and design, science, music, woodwork and food technology. There are indoor and outdoor sports facilities. The school has an outdoor learning provision. Therapeutic staff visit the school regularly. These include an art psychotherapist, a speech and language therapist and an occupational therapist. The school runs a breakfast club. The school uses one alternative provider called Plumpton College in East Sussex.
Summary of key findings for parents and pupils
This is a good school The school is well led. The principal and directors share a strong vision and drive. They have had a positive impact on the quality of teaching and pupils’ outcomes. Senior leadership is well supported by a dedicated staff team. Leaders have ensured that the independent school standards are met. Teaching, learning and assessment are good. Staff ensure that pupils make good progress from their individual starting points. Pupils gain accreditations in English and mathematics as well as many other subjects. Leaders ensure that pupils have useful careers advice. Pupils enjoy work experience. They are well prepared for their future lives. The directors are very supportive. They hold the school well to account in areas such as safeguarding and pupils’ welfare. They do not receive clear enough information from leaders about the quality of teaching or pupils’ progress. This has an impact on how well they can monitor these aspects. Behaviour is good. Effective support from staff and therapists helps pupils to control their anxieties. Staff make sure that pupils’ well-being and safety are paramount. Those who previously have been out of education attend well. Personal development is strong. Pupils build trusting relationships with staff. This gives pupils the confidence to try new experiences. Leaders’ plans for improvement are not always detailed enough. This means that it is sometimes difficult for them to check the impact of their actions. Middle leadership roles are not well enough developed in information technology, art and design, and the humanities. This has an impact on pupils’ progress in these subjects. Staff training in some aspects related to special educational needs (SEN) and/or disabilities is still ongoing. Leaders are in the early stages of developing links with other schools so that staff can broaden their experience. 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.