Roehampton Hospital School

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About Roehampton Hospital School

Name Roehampton Hospital School
Ofsted Inspections
Mr Russell Cooper
Address The Priory Hospital Roehampton, Priory Lane, SW15 5JJ
Phone Number 02088768261
Phase Independent
Type Other independent school
Age Range 11-18
Gender Mixed
Number of Pupils 29
Local Authority Wandsworth

What is it like to attend this school?

Pupils value the opportunities to put their medical treatment aside in order to study in the school. Staff have high expectations for pupils’ learning. They do whatever it takes to help pupils overcome their difficulties so that they can learn in a calm, nurturing and supportive environment. Pupils, therefore, gain new knowledge in a range of subjects. This prepares them well for their futures on discharge from the school.

Staff set pupils clear routines and boundaries. These help pupils to keep safe and to behave well even when anxious or dysregulated. Pupils, on arrival to class, settle quickly and diligently to their work. Pupils do not experience any disruption in class and report that they have not experienced bullying at the school. This is because of the care and support that pupils receive. They build good supportive relationships with their peers and with members of staff. All pupils have trusted adults that they can turn to if they are worried, in the full knowledge staff will help them.

Staff work to find out pupils’ interests so they can support them to develop and nurture their talents. For example, several pupils make good use of the music room in order to play instruments, sing and perform.

What does the school do well and what does it need to do better?

The school caters for pupils who are hospital inpatients. They receive support for eating disorders and other mental health needs. There is a high turnover of pupils admitted and discharged throughout the year. Leaders and staff work together with the hospital’s medical and therapeutic teams. They collaborate to meet pupils’ medical, emotional and educational needs.School leaders and staff share a clear vision. They want pupils to continue with and succeed in their studies. Leaders are ambitious in their curriculum design and delivery. They make sure pupils reintegrate into education or training when they leave the school.When pupils arrive, staff use a range of tools to check pupils’ prior learning. They use the information to design a bespoke curriculum. They tailor programmes to meet each pupil’s needs and ambitions.

Subject teachers devise well-planned, tailored programmes of study. These include plans for pupils and sixth-form students who have had big gaps in their education, and who might be at very low emotional points. For example, in textiles, staff plan lessons in a logical way in order to build pupils’ knowledge and skills. As a result, pupils can design and deliver projects of increasing complexity. Pupils enjoy these tasks. Textiles is a key part of the school’s curriculum. It helps pupils re-engage with learning and make progress.

Most pupils and sixth-form students are still registered with their home schools. They follow their home-school curriculum and do the work set by the home-school teachers. This school has expert teachers, such as in English, science, and languages. They know the content of various courses and qualification requirements in their subjects. These include functional skills, GCSEs, A levels, and the international baccalaureate. Teachers liaise and work closely with the home-school teachers. This means that teachers can support pupils to continue their home-school courses. Pupils rejoin their classes with success when they return to their original schools.

Teachers break down subject knowledge into manageable chunks. They also plan lots of opportunities to revisit what has been taught. This helps pupils to remember knowledge and vocabulary in the long term. Teachers use regular assessments well in order to identify gaps in pupils’ knowledge. They are adept at adapting their teaching to meet the specific needs of all pupils. This includes pupils with special educational needs and/or disabilities. The school’s literacy strategy ensures that pupils read and review books often. In these ways, teachers make sure pupils know more and remember more across the subjects.

Most pupils leave the school well prepared to continue their education. They return to their home schools or sixth-form colleges. Some move straight to universities or into training, such as through apprenticeships. A few with severe mental health issues take different paths on leaving. Staff and therapists support them to make suitable next step choices and arrangements.

Pupils’ behaviour and attitudes are admirable, including in the sixth form. They are very motivated even now when their home schools have closed for the summer holidays. Some have chosen to begin their studies for the coming academic year. They are grateful for the opportunity to attend summer school once the formal term comes to an end.

The school’s work to promote pupils’ personal development is exemplary. Pastoral care is central to the school’s work, including in the sixth form. Many pupils feel fragile. Staff remind them of their place and function in society. They encourage them to have a voice and use it to express their views. Pupils debate current affairs and controversial issues. Staff develop pupils’ character through modelling a can-do attitude. They raise pupils’ aspirations. They ask pupils to think about others and how people might treat them. Recently, pupils learned about the LGBT community. They considered those who suffer racism and other forms of prejudice. Pupils make items for sale, such as artwork to support charities, including those supporting the homeless. A medical expert spoke to pupils about menstruation for girls with anorexia.

Leaders encourage staff to attend training and development courses. This enhances staff expertise in their areas of responsibility. Leaders speak with staff every day. They support their well-being, including ensuring a reasonable work-life balance.

The proprietor body has robust systems across their various schools and hospitals. They support and check all aspects of the school’s work. They make sure that the school meets all the independent school standards, and other requirements, such as health and safety. The curriculum meets the requirements of the independent school standards, including in the sixth form. Their accessibility plan complies with schedule 10 of the Equalities Act 2010.


The arrangements for safeguarding are effective.

There is a strong culture of safeguarding. School and hospital safeguarding leaders, plus the hospital’s multi-disciplinary team, work together. They are in regular contact with pupils’ home-school safeguarding leaders, local authorities and external agencies. Together, they support pupils’ safety and well-being effectively.Therapists create ‘safe spaces’ for pupils to raise their concerns and seek help. Staff are alert to the range of safeguarding issues that could arise. They know how to report their concerns.

The curriculum covers a range of risks and guides pupils on how to keep safe. Staff adapt some sessions and deliver them with sensitivity, considering some pupils’ past experiences.

The school does not have a website. The safeguarding policy, other policies and information are available to parents on request.

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Roehampton Gate School

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