|Ofsted Inspection Rating||Good|
|Inspection Date||02 July 2019|
|Address||Shires Lane, Stretton, Rutland, LE15 7GT|
|Number of Pupils||Unknown|
|Percentage Free School Meals||0.0%|
|Pupils with SEN Support||0%|
|Catchment Area Information Available||No|
|Last Distance Offered Information Available||No|
Information about this school
The Shires at Stretton provides full-time education for up to 20 pupils and learners in the age range 11 to 19 years. All pupils have an EHC plan related to their autism spectrum disorder conditions and severe learning difficulties, together with associated challenging behaviour. There are currently 17 pupils on the roll of the school, including six post-16 learners. The school does not use the services of any alternative providers. The previous standard inspection of the school was in February 2016. An emergency inspection took place in December 2017 and a monitoring inspection in September 2018.
Summary of key findings for parents and pupils
This is a good school Senior leaders, staff and governors share a deep commitment to maximising the learning and personal development of every pupil. Pupils make outstanding progress in their personal development and readiness for the transition to adult life. Staff throughout the school continuously assist pupils to overcome complex barriers to personal progress. Pupils’ attendance is above average and there are no persistent absentees. Pupils make considerable improvements in their behaviour and readiness to learn during their time at the school. Teaching and learning are based on a thorough understanding of individual pupils’ starting points. Consistently good teaching contributes strongly to pupils’ good progress. The head of school has a powerful impact on the good quality of the curriculum and its consistent implementation across the school. The curriculum for post-16 students enables them to work alongside other pupils with similar starting points. Parents, carers and pupils agree that pupils are safe and well cared for in school. Recently introduced qualifications include opportunities for the most able students to prepare well for the transition to further education or employment. The head of school works very effectively with the governing body to evaluate all aspects of the school’s work and to plan diligently for appropriate continuous improvement. The proprietor and senior leaders have ensured that all the independent school standards are met. Staff fulfil their whole-school management responsibilities effectively. Their contribution to whole-school evaluation and development is not as clearly defined. Support staff make a strong contribution to pupils’ concentration and participation in lessons. Their role in contributing to the monitoring and recording of progress is less consistent. Parts of the premises are cramped and used for multiple purposes. There are limited dedicated spaces for use by therapists and for one-to-one learning or ‘time out’ for individual pupils. 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.