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Ofsted Results
Social Care Ofsted Report: 1st - 3rd October 2024 OUTSTANDING
Managers and staff have created a highly aspirational culture that helps children to achieve their full potential and improves their life chances. Many children have faced a difficult educational journey and the experience of moving to the school has been transformational for them and their parents. One parent told inspectors, ‘The school is a wonderful place where my child has grown and flourished, and I cannot praise the care team more.’ Another parent said, ‘The school is an amazing environment for the children to grow and develop. There is a nurturing, supportive culture.’
Children have access to a wide range of specialist support services, such as in-house therapists and well-being professionals. All staff communicate effectively in order to ensure that there is a holistic understanding of children’s needs and day-to-day experiences.
Admissions processes for children who are new to the residential provision are well organised and carefully managed. As a result, children have positive experiences of moving to the school. Many children moving on from the school go on to further education at college or university. One child said, ‘Moving to the school has allowed me to meet my best friends, express myself and find out who I am as a person.’
Ofsted Report 11th - 12th February 2020 - Good
Pupils are proud of their school and talk with excitement and passion about all aspects of their education here. Their enthusiasm for learning and appreciation of the opportunities the school provides are both heartening and humbling. They like that all pupils are ‘the same’ and talk of a strong sense of belonging. Some pupils told inspectors that this was the first school that they had attended that fully understood their needs. One told the lead inspector that the school had changed his life, giving him the confidence to talk after 11 years of silence.
Visits to classrooms showed them to be happy places with a high degree of consistency in pupils’ routines and teachers’ classroom practice. The curriculum is well suited to pupils here. It takes into account their complex needs very well. Consequently, pupils behave well. This includes in the primary, secondary and sixth-form phases of the school.
Pupils’ wider needs, including their social and emotional development, are catered for well at the school. Staff work hard at building pupils’ resilience and confidence. Pupils themselves understand the importance of developing their communication skills so that they can be successful in the future. Preparing pupils for life after leaving Mary Hare underpins every aspect of the secondary and sixth form-phases. School leaders give high importance to celebrating the successes of past pupils, many of whom have achieved well in a wide range of fields.