Aspiration House School

What Ofsted said

From the inspection on 16 September 2025

Pupils are happy at Aspiration House School. Relationships between pupils and staff are largely positive. Pupils who are pre-verbal demonstrate their genuine delight when their favourite member of staff arrives in the room. They smile and give 'high- fives'. Some pupils described the activities that they like best in school, for example, playing in the garden and nature walks. Staff work effectively to keep pupils safe. On the whole, staff take the right action when pupils' behaviour places themselves, and others, at risk of harm. Most of the school day is calm. All pupils have special educational needs and/or disabilities (SEND). They have complex needs. These are clearly set out in their education, health and care (EHC) plans. Most staff understand the barriers that pupils face when learning. However, too often pupils are not given the right support to help them to learn well. The school's vision that pupils will receive a high-quality education in a caring and nurturing learning environment is not realised. The school's expectations of pupils are not high enough. The school and the proprietor have not prioritised pupils' needs, health and welfare, when making decisions about the running of the school. As a result, the education that pupils receive is inadequate. They are not well prepared for their next steps.

What the school should improve

• The working relationship between leaders and the proprietor has broken down. Decisions are not made in the best interests of pupils. Pupils' needs have not been prioritised and, as a result, the school does not provide a standard of education that is good enough for pupils or meets the standards. The school should ensure that there is greater clarity regarding leaders' roles and responsibilities. There must be clear lines of accountability for the proprietor and leaders.
• The curriculum is not well designed for some pupils. Learning activities are not matched to their stage of development and do not build logically over time. This means that pupils do not learn or achieve well. The school must ensure that all pupils have access to an appropriate curriculum.
• The school has not ensured that staff have the training or expertise that they need to deliver the curriculum so that pupils' complex needs are met. Pupils do not achieve well. The school should ensure that staff are equipped with the knowledge that they need to deliver the curriculum with sufficient expertise.
• The school has not ensured that staff have a secure understanding of the adopted phonics programme or how to support pupils to acquire the phonics code. This means that pupils do not get the right support to help them to learn to read. The school should ensure that staff have the knowledge that they need to help pupils' gain essential phonics knowledge.
• The school does not make effective checks on what pupils know and remember. Too often the work that pupils are given is too difficult, or on occasion, too easy. The school should ensure that clear assessment systems are used by staff and the information gathered is used well to prepare lessons that are matched to pupils' needs.
• Staff do not consistently support pupils when they do not engage in their learning. As a result, some pupils do not develop consistently positive attitudes to their education. The school should ensure that staff have a wide range of techniques at their fingertips to support pupils to actively participate in lessons.
• Some of the opportunities that pupils have beyond the curriculum are restricted by a lack of resources. This limits the breadth of the school's personal development offer. The school should ensure that pupils have a wide range of experiences that support them to prepare for their futures.
• Sometimes, the school does not identify minor issues around the school site and grounds. They do not consistently spot the improvements that need to be made or take swift enough action to reduce risk. The school must ensure that premises checks are thorough, and any identified work is completed without delay.
• Many staff raise concerns about the consideration that is given to their workload and well-being. They are not routinely provided with the support, resources and training that they need to their jobs well. The school should work closely with staff to address the concerns identified and ensure that staff are fully equipped to fulfil their roles.

Read the full Ofsted report (opens in a new tab)