Birtley House Independent School

What Ofsted said

From the inspection on 23 September 2025

This is an inclusive and vibrant school community. Pupils are polite, respectful and thoughtful. Around school, they share happy smiles with their friends and staff as they go about their day. Pupils feel supported and listened to by empathetic and caring staff. They do not worry about any unkindness. Pupils trust that staff will help them deal with any worries or concerns. The school has prioritised pupils' mental and physical health. Pupils understand the importance of a healthy diet and lifestyle. They know how to keep themselves safe and well. Pupils behave very well and attend school regularly. On the occasions when pupils find it difficult to manage their emotions, staff respond sensitively to help pupils regulate their feelings. Pupils practise breathing exercises and enjoy taking 'time out' to relax in the sensory garden. The school has high expectations for pupils' behaviour and achievement. It caters exclusively for pupils with special educational needs and/or disabilities (SEND). However, the quality of education that pupils receive is variable. The support that pupils receive in most subjects does not help them to learn as well as they should. Consequently, most pupils do not leave school well-prepared for the next stage of their education.

What the school should improve

• ◼ In some subjects, the school has not ensured that the work given to pupils enables them to develop detailed knowledge in that subject. As a result, most pupils do not acquire the depth of knowledge that they need. The school should ensure that staff are trained and supported to provide pupils with work that deepens their knowledge over time ◼ The school has not ensured that staff are trained to deliver its chosen phonics programme effectively. As a result, the teaching of phonics is variable. Pupils who are at the earlier stages of learning to read are not well supported to become fluent readers. The school should make sure that staff are equipped to support pupils to become confident and fluent readers. ◼ The school does not consistently identify and support some pupils' specific SEND needs. This hampers these pupils' learning. The school should ensure that systems to identify pupils' SEND needs are consistent and robust and that strategies to support pupils are implemented and regularly reviewed. ◼ The proprietor's and the school's evaluation of the quality of education and monitoring of the behaviour system is not effective enough. Additionally, leaders' collective understanding of their roles and responsibilities to meet the standards is varied. The proprietor should ensure that leaders at all levels have the knowledge and expertise to fulfil their roles and responsibilities effectively.

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