Brooke House Day School

What Ofsted said

From the inspection on 10 February 2026

Pupils show high levels of affection for the school. They feel like they belong in this small school because staff accept pupils for who they are. Pupils are proud to be part of such a supportive community. Pupils introduce themselves confidently and engage in conversation. They are keen to talk about their interests and learning. Pupils behave well at all times throughout the school day. At lunchtime and other social times, pupils enjoy talking with their friends and playing in the school garden. Pupils look out for one another and let staff know if they spot a classmate who needs help or needs someone to talk to. Relationships between adults and pupils are deeply rooted in kindness. Pupils appreciate that staff care for them and keep them safe. The school does not tolerate any unkind behaviour or bullying. Pupils recognise that staff are there to help them to do their best, both academically and personally. Staff know pupils well. They are keenly aware of the barriers that can make it difficult for pupils to learn. Staff help pupils to overcome these barriers. Staff are ambitious that all pupils will experience success. Pupils progress steadily through the curriculum and enjoy their lessons. A significant number of pupils who attend the school have previously struggled to access education. Before joining the school, some pupils have spent time out of education. Pupils recognise the difference that attending the school has made to their lives. Pupils learn well and socialise successfully with others. Many parents also appreciate the warm and welcoming learning environment the school provides. One parent’s comment sums up the views of many, ‘Brooke House is more than just a school, it’s a family.’

What the school should improve

• Leaders should continue to adapt and refine the curriculum so that pupils with the most significant barriers to learning can achieve consistently well.
• Leaders should continue to work closely with families and external agencies to improve the attendance of pupils who are persistently absent.
• Leaders should provide staff with more opportunities to participate with each other in professional learning activities, so that staff can share their ideas and develop their expertise as a staff team.

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