Connex

What Ofsted said

From the inspection on 16 June 2026

Pupils arrive at Connex with a disjointed experience of education. Many pupils have been out of school for long periods of time. Pupils arrive reluctant to learn and with a negative view of school. Prior to starting, staff develop a detailed understanding of the challenges that pupils face to their learning and wellbeing. They work closely with pupils and their families to overcome these barriers. As a result, pupils feel safe, attend more regularly and learn to manage their emotions better over time. Staff are ambitious for pupils. They support pupils to see a more positive future. From their individual starting points, pupils achieve well. This includes those who are vulnerable, disadvantaged and pupils with special educational needs and/or disabilities (SEND). The majority of pupils have an education, health and care (EHC plan). Pupils benefit from the curriculum pathways that leaders tailor to meet their interests and SEND profile. This helps pupils to reengage with learning. Pupils are typically calm and respectful. The relationship between pupils and staff is built on trust. Leaders work relentlessly to ensure that absence does not become a barrier. They use a broad range of strategies that is bespoke to individuals and their situations. Bullying is rare. Pupils are adamant that if it did occur staff would deal with it swiftly. The high levels of adult to pupil ratio reflects leaders’ commitment to meeting pupils' needs, in line with their EHC plans. Typically, pupils with SEND, those who are known or previously known to children's social care and pupils with other barriers to their learning and wellbeing, benefit from the provision that the school offers. The personal development programme is a golden thread that runs through the school’s curriculum. It helps to provide pupils with the practical life skills they need. This begins with the youngest pupils, who learn to do up their coats independently. Older pupils learn to understand their own emotions and feelings. They develop a sense of identity, which helps them to find their place in society.

What the school should improve

• Leaders need to continue to strengthen their work to secure pupils' foundational knowledge in handwriting, spelling and grammar so that gaps close quickly and pupils are better prepared for the next stage in their education.
• Leaders should ensure that teachers make effective use of assessment to design and adapt learning activities that build on what pupils know and can do.

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