Eagle Park Independent School

What Ofsted said

From the inspection on 24 February 2026

Pupils feel like they belong and are a part of their school and wider community. Staff go out of their way to ensure that when pupils arrive each morning, they are greeted enthusiastically. Staff are encouraging and nurturing. Typically, pupils settle quickly because they have built positive working relationships with staff and they are familiar with the school’s routines. This contributes to pupils feeling happy and safe. Overall, pupils behave well. Any type of bullying is not accepted. The school is ambitious for all pupils to access a curriculum that is challenging and prepares them well for adulthood. Leaders are taking steps to develop provision that meets pupils’ diverse and far-reaching learning and communication needs. For example, they have thoughtfully created a range of specialist classrooms, enabling pupils to experience learning practically. However, despite these developments, there are some inconsistencies in how well the taught curriculum is delivered. As a result, pupils are not prepared as effectively as they should be for their next steps. Pupils experience a range of planned opportunities that help them to develop essential life skills. For example, they learn practical routines, such as serving themselves lunch and tidying up after themselves. They also learn to manage their personal hygiene, and develop strategies to regulate their emotions. Pupils’ creative development is encouraged through music and art, enabling them to explore their interests and recognise their emerging talents. Pupils can also join clubs, such as illustration club. This broadens their experiences further. Pupils take part in an annual poetry competition and some play musical instruments, such as the ukelele and keyboard. These opportunities help pupils to grow in confidence and nurture their abilities. Leaders foster positive relationships with parents and carers. Leaders communicate with them regularly and provide a range of support to those in need. Many parents appreciate this.

What the school should improve

• Leaders should ensure that robust assessment systems are implemented effectively, so that pupils’ starting points are identified accurately and staff know precisely what pupils need to learn now and next and, in turn, support pupils to achieve consistently well.
• Leaders should ensure that all staff develop the subject-specific knowledge and expertise required to teach the curriculum as intended, including secure understanding of foundational skills in reading, writing and mathematics.
• Leaders should strengthen leadership capacity at all levels, so that all leaders contribute confidently and consistently to driving whole-school improvement and securing high-quality provision.

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