Edan Court School

What Ofsted said

From the inspection on 30 June 2026

Pupils enjoy attending Edan Court School. Staff create a calm, welcoming and supportive environment. This helps pupils to quickly feel safe and secure in their new school. For many, this comes after a period of time out of education or other disruption prior to joining the school. Leaders rightly prioritise ensuring that pupils quickly settle and begin to make friends with their peers. This helps pupils to attend more frequently than they did in their previous setting. Leaders provide pupils with a range of experiences that broaden their understanding of the world, such as visits to places of worship. Pupils also engage with learning and wider opportunities in the local community. These help to develop pupils’ independence as well as their ability to explain and manage their own needs. Pupils generally behave well. Mostly, they are interested in their learning and focus in lessons. Staff recognise when pupils may be struggling. When needed, staff provide additional support and help pupils to refocus. At social times, pupils enjoy playing and exploring the outdoor gym equipment. They build strong relationships with their trusted adults who help them to strengthen their friendships with peers. Incidents of bullying are rare and pupils have confidence in staff to resolve these. The school’s curriculum is well-designed to meet the needs of pupils. Its distinct pathways mean that pupils are able to access learning that is at the correct level to build on their current stage of understanding. Staff know pupils well. They provide effective support for pupils, including through the school’s therapeutic offer. This enhances how well pupils access the school’s curriculum. Generally, pupils achieve well and are ready for their next stage of education.

What the school should improve

• Leaders should ensure that staff consistently use lesson time and activities to maximise pupils’ learning of the intended knowledge and skills set out in the curriculum.
• Leaders should ensure that the curriculum and the assessment model in the primary ‘nurture’ pathway are more closely aligned and ensure that pupils’ learning in provision builds precisely towards their individual targets across all areas of learning.
• Leaders should refine their approach to using available data, such as that relating to incidents of poor behaviour, to evaluate the impact of the school’s work and to inform further actions to strengthen provision.

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