Educ8 Leicestershire

What Ofsted said

From the inspection on 24 June 2025

The school caters for pupils who have a range of different needs. Most of the pupils have suffered disruption to their education previously due to negative experiences. Pupils credit the school for helping them re-engage with learning and feel good about themselves. They say that the small, informal setting and the high staff ratio suits their needs. Staff are caring and considerate. They take the time to find out about pupils' interests and their ambitions for the future. Pupils know that staff have their best interests at heart. Pupils feel safe and valued. They are comfortable talking to staff about any difficulties that they might have, both educational and personal. Pupils like earning rewards for behaving well, such as 'REACH' points and ambassador status. However, at times, staff do not deal with poor behaviour effectively, which means it can escalate and disrupt learning. The school has high aspirations for all its pupils. It wants to help every pupil achieve the best possible outcomes in the time that they are there. However, the quality of education and the school's personal development provision are not effective enough to achieve this aim.

What the school should improve

• The school has not ensured that staff deliver the school's curriculum consistently well. At times, staff do not present new subject content clearly to pupils. Sometimes, staff do not check pupils' understanding closely enough. Some of the work is too easy for pupils or does not help them learn the curriculum. Consequently, some pupils do not achieve as well as they could. The school must ensure that all staff have the knowledge and skills they need to implement the curriculum effectively.
• The school does not have a suitable phonics programme. Some staff have not been supported in how to teach pupils to read. Consequently, pupils with gaps in their phonics and reading knowledge do not receive the support they need to catch up. The school should ensure that there is an effective approach to the teaching of early reading.
• The school does not promote a culture of reading effectively. Some pupils do not appreciate the value of reading or access reading resources readily. Consequently, they do not read as much as they should. The school should develop its reading culture so that pupils acquire positive attitudes to reading and enjoy the benefits of reading widely.
• The school has not ensured that its behaviour policy is implemented consistently. At times, pupils' disrespectful behaviour is not dealt with well enough. When lessons are disrupted, pupils do not gain as much as they could from their learning. The school must ensure that staff respond effectively to poor behaviour, enabling pupils to develop positive, focused and respectful attitudes to learning.
• The school has not ensured that pupils remember key content from the PSHE curriculum securely. Some pupils lack the knowledge they need to be healthy, respectful citizens. Their understanding of fundamental British values and the differences between people is limited. The school must ensure that its PSHE curriculum helps pupils gain the knowledge and skills that they need for life in modern Britain.
• The school does not meet all the standards. There are inconsistencies in how well the behaviour policy is implemented and how effectively the curriculum is delivered. Therefore, the school does not meet some of the standards relating to the quality of education, the welfare, health and safety of pupils, and leadership and management. The proprietor must ensure that it has a robust oversight of the provision, so that all of the standards are met consistently and securely over time.

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