Ellesmere College

What Ofsted said

From the inspection on 6 May 2026

Pupils are welcomed into a calm and orderly school, where staff know them well and respond quickly to what they need. Many pupils arrive with complex barriers linked to autism, communication needs, health conditions and anxiety, or to earlier disruption to their education. Staff greet pupils warmly when they arrive by taxi, bus or with parents and carers. They use well-established routines and a flexible start to the day so pupils settle safely and are ready to learn. Pupils’ behaviour is typically positive. Staff help pupils effectively to understand and manage their feelings, through approaches, such as the use of visual supports and the school’s work on recognising emotions. When a pupil becomes upset, staff respond calmly and consistently. Other pupils usually stay focused on learning. Pupils find that bullying is rare and that staff deal with concerns quickly. Pupils feel safe. Learning is carefully matched to pupils’ needs and interests. Staff help pupils to use gesture, pictures, real objects, symbols or words, so they can communicate and take part in learning activities. Pupils are proud when they master new routines, develop independence or take on responsibilities. Older pupils work confidently alongside peers and adults, including in community-based activities and work-related learning, which help them to prepare for adulthood. Attendance varies because some pupils have complex health needs or family circumstances. Where barriers can be addressed by the school and regular attendance is achievable, pupils attend well. Staff work very well with families, transport providers and other agencies to support pupils to attend more regularly, which often results in significant improvements. Pupils take part in a wide range of experiences beyond lessons, including music, sport, trips and visits to other places in the community. These experiences help pupils to build their confidence, friendships and independence. Pupils feel that they belong. They are accepted for who they are.

What the school should improve

• Leaders should strengthen curriculum sequencing, particularly in the 'Thrive' pathway, so that staff can clearly identify what pupils should learn, when knowledge is secured and how learning builds cumulatively beyond their individual targets.
• Leaders should ensure that teaching challenges pupils, so those who are ready to move on in their learning do so promptly.
• Leaders should clarify subject-specific starting points and progress measures, particularly in English and mathematics, so they can evaluate securely whether 'Thrive' pupils know more, remember more and can do more over time.
• Leaders should strengthen their monitoring and evaluation of personal development by systematically checking the take up of opportunities across all groups of pupils, so they can better understand participation and evaluate the impact of the school’s work.
• Those responsible for governance should strengthen strategic challenge, holding leaders rigorously to account for the impact and pace of improvement in the quality of education and pupils’ outcomes.

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