ES Independent School

What Ofsted said

From the inspection on 16 June 2026

Pupils often join the school after difficult experiences of education. Many have missed long periods of learning. Some arrive anxious, withdrawn or reluctant to attend. Staff work effectively to help pupils feel safe, valued and ready to learn. Pupils are greeted warmly each morning and can have breakfast before lessons start. Trusted adults check how pupils are feeling and help them settle into the day. This calm start helps pupils re-engage with education. Pupils learn in small groups where staff know them well. Teachers adapt activities to match pupils’ needs and interests. This helps many pupils rebuild confidence. Pupils value being treated with respect and feel listened to by staff. Staff understand pupils’ backgrounds and provide support when challenges arise. As a result, many pupils begin to trust education again. Pupils take part in enterprise projects, fundraising, careers events and community activities. Some design products for fairs, create displays for public exhibitions or help organise charity events. Pupils can see how learning connects to adult life, employment and independence. This helps them develop ambition for the future. Positive relationships define daily school life. Pupils behave calmly around the school and generally show respect towards others. They say staff help them manage worries and regulate their emotions. Pupils feel safe and know who to approach when they need help. Staff support pupils well when there is bullying or the use of derogatory language. For many pupils, attendance improves significantly after joining the school. This helps many pupils to move from very low attendance to regular participation. Over time, many pupils move from disengagement to participation. They gain qualifications, develop confidence and become more positive about their future. Small successes often become important turning points in their wider journey. This contributes to pupils typically being well prepared for life in modern Britain.

What the school should improve

• Leaders should ensure that subject curriculums set out the detail needed to support staff to deliver precise, well sequenced content in lessons.
• Leaders should refine the strategies that they are using to improve attendance to further increase the attendance of pupils who face barriers to regular attendance.

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