Felix House School

What Ofsted said

From the inspection on 24 February 2026

Pupils join Felix House School at different stages in their education. The number of pupils has increased gradually since the school opened in November 2024. Pupils, alongside staff, have quickly formed a friendly and welcoming community. Despite many pupils previously experiencing a fragmented education and having held negative views of school, they enjoy their time here and achieve well. Pupils benefit from the care and support of staff, which helps them to succeed. Pupils rise to the school's high expectations which typically leads to improved outcomes for pupils, both academically and in their personal development. Pupils are well supported to make a positive contribution to their community. Pupils learn to build positive relationships with their peers and with staff. Staff provide them with patient and effective guidance. They help pupils to learn from times when they do not reach the school’s expectations for behaviour. As a result, pupils are generally respectful and considerate of the needs of others. They feel secure in school and confident to be themselves. This contributes to their improved rates of attendance. Bullying and other prejudicial acts are not tolerated and dealt with effectively. The school provides pupils with a highly personalised education. Leaders build pupils’ programmes around the requirements of their education, health and care plan, as well as their interests and aspirations. This helps to reduce any barriers to their learning and/or wellbeing. The school has prioritised enriching each pupil's curriculum using educational visits and opportunities for learning in the community. These strengthen pupils’ understanding, independence and their enjoyment of learning. These opportunities also help pupils to see a clear purpose in the work that they are doing and a connection with their future ambitions. As appropriate, pupils benefit from therapeutic support that helps them, such as in understanding how to manage their own mental health needs.

What the school should improve

• Leaders should ensure that the curriculum more precisely identifies the most important knowledge across all subjects so that teachers are able to make highly effective choices about what to teach and to strengthen the assessment of what pupils have learned.
• Leaders should ensure that the school’s careers provision is strengthened, providing pupils with a cohesive programme so that they develop a detailed understanding of available opportunities and how to achieve their ambitions.
• Leaders should refine the teaching of the fundamental British values and other religions to ensure that pupils develop a more detailed understanding.
• Leaders and the proprietor should ensure that all systems for evaluating the school’s work, such those to analyse behaviour data or compliance with the independent school standards, provide detailed insights that support the school’s ongoing improvement work.

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