Fern House School

What Ofsted said

From the inspection on 28 April 2026

Pupils are safe and happy at this inclusive school. Many pupils join at different points in their education and they are warmly welcomed. Pupils quickly settle because they enjoy the security and familiarity of the routines the school has put in place. They swiftly build positive working relationships with staff. Pupils know that staff want the best for them and feel nurtured. Consequently, many pupils attend well. Staff take time to understand pupils’ interests and needs. As a result, pupils want to meet the expectations set for them. The school is largely calm and orderly. When incidents do arise, they are handled efficiently and with care. Pupils are supported to develop the skills that they need to help them manage their emotions. They are taught to respect one another and treat each other kindly. Bullying and physical incidents are taken seriously by staff and followed up quickly. In class, typically, pupils enjoy their learning and want to do well. Every pupil at the school has special educational needs and/or disabilities and leaders ensure that staff have the information they need about individual pupils. Pupils participate in lessons well as they have the resources they need. Staff recognise any subtle changes in pupils’ behaviour and guide them to effective strategies. Pupils progress well from their starting points and work towards the end of key stage 2 national tests and qualifications in English and mathematics when they are older. Leaders are considering how to broaden this offer further. Leaders build positive relationships with parents and carers. They communicate with them often and work with a range of professionals to provide meaningful support for both pupils’ learning and wellbeing needs. Pupils enjoy an increasing range of clubs and take part in a variety of sports, including swimming and basketball. They hear from visitors on a variety of topics and celebrate different events. Pupils learn the skills needed to prepare them for adulthood and independence.

What the school should improve

• Leaders should ensure that teachers check pupils’ knowledge with further precision to ensure that all gaps are addressed and pupils are engaged with their learning, apply what they have been taught and deepen their knowledge with growing independence.
• Leaders should strengthen the breadth of qualifications and awards that pupils undertake to widen their choices and better equip them for their next steps.

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