Hawkswood Therapeutic

What Ofsted said

From the inspection on 25 November 2025

When pupils arrive at school, they are welcomed with warm greetings and smiles. They settle in quickly, gaining a sense of belonging because of the positive relationships with staff and the friendships they make with each other. Leaders know each pupil very well and understand thoroughly the barriers to learning they face. Staff are quick to spot if any pupil is not quite themselves and act swiftly to provide the help needed to resolve any concerns. Serious behaviour incidents, such as bullying, are very rare. Pupils are kept safe and feel safe. If ever they feel worried, there is always an adult they can turn to for help. Pupils who are disadvantaged and those with special educational needs and/or disabilities benefit from individualised support. Many pupils have social, emotional and mental health needs. All pupils benefit from the calm and quiet environment in lessons and around the school. This helps them to start to enjoy learning and concentrate well on the tasks at hand. Staff skilfully identify gaps in pupils' learning and provide them with the individual support they need to catch up. Pupils typically attend well and make rapid progress from their different starting points, often after previously having long periods out of education. Staff provide pupils with high-quality careers information, advice and guidance. Pupils benefit from an extensive range of experiences and educational trips that inspire their interests and boost their career ambitions. They grow in confidence and self-esteem as they take on responsibilities through the school council and enterprise projects. They are delighted to help care for the school's therapy dog. Leaders enable pupils to recognise and understand the challenges they face in everyday life and equip them with the strategies they need to overcome them. The school's finely balanced combination of academic and therapeutic provision, with notably effective personal development, prepares pupils very well to take up and sustain their next steps in education, training or employment.

What the school should improve

• Leaders and those responsible for governance should sustain the effectiveness of their work in all areas. They should seek continued improvement, overcoming barriers and challenges, in order to drive a transformational impact for all pupils. This includes disadvantaged pupils, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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