Hedgewood School

What Ofsted said

From the inspection on 6 May 2026

Pupils thrive at this school because they are very well known and understood. They are treated with care and dignity by highly effective, knowledgeable and passionate staff. Pupils have multiple and varied needs that are extremely well supported. They are welcomed each day by adults who have a deep understanding of their individual needs. Pupils benefit from a careful handover from transport. They have time and space to settle, so they are ready for the day. Pupils attend regularly because they feel secure and want to be in school. They feel safe and know whom to talk to if they are worried. Pupils get the support they need to behave very well. They build trusting relationships with staff and peers. Pupils are empowered to communicate their choices and needs in ways that suit them best. They learn to use these methods confidently in different situations and at home. This helps them be successful in school, family and community life. Moments when pupils feel overwhelmed become less frequent over time. Pupils gradually learn to anticipate what makes them anxious and use strategies to calm themselves. Bullying is extremely rare. When concerns arise, staff act quickly to resolve them. Pupils build knowledge step by step, through plenty of opportunities to practise and apply their learning. Pupils develop communication, reading, writing and mathematics knowledge alongside independence and problem-solving skills. Therapy is seamlessly woven into everyday teaching. This helps pupils develop communication, movement and self-control throughout the day. Pupils make significant progress from their starting points. Pupils’ lives are enriched through an extensive programme of clubs, visits and activities that are carefully matched to their needs. If pupils are not ready for community visits, experiences are brought into school first. Daily routines help pupils move towards independence. For example, at lunchtime, pupils learn to sit with others, try new foods and feed themselves. Pupils become more confident and take part more in everyday life. Pupils are extremely well prepared for secondary placements when the time comes.

What the school should improve

• Leaders and those responsible for governance should continue to refine their curriculum and assessment approaches so that teaching consistently secures deep understanding and leads to sustained, transformative outcomes for all pupils.

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