Intuition Holistic Education

What Ofsted said

From the inspection on 9 September 2025

Intuition Holistic Education is a very welcoming school. Many pupils have missed a significant amount of time from education. This school gives pupils another chance to engage in education after having negative experiences in the past. Pupils appreciate that staff take time to listen to them. They feel safe. As a result, pupils want to attend school. Staff make it a priority to get to know the pupils and form positive relationships with them. They find out what interests and motivates pupils. They use this information to re-engage pupils in learning. Pupils are respectful of each other and behave well. The school aims to ensure that pupils achieve well. However, staff do not have an accurate understanding of the gaps pupils have in their learning. As a result, pupils do not follow a suitable curriculum that helps them achieve well across all subjects. Pupils' personal development is at the heart of everything the school does. Staff promote values such as respect and tolerance. Pupils display these values in their interactions with staff and each other. A focus on developing life skills helps to prepare pupils for the next stage of their education and beyond. A range of trips and experiences help to develop pupils' independence and resilience.

What the school should improve

• The English curriculum is not designed in a way that ensures pupils develop a broad, ambitious base of knowledge, which builds cumulatively over time. Some tasks do not move pupils' learning forward. This impacts on how much progress they make and how well they develop as readers and writers. The school must ensure that the English curriculum provides a rich, well-sequenced learning experience that develops pupils' reading and writing skills at an age-appropriate level.
• There is variability in how well the school's curriculum is sequenced. Sometimes, learning does not build on pupils' existing knowledge towards clear end points. The key knowledge that pupils need to learn is not identified. The school must ensure that their current work on developing the curriculum results in sequences of learning that set out the precise knowledge that pupils need to be successful.
• The targets identified to support pupils' academic and social development are not precise enough. This means that staff do not have the information they need to adapt learning effectively within lessons. Some pupils do not progress within their targets as quickly as they could. The school must ensure that targets are smart and measurable, and that staff have a clear understanding of how to use these to adapt learning to meet pupils' needs and starting points.
• The school's quality assurance processes do not enable leaders to have a clear, accurate understanding of the quality of education pupils receive. As a result, areas that need improvement are missed or actions are not timely enough. The school must ensure that systems are in place to check the quality of education pupils receive in all areas of the curriculum and that appropriate improvement actions are implemented in response.

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