Melksham House School

What Ofsted said

From the inspection on 12 May 2026

Pupils who attend Melksham House arrive with negative experiences of education. Many have not attended school for long periods of time. The new staff team are determined to support these pupils. Pupils feel welcome and well cared for because of the positive relationships they forge with staff. Many aspects of the school’s work are at an early stage of development. While leaders and staff provide opportunities across the school for pupils to re-engage with education, there are inconsistencies in teaching and in teachers’ expectations. The quality of pupils' work is variable because of this. At times, this impacts on some pupils' attitudes to learning. Consequently, pupils are not well prepared for their next steps in education, employment or training. All pupils have an education, health and care plan. Staff work closely with pupils and their families to fully understand the barriers that exist. This is generally successful which means pupils' attendance is notably better than at previous settings. Despite this, leaders recognise there is more to be done to ensure that rates of attendance continue to improve. Pupils are safe. They develop a sense of belonging. Bullying is rare. Pupils trust staff. They know that staff will listen to any worries or concerns sensitively and provide support where necessary. Pupils are typically polite and friendly. Many hold doors open and make visitors feel welcome. Pupils are beginning to benefit from a range of wider opportunities beyond the academic. These include trips to adventure parks and to the local shops, where pupils enjoy purchasing ingredients to make a smoothie. Pupils particularly enjoy working with the school's therapy dog. However, the programme for wider development is not yet developed sufficiently well so that all pupils reap the full benefits intended.

What the school should improve

• The proprietor and leaders should develop staff's subject knowledge to ensure that they can deliver the curriculum with confidence and accuracy, so that pupils progress well from their starting points.
• The proprietor and leaders should improve the use of assessment, so that staff identify specific gaps in pupils’ knowledge accurately and address misconceptions swiftly.
• The proprietor and leaders should strengthen how well teachers adapt the curriculum for pupils with special educational needs and/or disabilities, so that pupils access learning more effectively.
• The proprietor and leaders should prioritise the teaching of reading, writing and mathematics so that pupils secure the basic skills they need before tackling more complex concepts.
• The proprietor and leaders should develop the school’s careers programme so that pupils develop the knowledge they need to be well prepared for future education and the world of work.
• The proprietor and leaders should ensure that they use their analysis of behaviour and attendance to develop more targeted attendance interventions and a better climate for learning.
• The proprietor should ensure that leaders have the support and expertise that they need to drive improvements and ensure that all the independent school standards are met consistently.

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