New Rush Hall School

What Ofsted said

From the inspection on 25 November 2025

Staff greet pupils warmly when they arrive to start the school day. Pupils settle quickly into the daily routines, whether that is eating breakfast with their peers or spending social time in the common room. Positive relationships between staff and pupils develop quickly. This helps pupils to build trust in the staff, whereas in the past, building relationships was sometimes a barrier to their success. As a result, pupils enjoy coming to school and most attend regularly. They appreciate the support that they are given and they feel safe. Staff have a deep understanding of pupils’ social and emotional needs. They are adept at anticipating when pupils may require time to regulate or compose themselves, and they swiftly put support in place to help pupils manage those moments of uncertainty. Leaders encourage pupils to demonstrate the school’s values. For example pupils are proud to be commended for showing respect, resilience and courage. Consequently, pupils’ behaviour in lessons is positive and does not routinely impact on the learning of others. The school is aspirational for what pupils can achieve. Staff are successful in their efforts to ensure that all pupils, regardless of their age, background or learning needs, receive a high-quality education. As a result, pupils achieve well and meet their curriculum and personal goals. All pupils take part in an exemplary offer of experiences to promote their personal development. For example, pupils have the opportunity to practise important life skills. This includes understanding personal boundaries, navigating stressful situations and making friends. They can also receive qualifications in vocational subjects, such as construction, horticulture and animal care. As a result, pupils are well prepared for their next steps academically, emotionally and socially. Typically, pupils continue this success after they leave the school. For example, many pupils continue their education, attend university or gain 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)