Park House School

What Ofsted said

From the inspection on 2 June 2026

Pupils are safe, happy and well cared for. Across the school, they experience a calm, predictable and highly structured environment where staff understand their communication, sensory and emotional needs exceptionally well. The school day begins positively. Pupils are supported carefully from transport into class through a warm, caring welcome and familiar routines. Staff understand that many pupils arrive following long journeys and they ensure that transitions into learning are calm and successful. Relationships between staff and pupils are positive. Staff know pupils well and respond quickly to their needs. Behaviour is understood as communication and pupils are supported skilfully to regulate and return to learning. As a result, the school remains calm and purposeful, even where pupils show highly complex needs. Pupils enjoy learning. This can be seen in their smiles and perseverance. Activities are carefully adapted so that pupils can participate successfully and develop confidence. Pupils who have significant barriers to learning become increasingly engaged over time. They learn how to communicate their needs and preferences through speech, symbols, signing and electronic devices. For example, some pupils move from relying on staff to interpret behaviour to independently requesting items, activities and help through communication systems. Pupils develop increasing independence. They learn routines, attention and social interaction through carefully structured teaching and repeated opportunities to practise skills in different contexts. For some pupils, this includes learning in the community and wider social experiences. Pupils increasingly learn to manage transitions, participate alongside peers and access group learning. Parents and carers are full of praise for the school and its impact, particularly in improving communication, reducing anxiety and helping family life become calmer and more manageable. Pupils belong here. They are included in all aspects of school life, including events and performances that are adapted thoughtfully so all pupils can take part successfully.

What the school should improve

• Leaders should refine and embed the curriculum so that progression, subject content and expectations are coherent across all pathways, particularly for higher-attaining pupils.
• Leaders should strengthen the consistency of implementation and staff expertise, particularly in communication systems, assessment and curriculum delivery.

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