Rigby Hall Day Special School

What Ofsted said

From the inspection on 17 March 2026

Many pupils join Rigby Hall after struggling in their previous settings. Some arrive with gaps in learning or difficulties engaging in school life. Staff rebuild pupils’ confidence quickly, enabling them to thrive. Pupils form trusting relationships with adults, who know them well. This helps them to feel safe, valued and ready to learn. Pupils benefit from a community, where difference is celebrated and decisions are made with their needs at the centre. Pupils enjoy their learning and achieve increasingly well from their varied starting points. They enjoy learning most when activities are practical or linked to real-life situations. Staff deliver learning as clear, manageable steps so that pupils, including those with the most complex needs, can access the curriculum and experience success. Pupils develop their reading confidence, which for some, has been a challenge in the past. They gain important life skills, including how to stay safe and how to navigate everyday situations in the school’s life-skills village. Pupils feel a strong sense of belonging. They enjoy spending time with their friends, talking about their interests and ambitions. Many make significant gains in their confidence to work alongside others. Lunchtimes and enrichment activities give pupils the opportunity to develop social skills and form new relationships. Pupils behave well. They respond positively to the calm routines that staff use consistently. When pupils face challenges, staff use well-established communication approaches to help them express themselves. Staff deal with bullying concerns quickly and fairly. Attendance is regular. Pupils understand the importance of coming to school each day, even when travelling long distances. When they arrive, staff provide time and space for pupils to regulate. This means pupils are settled and ready to learn. By the time they leave Rigby Hall, pupils are well prepared for college or other destinations. They have high aspirations for their futures and the confidence to pursue them.

What the school should improve

• Leaders should:
• Ensure that staff accurately identify gaps in learning in the moment and make timely adaptations so pupils learn the curriculum as intended.
• Continue to develop pupils’ writing by improving their handwriting, fluency, stamina and accuracy so they can express their ideas more confidently and access a wider range of future accreditation routes.
• Embed the ambitious curriculum with greater consistency so that teaching reflects the strongest practice and ensures pupils learn the intended knowledge securely.
• Broaden and personalise opportunities for pupils to experience the wider community and the world of work so that these encounters build progressively over time and reflect individual aspirations and talents.

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