Roundwood School and Community Centre

What Ofsted said

From the inspection on 20 January 2026

Pupils describe the school as a place where they feel safe, understood and accepted. Many arrive having experienced trauma, exclusion, anxiety or extended periods of non-attendance. From admission, pupils are welcomed into a calm, orderly and nurturing environment, where staff know them well and prioritise pupils’ safety and wellbeing. Pupils are clear about who they can speak to if they are worried. They report that all concerns are taken seriously and addressed promptly. Incidents of bullying are rare, and leaders ensure that discriminatory behaviour is not tolerated. Behaviour across the school is extremely positive, particularly given pupils’ complex backgrounds and previous experiences of education. Pupils say behaviour is far better than in their previous schools, which enables them to learn and build relationships. Clear routines, strong staff-pupil relationships and restorative approaches help pupils to manage their behaviour and develop confidence and self-control. Social times are calm, inclusive and well supervised. Pupils are positive about their learning. Teaching is supportive and appropriately adapted to meet pupils’ needs. Pupils value the encouragement and structure provided by staff and say that they receive help when learning is difficult. They speak positively about their learning and understand how learning supports progress towards qualifications. Many pupils say they are learning more successfully here than in previous mainstream settings. Pupils achieve well from very low starting points. Leaders reduce barriers to learning through personalised timetables, mentoring, reading support and enrichment opportunities. Improvements in attendance are reflected through increased engagement, improved routines and greater consistency. Pupils express pride in their achievements and feel better prepared for their next steps. Pupils also benefit from a strong programme of wider experiences. Sport, music, trips and careers education support pupils to develop resilience, confidence and aspiration. Overall, pupils belong to a caring and inclusive community, where they are supported to grow, achieve and thrive.

What the school should improve

• Leaders should continue their close work with families, carers, care homes and external agencies to further strengthen the attendance and punctuality of pupils and particularly for persistently absent pupils. • Leaders should ensure that all staff consistently deliver the curriculum effectively and adapt teaching appropriately to meet the needs of pupils with special educational needs and/or disabilities and other complex barriers. • Leaders should ensure that systematic, well-matched support is implemented promptly from admission and delivered consistently to further support the development of pupils’ foundational knowledge and skills, particularly in reading, writing and mathematics.

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