Teaseldown School

What Ofsted said

From the inspection on 23 June 2026

Pupils arrive at Teaseldown School having previously experienced disruption to their education. All pupils have an education, health and care (EHC) plan. Pupils benefit from a clear induction process that enables staff to quickly understand them as individuals. This includes understanding the barriers they face to succeeding. Staff put in place appropriate support. This helps pupils to re-engage with education and attend more regularly. Pupils enjoy many of the subjects they learn in school. They appreciate staff matching the curriculum to their individual interests. Pupils also value staff adapting the curriculum to meet the targets contained in their EHC plan. This helps to motivate pupils to learn. Pupils benefit from the way the school supports them to identify what they want to do after school. Pupils value the chance to develop these aspirations when learning how to cook for example. Pupils see themselves as part of their local area. They enjoy learning in the community such as when visiting local places of interest or when raising money for charities through cake sales. Student ambassadors are proud to represent their school. These roles help pupils to be more confident and responsible. Pupils develop a secure understanding of the important values they need to show when they leave school. They are respectful of the many differences people have. Overall, pupils behave well and bullying incidents are rare. They treat each other and staff with respect. Pupils benefit from recently introduced opportunities to work together more. This includes working with pupils from across the three school sites. This supports pupils to develop their social skills and their confidence. Typically, pupils stick with work in lessons and want to achieve well. They want to secure the qualifications they need for their next steps. This means pupils are well prepared for life after Teaseldown.

What the school should improve

• The proprietor should ensure there are more precise and efficient ways of evaluating all aspects of the work of the school. This is so that leaders have a fuller picture of what is working well and where to target improvements.
• Leaders should ensure that their systems for sharing information with staff on pupils’ specific and changing needs are more effective. This is so staff have a more consistent understanding of how to match the support they offer to pupils’ evolving needs.
• Leaders should ensure that staff use assessment well to adapt their teaching to pupils’ prior knowledge more precisely.
• Leaders should ensure that they support staff to develop their subject knowledge and expertise, so pupils benefit from consistent high-quality teaching.

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