Three Chestnuts

What Ofsted said

From the inspection on 2 June 2026

Pupils receive a warm welcome from staff when they arrive at Three Chestnuts each morning. They are happy in the calm and nurturing environment that the school provides. Pupils feel well cared for by staff who take the time to get to know them as individuals. The majority of pupils attend school well. Some are keen to stay longer at the end of the school day. All pupils benefit from a thoughtfully planned transition programme that gives them time to settle in at the school. This helps to build pupils’ confidence and overcome their anxiety of attending school after disrupted or negative experiences of education previously. Pupils have a variety of special educational needs and/or disabilities, supported by an education, health and care plan. The school's broad and ambitious curriculum is tailored carefully for each individual pupil to reflect their starting points and meet their needs. This ensures that pupils make good progress and enjoy learning. The school sets clear expectations for pupils’ behaviour. Bullying and discrimination are never tolerated. When things go wrong, staff respond calmly and give pupils time and space to reflect. Trusted adults help pupils to manage their emotions so that they can engage positively with learning and other activities. The school provides a wealth of experiences designed to prepare pupils for their next stages in education, training or employment and for adulthood. In afternoon careers sessions, pupils gain life skills and learn about the world of work through a range of interesting activities. These include visits to local businesses and school-based sessions that teach pupils skills such as cooking, baking, upcycling and tiling. Staff listen carefully to pupils’ ideas and interests and design activities accordingly.

What the school should improve

• Leaders should ensure that their priorities and planned strategies are communicated effectively with staff so that staff are clear about what is expected of them.
• Leaders should make sure that teaching is consistently focused on the important knowledge and vocabulary that pupils need to know so that pupils gain knowledge securely and remember what they have learned.
• Leaders should ensure that information about pupils' progress and wellbeing is collected and monitored rigorously to assure themselves that planning precisely meets pupils' needs.

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