Wargrave House School

What Ofsted said

From the inspection on 9 June 2026

Wargave House School is a nurturing and friendly school that embraces each pupil as an individual. Many pupils arrive having experienced disruption to their schooling. They are warmly welcomed by caring staff. Pupils are supported to understand their autism and to see it as part of who they are. They receive personalised support that removes or reduces their barriers to learning so that they can thrive. Pupils develop positive and trusting relationships with staff. This helps pupils to feel safe and valued. Pupils’ voices are heard and respected. They play a meaningful role in shaping school decisions. This deepens their sense of belonging in the school community. Pupils are typically calm and well behaved. They follow routines consistently well. Pupils show respect to each other and to staff. Pupils benefit from a range of therapeutic approaches that enable their behaviour and attendance to improve over time. Bullying is not tolerated. Pupils enjoy learning. Their independence grows as they move up the school. They achieve well from their individual starting points. Pupils enjoy a rich variety of experiences that broaden their understanding of the world around them. Visits to local parks and museums bring learning to life. Activities, such as dance, sports and board games, nurture their talents and interests. Pupils embrace opportunities to take on responsibilities, such as working in the school's shop and café. These opportunities develop their practical and social skills. Leaders have invested in a radio studio. This enables pupils to explore the world of broadcasting and develop their technology and communication skills. Pupils develop confidence and resilience through a wide range of outdoor activities, including rock climbing and cycling. Other experiences, such as using public transport to get to the supermarket, are carefully planned and equip pupils with the skills they need to lead independent lives.

What the school should improve

• Leaders should ensure that the curriculum is appropriately aspirational for older pupils so that it support them to develop the detailed knowledge and skills needed to achieve all that they can.
• Leaders should ensure that staff consistently promote pupils’ independence by allowing them time to process information and decide on their responses to questions.
• Leaders and governors should strengthen their strategic oversight of some areas of the school’s work, such as the evaluation of the impact of pupil premium funding, in order to make more precise and informed decisions that will support them in making further improvements.

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