The school caters very well for pupils who have often spent long periods of time out of education. Staff provide close support for pupils with complex special educational needs and/or disabilities. These include social, emotional and behavioural needs. Staff expect pupils to work hard and behave well. They do. Pupils like being rewarded for good attendance and behaviour, and for having a positive attitude. Pupils say that they are happy and feel safe here. They trust the staff to deal with any bullying quickly and fairly. There are many adults to help the pupils should there be a concern or worry. One pupil said, ‘Staff often reassure me that everything is going to be okay.’ Pupils enjoy the responsibility of looking after Petra, the rabbit, and the two hens, Mildred and Dave. Pupils encounter an exceptional set of rich and diverse experiences. These help to prepare them very well for life in modern Britain. Pupils’ character and their self-esteem are consistently promoted and improved. A parent summed up Clovelly House by saying, ‘If it wasn’t for this school, my child would not be in any form of education. This school was the only school willing to give him a chance.’ What does the school do well and what does it need to do better? Each pupil has their own curriculum that they study. It reflects their individual needs. This personalised curriculum relates to the outcomes on each pupil’s education, health and care (EHC) plan. Pupils study and gain qualifications in a wide range of subjects. These include GCSEs, functional skills and awards linked to developing pupils’ personal, social and work-related abilities and skills. This is also the case for students in the sixth form. Staff know the pupils very well. Lessons are often on a one-to-one basis. Teachers have good subject knowledge. They present information clearly. They are skilled and use creative ways to help pupils to learn. The resources used are appropriate and of a good quality. Pupils listen and work hard. They take pride in their work. Pupils are assessed frequently. Teachers ask pupils questions during lessons. There are short tests and quizzes. These help to check pupils’ understanding. They help teachers to identify whether pupils have any gaps in their knowledge. Pupils are prepared well for examinations. Recent results show that pupils achieve well in their final assessments. All pupils leaving Year 11 last year moved on to appropriate education, training or semi-independent living. Leaders are prioritising reading. ‘Reading racetracks’ encourage pupils to read widely and often. Reading book clubs are popular. These allow pupils the chance to discuss various texts, poems and books. Pupils learn about plot and character development. Staff encourage pupils to predict how a story might end. Leaders do not yet have a Inspection report: Clovelly House School 16 to 18 November 2021 2 phonics scheme in place to help any pupils who may be at the early stages of learning to read. Pupils improve their attendance, behaviour and attitudes when compared with their previous setting. They are punctual to lessons. Relationships between staff and pupils are positive. Staff are skilled in managing those pupils who may have more challenging behaviours. Any incidents of poor behaviour are dealt with fairly. Leaders maintain appropriate behaviour records. The curriculum for pupils’ personal development is exceptional. Leaders ensure that pupils experience an extensive variety of visits and visitors. Pupils visit various places of worship. The local member of parliament visited recently. Pupils have been kayaking, fishing and walking. They have camped out overnight. There are links with various local organisations. These include the local Afro-Caribbean society and the police. Pupils enjoy litter-picks and raising money for local and national charities. The curriculum provides weekly opportunities for pupils to develop their physical and mental health. They receive well-organised and independent careers advice and guidance. Pupils are receiving well-thought-out relationships, sex and health education. The curriculum provides many opportunities for pupils to learn and discuss the different protected characteristics. Weekly school meetings allow opportunities to debate social issues and topical news stories. This curriculum is available for students in the sixth form. Leaders are knowledgeable regarding their areas of responsibility. Staff report that leaders are mindful of their workload and well-being. Staff appreciate the variety of training courses that are on offer. Leaders have made a link with a local primary school. This helps staff to plan out a suitable curriculum for any pupils who may need it. However, leaders have not yet made such links with other schools or settings. This limits the opportunities to share their good practice and to learn from others. The proprietor has ensured that all the independent school standards are met. The premises are maintained to a good standard. An appropriate fire risk assessment is in place. There is an appropriate risk assessment policy. Staff ensure that off-site visit risk assessments are detailed. The safeguarding policy and other relevant documents are available for parents and carers to download from the school website. The proprietor has made sure that the school meets the requirements of schedule 10 of the Equality Act 2010.