Heart of the Forest Community Special School, a warm and respectful special school in Gloucestershire, has been rated “Requires Improvement” by Ofsted following its February inspection. While inspectors praised the school’s strong relationships with families, dedication to pupils’ personal development, and effective leadership, they highlighted inconsistencies in teaching that are hindering pupil progress.
Catering to 143 pupils aged four to 19 with moderate to profound learning difficulties, the school was previously rated “Good.” The latest report commended leadership, behaviour, attitudes, and personal development as “Good,” but noted that uneven teaching quality means some pupils are not achieving their potential.
Inspectors emphasized, “There are warm and respectful working relationships between pupils and staff. Parents and carers are welcomed into school, and communication has greatly improved since the last inspection. Pupils feel settled and safe.” The school is actively refining its curriculum to better meet pupils’ diverse needs, but uneven implementation remains a concern. In some subjects, learning activities do not sufficiently deepen pupils’ understanding, limiting their ability to connect new knowledge with what they already know.
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Since July 2024, the school has undergone significant changes with a new leadership team—co-headteachers Lucyna Mansfield and Lyn Dance—and over 20 new staff members, including nine teachers. Inspectors noted that this new team has accurately identified strengths and weaknesses and is working hard to improve the quality of education.
The school’s sixth-form provision was praised for recent developments focused on preparing pupils for adulthood, including volunteering and work experience opportunities. However, these initiatives are still early in progress and have yet to fully benefit all pupils.
Beyond academics, the school offers a rich variety of enrichment activities such as dance, drama, Duke of Edinburgh awards, and church services, all supporting pupils’ independence, resilience, and character development. A structured phonics program is helping foster a love of reading, with staff ensuring mastery of sounds before advancing.
Safeguarding is effective, pupil behaviour is well managed, and attendance is supported through collaboration with external professionals. Pupils are encouraged to manage their emotions successfully, contributing to a positive learning environment.
Governors have demonstrated a solid understanding of improvement priorities and are committed to the school’s ongoing development. Leaders have developed a clear plan to embed improvements, while prioritizing staff wellbeing.
Nonetheless, inspectors called for more consistent use of assessment and communication tools to tailor the curriculum to pupils' short-term goals and ensure all make sufficient progress.
Co-headteachers Lucyna Mansfield and Lyn Dance said, “We are delighted that the hard work of our new leadership and staff team has been recognised. The school faced a turbulent few years before our arrival, and it is encouraging that inspectors see we have accurately assessed what needs to be done to drive improvement.
“We are excited about the new curriculum and improved assessment systems being implemented. Our professional development programme emphasizes specialist skills to help pupils maximize their potential. We are grateful for the support from parents, carers, and the local community in enriching our curriculum.
“Our governors have dedicated time to understand the school and support our journey. We are proud to foster a positive culture focused on progress and wellbeing, where pupil achievements are celebrated. There is more to do, but we are confident we are on the right path.”