Chestnut Hill, Flintshire

Chestnut Hill is a school in Wales. Welsh schools are inspected by Estyn rather than Ofsted, and its latest report is published on Estyn's website.

Estyn's report on its January 2025 inspection summarises Chestnut Hill like this:

"Chestnut Hill provides a nurturing and engaging learning environment where staff demonstrate high expectations and a deep understanding of pupils’ individual needs. Strong relationships between staff and pupils foster a happy, safe, and supportive school community. The school has undergone significant changes in recent years, including leadership changes, transitioning from a residential school to a day school and undertaking major site renovations. Leaders have successfully navigated these developments while maintaining a clear strategic vision and ensuring minimal disruption to pupils’ education. Staff have adapted well to these changes, and investment in professional learning has helped to strengthen the effectiveness of teaching and pastoral care. The school ensures a smooth transition for new pupils, working closely with parents and carers to create tailored learning experiences. Effective home-school communication has a positive impact on pupil engagement, especially for those who have previously struggled to consistently attend school. The curriculum is broad and well-structured, equipping pupils with essential life skills and preparing them for future destinations. Enrichment activities and the well-resourced learning environment enhance learning opportunities. Teaching is effective, with most staff using their knowledge of pupils well to plan engaging lessons. Most pupils develop strong communication and social skills, and many make appropriate progress in reading and writing. However, written feedback is inconsistent and, in a few lessons, teaching assistant support is not sufficiently purposeful. Whole- school tracking systems to provide a clear and strategic overview of pupil progress over time are underdeveloped. Collaboration between education and clinical teams is a significant strength, with therapists working alongside staff to enhance pupil well-being. The school provides personalised support, particularly for pupils with autism and attachment needs, ensuring that most make strong progress towards their learning targets. Safeguarding is a priority, with clear policies and training in place. Pupil voice is well- embedded, with an active school council influencing decisions. Leadership and governance are strong, with leaders successfully managing recent transitions and improvements. However, opportunities for staff to take on leadership roles to further support school improvement are in the early stages of development. The school meets the requirements of the Independent School Standards (Wales) Regulations 2024. Main evaluation Chestnut Hill provides a nurturing and purposeful learning environment for all pupils. Teaching staff are energetic and effective role models, demonstrating high expectations and extensive knowledge of pupils’ needs and interests. Strong, respectful working relationships between staff and pupils foster a happy, safe, and supportive school community. Pupils benefit from a smooth transition into the school, with tailored interventions ensuring that most pupils settle well. For example, staff work effectively in partnership with parents and carers to create appropriate timetables, mindful of pupils’ previous educational experiences. The school develops and maintains strong relationships with parents and carers, strengthened further by the appointment of the pastoral lead. Daily electronic communication celebrates achievements and shares key information. This reinforces home-school partnerships and contributes to improved pupil engagement, particularly for those with a history of poor attendance. Curriculum and enrichment The school provides a broad and well-structured curriculum that equips pupils with essential life skills and prepares them well for post-school destinations. Enrichment activities, including chess, crafts and tag rugby, enhance learning experiences. However, many of these activities have only recently been implemented and leaders have yet to evaluate their full impact on pupil outcomes. The well-resourced and engaging learning environment supports pupils’ learning through varied provisions. For example, the immersive room allows pupils to explore experiences such as being under the sea or interacting with stories in a multi-sensory way. The school provides a comprehensive range of specialist support, particularly for pupils with autism or attachment issues."

"Lesson and curriculum planning is underpinned by person-centred practice and destination-led learning. Comprehensive cross-curricular baseline assessments provide data for teachers to plan appropriate learning goals and measure pupil progress. However, this is in the early stages of implementation. Most teaching staff use their knowledge of pupils effectively to plan engaging and purposeful tasks that foster positive attitudes and progress. Strong class management encourages perseverance in learning activities. Skill Development Teachers successfully support pupils in developing key skills throughout their time at the school. Nearly all staff ensure that pupils have a beneficial opportunity to develop their communication and social skills. Many pupils enjoy each other’s company in lessons and in the school bistro and are confident when meeting visitors. A structured approach to reading and writing is developing, with many pupils making appropriate progress. For example, pupils write clear ‘fact sheets’ on topics such as guinea pigs and recount historical events like the Gunpowder Plot. Individual pupils read well for a purpose in their activities across the curriculum. In addition, a few pupils read aloud confidently and with expression. Most teachers use questioning well to support learning, particularly on an individual basis. Verbal feedback is immediate, positive, and supportive. However, written feedback is inconsistent and does not always provide pupils with clear next steps. Overall, teachers and support staff work collaboratively to ensure that pupils take an active part in learning experiences and receive sensitive support tailored to their needs. However, in a very few lessons, there is limited purposeful support from teaching assistants. Collaborative working The school’s strong commitment to pupil engagement is evident in its integrated approach to therapeutic support. The full time, on-site therapists collaborate effectively with teaching staff to develop a shared understanding of pupils’ needs, model effective strategies and enhance well-being. Pupils and staff benefit from personalised psychology services and psychotherapy, while a professional learning programme, including trauma and autism training, strengthens staff expertise. The clinical team provides valuable support to both staff and families, ensuring pupils' individual needs are met. As a result, most pupils make strong progress towards their learning targets. Safeguarding and well-being The school takes a proactive and reflective approach to behaviour management, supported by strong collaboration between education and clinical teams. Personalised learning plans and close partnerships with parents help pupils develop essential skills to understand, recognise and regulate their emotions and behaviours. Effective recording systems track patterns and trends, enabling a deeper understanding of behaviours that challenge. A strong safeguarding culture underpins school practice, with clear roles, structured training, and robust policies for referrals, online safety, and physical intervention. Pupils, parents and staff co-developed new anti-bullying and behaviour policies, reinforcing respect, inclusion, and awareness of pupils’ rights in line with the United Nations Convention on the Rights of the Child (UNCRC). Online safety is further supported by school council-led podcasts and assemblies on cyberbullying. Pupil voice Pupil voice and community engagement are embedded, fostering a strong sense of ownership among stakeholders. Pupils actively contribute to school life, develop leadership skills, and take on responsibilities. Nearly all pupils feel listened to by the school, both through the school council and by staff at all levels. Elected pupils are proud to be officers of the school council, represent their peers well and are highly active in making decisions on day-to-day school activities. For instance, recently, pupils implemented ‘Smoothie Tuesday’, which allows pupils to experience new and exotic fruits. Leadership and governance Senior leadership roles at Chestnut Hill are well-defined, aligning with the school’s context and expertise."

"However, opportunities for staff to take on additional roles are still developing. Despite significant changes such as closing the residential provision, transitioning to a day school, and undertaking significant site renovations, leaders have maintained momentum and a clear strategic vision. Leaders maintain a visible presence, serving as role models for pupils and providing valuable support to staff. The governing body provides strong oversight, ensuring a clear focus on high-quality education. Governors, including the chair and the quality and improvement team, are well informed and provide effective challenge and support to leaders. Governance structures promote accountability through regular meetings and collaboration across the school group. Change management Since transitioning from Options Kinsale School to Chestnut Hill, leaders have engaged staff effectively in the change process, strengthening their sense of involvement and understanding. Their strategic approach to change management has fostered a strong team ethos and, as a result, staff remain highly motivated and responsive. Substantial financial investment from the proprietor has enabled significant site improvements. Staff report feeling more resilient, valued, and proud of their roles. Extensive training and recognition opportunities have further strengthened morale and professional growth. In a short space of time, leaders have strengthened quality assurance through updated policies and structured self-evaluation. A well-implemented programme of learning walks, lesson observations, and professional learning supports improvement planning. Leaders, supported by the governing body and school improvement partner, effectively identify strengths and areas for development. In the autumn term, leaders appropriately prioritised embedding the new cohort and staff team. As a result, some of the changes are in the early stages of development. The school development plan sets out key priorities, with safeguarding, mental health, and inclusion as core themes. Through carefully managed support from leaders, staff contribute meaningfully to self-evaluation through subject-specific action plans and have a strong understanding of school priorities. Consequently, leaders and staff have an accurate view of the school’s strengths and areas for improvement, shaping the evolving school model effectively. Leaders at the school are developing beneficial tracking systems to monitor and evaluate pupil progress. Most teachers gauge pupils’ understanding through careful monitoring of pupils’ learning and progress. However, processes to ensure a whole-school overview to evaluate progress are underdeveloped. The school meets the requirements of the Independent School Standards (Wales) Regulations 2024. Compliance with the regulations for registration Independent school inspections are governed by the Education Act 2002 and related regulations: the Independent School Standards (Wales) Regulations 2024. These regulations require an independent school to meet an appropriate standard in the following areas: The quality of education provided by the school On the basis of this inspection, there is no evidence to indicate that the school does not meet the regulatory requirements for this standard. The spiritual, moral, social and cultural development of pupils On the basis of this inspection, there is no evidence to indicate that the school does not meet the regulatory requirements for this standard. Welfare, health and safety of pupils On the basis of this inspection, there is no evidence to indicate that the school does not meet the regulatory requirements for this standard. The suitability of proprietors and staff On the basis of this inspection, there is no evidence to indicate that the school does not meet the regulatory requirements for this standard. Premises of and boarding accommodation at schools On the basis of this inspection, there is no evidence to indicate that the school does not meet the regulatory requirements for this standard. The provision of information On the basis of this inspection, there is no evidence to indicate that the school does not meet the regulatory requirements for this standard. The manner in which complaints are to be handled On the basis of this inspection, there is no evidence to indicate that the school does not meet the regulatory requirements for this standard. Safeguarding The school's arrangements for safeguarding pupils do not give any cause for concern."

Estyn made 2 recommendations: (1) Further refine and embed whole-school tracking systems to provide a comprehensive and strategic overview of pupil progress over time; (2) Develop structured opportunities for staff to take on leadership roles across the school to support school improvement and succession planning.

Estyn follow-up status: The school does not require any follow-up activity by Estyn..

Chestnut Hill is approved under Section 41 of the Children and Families Act 2014, so parents can ask for it to be named in their child's education, health and care (EHC) plan.

There is no railway, tram or Underground station within about three miles of Chestnut Hill.

2 bus stops are within a five-minute walk; the closest is Abakhan (before), 380 metres away.