Oneschool Global Uk Swansea Campus, Swansea

Oneschool Global Uk Swansea Campus 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 May 2025 inspection summarises Oneschool Global Uk Swansea Campus like this:

"OneSchool Global Swansea, is a nurturing, happy school committed to preparing pupils to be "life-ready." The school aims to develop lifelong learners equipped with transferable skills like teamwork, independence, and leadership, which are essential for future employment, particularly within the Brethren community. Pupils display a keen sense of belonging, pride, and respect, supported by a culture grounded in the school’s core values: respect, care and compassion, responsibility, integrity, and commitment. Staff build meaningful working relationships with pupils and their families, ensuring strong academic and emotional support. Pupils appreciate the school’s range of leadership opportunities, offering real-life experience in application and interview processes. These opportunities foster self-confidence and essential life skills. The curriculum is broad, balanced, and tailored to the needs of the Brethren business community. The "Learning to Learn" framework encourages self-directed learning through a thematic approach with structured study time, supported by useful digital learning platforms. Staff build very strong working relationships with their pupils and in the most effective lessons pupils make strong progress. Support staff are highly effective, using questioning and useful feedback to promote learning. Pupils are articulate, confident, and developing as lifelong learners. Nearly all pupils progress into employment within the Brethren community. Senior staff model the school’s ethos and foster a collaborative and respectful environment. Strategic planning is driven by thorough self-evaluation, robust data analysis, and targeted professional development. The campus administration (CA) team, composed of community professionals, acts as an effective governing body, providing both oversight and strategic support. Together, the school and its community successfully create a safe and engaging learning environment. The school meets all requirements of the Independent School Standards (Wales) Regulations 2024. Main evaluation Core values and ethos OneSchool Global Swansea aims to prepare pupils to be ‘life-ready’. The school seeks to educate their pupils to become lifelong learners who develop transferable skills such as independence, teamwork and collaboration that can be utilised and further developed in the world of work. After their time at school, nearly all pupils progress to a career within a Brethren community business. OneSchool Global Swansea is a nurturing and happy community. Pupils have a strong sense of belonging and are proud to be members of their school. In addition, interaction with other OneSchool Global (OSG) pupils, in the wider group throughout the United Kingdom is particularly important given the small size of a few year groups. These interactions provide pupils with a sense of belonging to the wider community. Pupils greet visitors with enthusiasm, kindness and interest. Their welcoming and friendly demeanour is a strong feature of the school. Staff and pupils throughout the school strongly exhibit the OSG core values of respect, care and compassion, responsibility, integrity and commitment. Pupils and staff celebrate each other’s achievements with sincerity and enthusiasm and show strong support to one another. For example, during lessons pupils praise their peers’ work and achievements, frequently offering each other helpful advice. Staff know pupils and their families extremely well. As a result, staff support both the academic progress of pupils and well-being of pupils and their families particularly effectively. Pupils display a high level of trust in their teachers. These respectful trusting relationships strongly support pupils’ well-being and engagement in learning. There is a strong culture of caring, and pupils are eager to learn, in a nurturing, safe environment. In return, the Brethren community are keen to support the school in any way possible. In support of the school’s aim to prepare pupils for adult life, there are a range of recently introduced leadership roles that any pupil can apply for. These include membership of the student council and positions relating to specific areas of the school’s work including; well-being, learning to learn, marketing and events. Applying for these roles gives pupils experience of an application and interview process. They provide authentic experiences for pupils to develop their self-confidence and leadership skills. Once appointed pupils are given the autonomy to develop their own ideas, such as introducing a weekly podcast for the Brethren community, which includes school news and a general knowledge quiz. Also, the development of a well-being room where pupils can seek support from their peers or study in a safe, calm environment. Pupils value these leadership opportunities and believe they help them develop skills necessary in their future careers. The pupil leadership roles alongside other opportunities such as organising whole school events, raising money for charitable causes and planning tournament days across OSG campuses enable pupils to exhibit and develop the OSG ‘pupil personas’ (live the values, be self-directed, a team player, diligent, a problem solver, take ownership of and have a positive attitude) effectively. There is a strong safeguarding culture within the school. Safeguarding procedures, including safer recruitment processes and maintaining the required records of staff checks, are robust. Staff receive regular training to support their safeguarding responsibilities, and everyone understands they have a role to play in safeguarding pupils."

"Staff are aware of their responsibilities and any concerns are reported in a timely manner, including to external agencies when necessary. In addition, wider aspects of safeguarding such as site security and the monitoring of attendance are very thorough. The Brethren community places a high importance on the safety of the learning environment for their children. Preparing ‘life ready’ pupils The OSG curriculum is broad and balanced, giving pupils experience in all learning areas required by the independent school standards. Pupils sit a range of accredited qualifications, including public examinations at GCSE and A Level. In addition, the curriculum is tailored to meet the needs of the Brethren business community. For example, courses include business focussed skills such as spreadsheet use and touch typing. Provision for personal, social and health education (PSHE) is well developed. As a result of systematic and progressive planning, pupils have the opportunity to address important aspects of this subject, preparing them for adult life. Careers advice and support is also particularly strong and includes events such as business breakfasts, careers days and personalised support. As a result, nearly all pupils leave school and go straight into employment. The curriculum is delivered within the OSG ‘Learning to Learn’ framework which actively promotes pupils’ self-direction and responsibility for their own learning. Throughout the school, learning is thematic and structured around ‘big questions.’ Pupils’ timetables consist of taught lessons alongside study time used to work independently either collaboratively or individually. They are supported in this independent work by a wide range of appropriate resources made available via an online learning platform. Throughout the school this approach engenders high levels of enthusiasm and ownership among pupils. Pupils are purposeful in their studies. They demonstrate strong IT skills as well as very clear oral communication skills and the ability to manage the time and resources available to them well. In Key Stage 2, for example, a science project focussed on exploration led pupils to investigate the life and work of Yuri Gagarin and to identify questions they might like to ask him. Methods of delivery of teaching change as pupils progress through the school. At Key Stage 2, teaching is exclusively face-to-face. At secondary level, it is a mixture of face-to-face, online or hybrid. This range of approaches requires adaptation and flexibility from both teaching staff and pupils. In addition to formal teaching, pupils can also book helpful tutorials with any teacher within the school network across the UK. This is a particular strength of the online approach to learning. Staff build very strong working relationships with their pupils. In the most effective lessons staff use questioning highly effectively to develop pupils’ thinking and understanding. These staff know their subject areas well and foster a love of learning in their pupils. Nearly all lessons have very clear learning objectives, use a variety of well-structured activities and indicate clear success criteria. In a few lessons, the pace of learning is too slow to ensure appropriate levels of engagement and challenge. As a result, in these lessons pupils do not always make the progress of which they are capable. The work of classroom support staff is a notable strength. These staff are highly effective models of the ethos and expectations of the school. Support staff are adept at open, developmental questioning. They prompt pupil thinking with skilled care and consideration, never directly providing answers, but insisting that pupils develop self- reliance and persistence. Most staff across the school provide timely verbal feedback which is highly valuable. Feedback in the senior school is mostly via the online platform. There is parity in the feedback provided to pupils whether their learning is face to face or online. The school has robust systems to monitor and track pupils’ progress using extensive assessment data. The school tracks pupils from their individual starting points in English, reading and mathematics, using an adaptive online programme. From this point, there are regular assessment points, the results of which instigate bespoke strategies to either challenge or support pupils, as necessary. Learning to learn Both the Brethren community and pupils at the school place a high value on the development of transferable skills. Nearly all pupils make strong progress towards the schools’ stated aim of preparing ‘life-ready learners’ who can take an active role in the business world. Across the school, oracy is a particularly well-developed skill. Nearly all pupils communicate confidently and listen attentively in a variety of contexts, for example when debating whether we should keep the British monarchy. Pupils across the school achieve strongly in LAMDA public speaking qualifications."

"During their time at the school, pupils develop their reading skills suitably. This skill supports pupils in their preparation for the world of work as they conduct independent research and clearly present their findings. Most pupils read texts fluently and accurately, using variations in tone and volume to convey atmosphere and meaning. A few pupils are less confident reading aloud. A few pupils develop their mathematical skills very rapidly in relation to their age, with most developing these suitably during their time at the school. For example, pupils can use recalled facts to solve problems involving similarity and congruence of triangles. They use concepts of scale factor and proportion fluently and accurately. Nearly all pupils use ICT effectively to support learning and access educational platforms. Additionally, pupils use technology to produce high quality podcasts and support the technical needs of school events. The ability of pupils to work both in collaboration and independently is a strength. Pupils work well in small groups, including across age groups, for example when solving puzzles relating to healthy eating in PSHE. Nearly all pupils are highly motivated and able to manage their time effectively, including during study time. Interactions between pupils and pupils and staff are purposeful, calm and caring, allowing individuals to express themselves and feel valued. Leading and improving Senior leaders are highly effective role models for the school’s ethos and OSG values. They have established a collegiate working environment founded on strong professional relationships and mutual respect. As a result, staff at all levels are highly engaged, working with energy, enthusiasm and a strong sense of common purpose. This is a key strength of the school. Supported by the robust information sharing and working practices implemented by leaders, staff form a close knit, collaborative team. They know their pupils extremely well and use this knowledge effectively to support them in all aspects of their academic and pastoral development. Staff feel that their work is valued, that its positive impact on pupils is recognised, and that leaders provide them with opportunities to develop professionally. Staff joining the school, rapidly feel part of the school team and benefit from an extensive and useful induction programme. Leaders’ fostering of an inclusive school community is reflected in the school’s commitment to keeping parents informed about, and involved in, the life of the school, for example via the regular campus newsletter. As a result, nearly all parents feel that they are well informed about the work of the school, are confident that provision reflects and promotes the values and ethos of the Brethren community and believe that leaders act in pupils’ best interests. The current leadership team, headed by the acting campus principal, have dealt with recent changes in staffing and leadership effectively and ensured continuity in the quality of provision. Leaders at both local and national level conduct a suitable range of self-evaluation and quality assurance activities, including first hand observations of teaching and learning, and robust analysis of assessment data. As a result, leaders have an accurate overview of the school’s strengths and areas for development and are able to plan effectively for improvement. The school’s development plans have a suitable focus on identified priorities such as sharing best practice in teaching and ensuring appropriate levels of challenge for all pupils. Informed by the outcomes of self-evaluation, staff are provided with a wide range of professional learning opportunities. These are matched closely to identified development needs of individuals, the school, and the wider organisation. The campus administration (CA) team are a group of committed and active volunteers from the Brethren community who serve as a local governing body for the school. Their wide range of skills, experience and expertise, primarily from the commercial sector, is put to highly effective use in supporting the school. They act as positive role models for pupils. The campus administrators are highly visible around the school, have developed strong working relationships with staff, and are actively involved in quality assurance and improvement work in close partnership with school leaders. As a result, they are able to act as effective critical friends. Their work is supported effectively by the regional principal, who provides a link to the wider OSG organisation, and by a local commercial board who have responsibility for the school buildings and facilities. 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 visit, there is no evidence 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 visit, there is no evidence that the school does not meet the regulatory requirements for this standard. Welfare, health and safety of pupils On the basis of this visit, there is no evidence that the school does not meet the regulatory requirements for this standard. The suitability of proprietors and staff On the basis of this visit, there is no evidence that the school does not meet the regulatory requirements for this standard. Premises of and boarding accommodation at schools On the basis of this visit, there is no evidence that the school does not meet the regulatory requirements for this standard. The provision of information On the basis of this visit, there is no evidence 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 visit, there is no evidence 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 1 recommendation: (1) Build upon the best practice in teaching to ensure that all pupils make the progress they are capable of.

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

The nearest railway station is Llansamlet Rail Station, about 1.6 miles away in a straight line.

12 bus stops are within a five-minute walk; the closest is Sway Road (o/s pharmacy), 70 metres away.