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Ofsted Results
Social Care Ofsted Report: 13 - 15 January 2026 OUTSTANDING
Children make substantial progress in the residential provision. For many children and their families, the process of moving to the school has a transformative impact on their lives.
One parent said, ‘My child has found a deaf peer group that has been essential in helping them to understand their identity and where they fit within the wider world and society. The school is a truly special place.’ Another parent said, ‘My child loves the school. The support in place is very high quality. My child is happy and content and now really engaged in their learning.’
There is a highly inclusive culture across the school and when some children already feel isolated due to their deafness, staff embrace their uniqueness and help children
to explore their individual characteristics. This helps children to make important connections with their peers in the school and in wider society.
Children who previously struggled in mainstream settings are thriving socially and academically, with improved confidence and engagement in learning. Residential staff have been a key contributor to the development of communication profiles for all children. This has enhanced the ability of staff across the whole school to understand each child’s communication needs and preferences.
Ofsted Report 13 - 14 May 2025 - GOOD
"Pupils’ lives are positively transformed by attending Mary Hare. Pupils are eager to share their lived experiences."
Pupils are proud to show their school values of ready, respectful, safe and successful. They are welcoming, friendly and confident communicators. All pupils have special educational needs and/or disabilities (SEND). While all pupils have a hearing impairment, some also have additional needs. Staff are highly attuned to pupils’ individual needs and ensure they are met effectively. The school has high expectations for how well pupils will conduct themselves and learn. Pupils know why it is important to work hard and be kind. Pupils regularly meet these expectations by behaving and achieving well.
The school implements a therapeutic approach to support pupils’ development. Staff have been well trained to understand what needs pupils are trying to communicate when they find it hard to regulate their behaviour. On the rare occasions when this happens, staff skilfully support pupils. Pupils have positive and nurturing relationships with staff. Pupils trust that adults in the school will help them with any problems or worries they may have.
Pupils’ lives are positively transformed by attending Mary Hare. Pupils are eager to share their lived experiences. Many say that when they arrived here for the first time, they felt like they belonged and were able to meet children and adults who understood them well.