Pulse and Water College Review 2026: Small-group independent provision in Greenwich

A small, specialist independent setting like this is usually chosen for one reason, a mainstream school has stopped being workable and the priority becomes stability, calm routines, and rebuilding learning habits. Pulse and Water College positions itself squarely in that space, with an emphasis on individualised teaching and small-group learning at Key Stages 3 and 4.

The most recent Ofsted standard inspection (4 to 6 July 2023) judged the school to be Good overall, and confirmed that the independent school standards are met.

The roll is very small relative to the registered capacity, which can be a strength for pupils who need consistent adult attention and a quieter learning space. It also means academic outcome measures should be read carefully, as small cohorts can swing results significantly from year to year.

The school’s identity is built around low-stimulation learning conditions and close adult oversight. Its own messaging places a strong emphasis on resilience and self-regulation, alongside a calm, orderly environment that helps students re-engage with education after disruption.

External evidence aligns with that positioning. The latest inspection describes a safe and welcoming culture, with staff equipped with detailed information about students’ needs at the point they join. That matters in this type of provision because successful reintegration into learning is usually less about raw ability and more about re-establishing routines, trust, and consistent expectations.

Leadership is closely held. The principal is Dr Temi Ladenika, who is also the proprietor, and the school presents itself as having grown out of an earlier alternative education project before becoming a registered independent school in September 2014.

This is a setting where published attainment data often sits uncomfortably alongside the day-to-day reality. Many students arrive mid-phase, have missed schooling, or are on short-term placements, which makes conventional headline measures a blunt instrument.

Using FindMySchool’s GCSE outcomes ranking (based on official data), the school is ranked 4,002nd in England and 19th in Greenwich for GCSE outcomes. This places it below England average overall, within the bottom 40% band nationally.

The available GCSE indicator set also suggests that EBacc-related outcomes are very low in the measured period, with an average EBacc APS of 0.72 and 0% achieving grades 5 or above across EBacc subjects. In practice, the more meaningful question for families is often whether the setting helps a student get back to consistent attendance, complete core qualifications, and move into a workable post-16 route.

The curriculum offer is framed around core academic rebuilding plus practical, engagement-led elements. The school sets out a KS3 curriculum including English language and literature, maths, science, PSHE and relationships education, active reading, self-development, French, art, and music, alongside PE. At KS4, the curriculum lists English language and literature, mathematics, biology, chemistry, physics, RE, employability, PE, French, and art.

The most recent inspection supports the idea that sequencing and repetition are used deliberately, particularly in mathematics, where repeated practice and reinforcement are described as helping pupils acquire knowledge for more demanding tasks. It also identifies that curriculum planning is less fully developed in a small number of subjects, with a need for clearer guidance on what is taught and in what order.

This combination, strong clarity in core areas with ongoing refinement elsewhere, is typical of small, specialist settings that prioritise English and maths recovery while maintaining breadth.

Where Students Go Next

The school describes supporting progression into post-16 vocational courses and employment, which is consistent with its role as a bridge back into sustained education or training.

There are no published destination numbers available here for Russell Group or Oxbridge pathways, and the standard leaver destination dataset for this profile is not populated. In practical terms, families should evaluate destinations in an outcomes-focused way: confirmed qualification entries, sustained placements post-16, and the strength of careers guidance for the student’s realistic next step.

Admissions are best understood as placement-led rather than calendar-led. The school describes multiple routes that include full-time placements, dual-registered part-time placements alongside a mainstream school, short-term placements for students between schools or needing a fixed-term break, and one-to-one tuition options.

The public-facing admissions pathway on the website is enquiry-based rather than date-based, and there are no published application deadlines for 2026 entry.

For families navigating this process, two practical implications follow:

• Placement discussions may involve a local authority or the student’s current school, especially where dual registration or commissioned places are being considered.

• The most important questions to ask early are about timetabling, expected placement length, reintegration planning, and who holds responsibility for exam entries in dual-registered arrangements.

Where catchment-based distance rules dominate most secondary admissions, the more useful tool here is FindMySchool’s Saved Schools feature, to track options and conversations across alternative settings, mainstream routes, and any specialist provision being explored.

Pastoral support is a central part of the school’s value proposition. The latest inspection confirms effective safeguarding arrangements, with staff training, careful record-keeping, and appropriate referral practices.

In settings that work with students at risk of exclusion or returning from disrupted schooling, pastoral practice often shows up in small operational details: rapid follow-up of absence or lateness for vulnerable pupils, predictable routines, and adults who can spot early signs of disengagement. The inspection evidence points to that kind of vigilance as part of daily practice.

SEND is also explicitly referenced in the school’s published information, with the expectation that needs are identified and supported, and that an Education, Health and Care Plan may be involved where appropriate.

In a small setting, enrichment tends to be less about a long club list and more about structured activities that rebuild social confidence, routine, and motivation. The school describes “activity afternoons” introduced in 2019, with sessions three afternoons a week and activities including PE, creativity, cooking, gaming, and school trips.

That mix is coherent for the cohort this type of provision typically serves. Cooking and creativity can provide low-barrier success experiences and practical skill-building. PE and outdoor activity support regulation and energy management across the school day. Trips, when done consistently, can reintroduce students to positive group experiences outside the classroom.

The latest inspection also notes regular educational outings and a routine of afternoon exercise, with pupils encouraging each other during sport regardless of performance, which is a useful indicator of culture and relational safety in the peer group.

The website highlights local transport links, describing a short walk to Abbey Wood station (Elizabeth line and Southeastern) and nearby bus services.

School day start and finish times, and any before or after school provision, are not published in the sources reviewed. Families should clarify the daily timetable, supervision expectations, and any off-site elements (such as PE arrangements) during the admissions conversation.

Fees & Financial Aid

This is an independent school, but it does not publish a standard 2025 to 2026 fee schedule on its website, and the admissions information is enquiry-led.

Given the types of placement routes described (including dual registration and short-term placements), the practical reality for many families is that costs may depend on the placement structure and funding arrangement rather than a uniform termly rate. The right next step is to request a written fee and charging schedule that matches the proposed placement type, including any additional costs that could sit outside tuition.

• Very small cohort effects. Published outcome measures can move sharply year to year when cohorts are tiny; families should focus on individual progress, attendance stability, and completed qualifications rather than a single headline metric.

• Curriculum consistency across all subjects. The latest inspection highlights that curriculum planning is less developed in a small number of subjects, which may matter for students seeking broad academic coverage alongside core recovery.

• Post-16 position is evolving. The school is registered up to age 18, but it indicates that its 16 plus programme is being rolled out gradually; families should clarify what is available now versus planned.

• Admissions are relationship-driven. With no published deadlines, entry is likely to depend on referral timing, suitability assessment, and the practicalities of timetabling and placement scope.

Pulse and Water College is best understood as a small, specialist independent option for students who need a calmer, more individualised route back into education at Key Stages 3 and 4. The latest inspection judgement of Good provides reassurance on quality and safeguarding expectations, and the school’s model is coherent for pupils whose progress depends on consistent relationships and predictable routines.

Who it suits: students who struggle in mainstream settings, benefit from small-group teaching, and need an environment geared toward re-engagement, core qualification completion, and realistic next-step planning.