Yeshiva Lezeirim Preparatory Academy

School and boarding progress monitoring inspection report

p.1

Yeshiva Lezeirim Preparatory Academy 36-38 Gladstone Terrace, Gateshead, Tyne and Wear NE8 4EF

p.1

Main inspection findings

Part 1. Quality of education provided Paragraph 2(1), 2(1)(a), 2(1)(b), 2(1)(b)(i), 2(2), 2(2)(a), 2(2)(b), 2(2)(h)  At the previous inspection in May 2017, inspectors identified that the curriculum was not broad and balanced and that a written policy with appropriate schemes of work, taking into account pupils‟ abilities and aptitudes and needs, was not in place.  The subsequent action plan indicated that leaders would ensure that curriculum plans were in place to cover all required curriculum areas, with a focus on improving pupils‟ English and mathematics. The plan did not indicate any changes to the written curriculum policy.  Leaders have a written overview for what pupils will study in each of the curriculum areas; however, there is insufficient detail and no accompanying schemes of work or lesson plans. The overview does not indicate how teachers will consider the varying needs of pupils and their abilities when planning learning.

p.1

Main inspection findings

 The coverage of the curriculum is limited, for example pupils have had only one lesson in science, despite there being more on the curriculum plan. In physical education lessons, pupils do not receive coaching or support to develop their skills. There was little evidence of pupils studying any creative, technological or aesthetic subjects.  The curriculum that is in place is allowing pupils to develop their speaking, listening, literacy and numeracy skills, particularly in Talmudic studies. However, it is not enabling them to make progress appropriate to their abilities and starting points in the wider curriculum.  Apart from 2(2)(b), these standards remain unmet. Paragraph 2(2),2(2)(d), 2(2)(d)(ii), 2(2)(e), 2(2)(e)(i), 2(2)(e)(ii), 2(2)(e)(iii), 2(2)(i)  Inspectors identified at the previous inspection that leaders did not ensure that an appropriate programme of personal, social, health and economic (PSHE) education was

p.1

Main inspection findings

in place. Nor was an appropriate programme of careers education in place. Pupils did not receive appropriate advice and guidance to prepare them for opportunities, responsibilities and experiences of life in British society.  The school action plan identified a revised PSHE policy that was to be implemented, along with a plan of activities to prepare pupils for participation in British society, and that up-to-date careers guidance would be in place by 1 December 2017.  The PSHE policy is improved; however, there is little evidence that teachers teach the topics in the policy to pupils. Pupils could not explain how the school is preparing them for life in modern Britain. Since the previous inspection, pupils have had one session about careers with a governor. This session did not give pupils enough information about a wide range of careers available to them.  Pupils learn about some aspects of life in modern Britain, but leaders do not ensure that

p.1

Main inspection findings

pupils have knowledge relating to the protected characteristics set out in chapter 1 of part 2 of the Equality Act 2010. While pupils have knowledge of some characteristics, such as age and gender, leaders do not allow discussion or education about gender reassignment or sexual orientation. Some topics, such as radicalisation, are not covered well. This is because leaders believe it would not happen within their community or school.  These standards remain unmet. Paragraph 3, 3(a), 3(b), 3(c), 3(d), 3(e)  In June 2017, inspectors identified that the proprietor did not ensure that teaching enables pupils to acquire new skills and knowledge and make good progress according to their abilities. Teachers did not ensure that pupils were self-motivated, with opportunities to think and learn for themselves. Lessons were not well planned, effective teaching methods were not used and teachers did not use information about pupils‟

p.2

Main inspection findings

progress and attainment to inform their planning of learning.  The action plan identified a programme of teacher training to be implemented, along with observations of teaching, linked to pupils‟ outcomes.  Leaders did not present convincing evidence that teachers take pupils‟ prior attainment and individual needs into account when planning lessons. Pupils‟ small amount of work in files relating to the wider curriculum is all the same. Pupils who are the most able complete the same work as pupils who are the least able.  Leaders observe teaching and provide feedback for teachers. There is no further evidence that teachers act on this feedback and improve their teaching. There is no programme of teacher training and no performance management objectives linked to pupils achieving good outcomes.  In Talmudic studies, and the small amount of work in the wider curriculum, pupils show interest and enthusiasm for what they do. Particularly in Talmudic studies, which is the

p.2

Main inspection findings

majority of the curriculum, pupils are motivated and teachers encourage them to think and learn for themselves.  Teachers demonstrate good subject knowledge in the areas they are teaching.  Standards 3(b) and 3(e) are met.  Standards 3, 3(a), 3(c) and 3(d) remain unmet. Paragraph 3, 3(f)  The previous inspection, in June 2017, found that the proprietor did not ensure that teaching utilised effectively classroom resources of a good quality, quantity and range.  The action plan identified that leaders would evaluate classroom resources and improve them as necessary and that a resource library for general studies was in place at the time of submitting the action plan.  During this inspection, leaders did not provide evidence of any evaluations of resources. No resources were seen for subjects such as science or physical education.  The resources library is kept in an office and offers a very limited supply of material.

p.2

Main inspection findings

Pupils do not use the library well; only five pupils have borrowed books in this academic year.  These standards remain unmet. Paragraph 3, 3(g), 4  During the previous inspection, inspectors found that there was not a suitable framework in place to assess pupils‟ work or progress and attainment regularly or to use this information to plan teaching so that pupils could make progress.  The action plan identified that an assessment system was to be implemented for Talmudic studies but did not refer to other aspects of the curriculum. The plan did not say how teachers would use assessment information to plan learning. The plan stated that an externally validated qualification was to be in place for Talmudic studies but did not refer to any other aspects of the curriculum.  There is now an appropriate assessment system in place for Talmudic studies. Teachers work together to standardise pupils‟ work to ensure that they are accurately measuring

p.3

Main inspection findings

pupils‟ progress. There is a system in place to assess pupils‟ progress in English and mathematics; however, the teacher produces the assessments and does not standardise or moderate them to ensure accuracy. There is no assessment system in place, although leaders plan to implement one, for other curriculum subjects.  There is no evidence that teachers use assessment information to plan learning to meet the needs of individual learners.  These standards remain unmet.

p.3

Main inspection findings

Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5, 5(a), 5(b), 5(b)(iii), 5(b)(v), 5(b)(vi)  The previous inspection found that the proprietor did not ensure that the spiritual, moral, social and cultural (SMSC) development of pupils actively promoted fundamental British values. The proprietor did not ensure that pupils could contribute positively to those living in their locality and the wider community. The proprietor did not ensure that pupils acquired an appreciation of and respect for their own and other cultures or an understanding of the protected characteristics set out in the Equality Act 2010.  The action plan states that a revised SMSC policy, to incorporate actively promoting fundamental British values, positive contributions to the community and tolerance and respect for other cultures and traditions and encouraging respect for others with protected characteristics, was to be implemented by December 2017.

p.3

Main inspection findings

 During this inspection, inspectors found that pupils still have very limited experience of the wider community. There are very few opportunities to integrate into the wider community and pupils do not have opportunities to take part in any trips or extra- curricular activities.  Pupils do not have the opportunity to learn about other faiths or religions, apart from in direct comparison to their own faith.  Pupils say that they will respect and tolerate others who have beliefs and lifestyles different to their own; however, teachers do not teach them about all of the protected characteristics, so they have limited knowledge in this area.  The new SMSC policy is in place and focuses on fundamental British values. Leaders were able to provide evidence of pupils‟ work on democracy, law, individual liberty, and respect and tolerance. Pupils are knowledgeable about some aspects of Britain, for example speaking confidently about Parliament and politics.

p.4

Main inspection findings

 Apart from 5(a), these standards remain unmet.

p.4

Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraph 7, 7(a), 7(b)  Inspectors, at the previous inspection, found that the proprietor had not made appropriate arrangements to safeguard and promote the welfare of pupils at the school.  The action plan stated that leaders would receive appropriate training for their roles and a general manager would be appointed. It stated that there would be more frequent meetings for senior leaders in which actions for improvement would be identified, implemented and followed up.  This inspection found that the safeguarding policy was mainly compliant with statutory guidance and available to parents and carers on request. However, school leaders are not effective in following their own policy. For example, not all staff receive safeguarding training to enable them to recognise the signs and symptoms of abuse.  Leaders are not following guidance in „Keeping Children Safe in Education‟ (2016)

p.4

Main inspection findings

concerning safer recruitment practices, for example carrying out appropriate checks on employment history and references. They are not effective in creating a strong culture of safeguarding in the school.  Some risk assessments are out of date for review and one risk assessment for the self- administration of medication was not in place at the beginning of the inspection.  Leaders‟ attitudes, such as radicalisation will not happen in the school, mean that pupils‟ education about dangers such as radicalisation is weak. Leaders‟ knowledge of how to report issues relating to this is also weak.  Several members of staff are now trained for the role of designated safeguarding lead and the new general manager is now the safeguarding lead. Staff spoken with have a good knowledge of the systems for reporting safeguarding issues in the school. Appropriate systems for recording any concerns are now in place.

p.4

Main inspection findings

 These standards remain unmet. Paragraph 11  The previous inspection identified that the proprietor must ensure that relevant health and safety laws are complied with by writing and effectively implementing a health and safety policy.  The action plan stated that the updated health and safety policy was written in June 2017.  The health and safety policy is now in place. It is basic but adequate.  The inspection found that records of medicine administered to pupils this academic year were missing. School leaders could not provide this information by the end of the inspection.  Leaders could not explain a mismatch between how first aid is administered and how accident books are used in the boarding provision and on the school site. This was because the member of staff responsible for recording incidents was not in school during the inspection to ask for information. School leaders did not know and could not fully

p.4

Main inspection findings

explain what had happened.  This standard remains unmet. Paragraph 12  The previous inspection found that the proprietor did not ensure compliance with the Regulatory Reform (Fire Safety) Order 2005.  The action plan indicated that the general manager has completed effective fire drills since May 2017.  Inspectors found that fire drills are taking place regularly and leaders are recording them. Leaders check fire equipment appropriately and servicing of fire equipment takes place regularly. Appropriate fire safety equipment is in place in the school.  This standard is now met. Paragraph 16, 16(a), 16(b)  During the previous inspection, inspectors found that the proprietor did not ensure that an appropriate risk assessment policy was drawn up and implemented or that appropriate action was taken to reduce identified risks.  The action plan stated that the general manager had implemented a risk assessment

p.5

Main inspection findings

policy at the end of July 2017.  The risk assessment policy is in place and is part of the health and safety policy. Leaders have written some risk assessments but they lack detail and do not cover all risks appropriately. In addition, some risk assessments, such as for pupils who self-medicate, were not in place.  These standards remain unmet. Part 4. Suitability of staff, supply staff, and proprietors Paragraph 18(2), 18(2)(a), 18(2)(b), 18(2)(c), 18(2)(c)(i), 18(2)(c)(ii), 18(2)(c)(iii), 18(2)(c)(iv), 18(2)(d), 18(2)(e), 18(3), 20(6), 20(6)(a), 20(6)(a)(i), 20(6)(a)(ii), 20(6)(b), 20(6)(b)(i), 20(6)(b)(ii), 20(6)(b)(iii), 20(6)(c), 21(1), 21(2), 21(3), 21(3)(a), 21(3)(a)(i), 21(3)(a)(ii), 21(3)(a)(iii), 21(3)(a)(iv), 21(3)(a)(v), 21(3)(a)(vi), 21(3)(a)(vii), 21(3)(a)(viii), 21(3)(b), 21(6)  In the previous inspection, inspectors found that the proprietor did not ensure that all appropriate checks were carried out on staff working with children, and that they were

p.5

Main inspection findings

not recorded on the single central record.  The action plan identified that the general manager would ensure that correct recruitment procedures were followed and that the school‟s single central record would be up to date. Training in safer recruitment practices were also planned.  Inspectors found that appropriate checks had taken place on staff working at the school and these are present on the single central record.  At the beginning of the inspection, some members of the proprietor body were not on the single central record; however, these were added by the end of the inspection.  These standards are now met. Paragraph 18(2)(f)  School leaders had not carried out appropriate checks on the employment history of staff, including those staff employed in the boarding provision. For some staff, there was no evidence that appropriate references had been requested or cross-referenced to employment history.

p.6

Main inspection findings

Part 5. Premises of and accommodation at schools Paragraph 23(1), 23(1)(a), 28(1), 28(1)(b)  At the previous inspection, inspectors found that toilets, urinals and washing facilities did not have an adequate supply of hot and cold water.  The action plan indicated that hot water was installed into the toilets by the end of June 2017.  Inspectors verified that hot water is now in place and does not pose a scalding risk to pupils. Inspectors also found that toilets were clearly labelled for staff use and for the sole use of pupils.  These standards are now met. Paragraph 29(1), 29(1)(a)  The previous inspection identified that the proprietor must ensure that suitable outdoor space is available to enable physical education to be provided to pupils, in accordance with the school curriculum.  The action plan identified an outdoor area at the back of the offices for pupils‟ use for physical education.  The outdoor area is available and, in addition, there is a green space where pupils can

p.6

Main inspection findings

go to play football. However, while the space is available, teachers do not use it to teach physical education.  These standards are now met.

p.7

Main inspection findings

Part 7. Manner in which complaints are handled Paragraph 33, 33(i), 33(i)(i), 33(i)(ii), 33(j), 33(j)(i), 33(j)(ii)  In June 2017, inspectors identified that the school complaints policy did not meet part 7 of the independent school standards.  The action plan stated that a revised complaints policy was in place from September 2017.  Inspectors found the complaints policy to be improved, more detailed and to meet the standards in part 7.  These standards are now met.

p.7

Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraph 34(1), 34(1)(a), 34(1)(b), 34(1)(c)  In June 2017, at the previous inspection, inspectors identified that the proprietor did not ensure that persons with leadership and management responsibility demonstrated good skills and knowledge appropriate to their role, so that the independent school standards were met consistently and pupils‟ well-being was actively promoted.  The action plan, reviewed by Ofsted in November 2017, identified that the plan did not address a number of the failed standards and therefore the standards were likely to remain unmet.  At this inspection, leaders provided some evidence that they are making some progress, and some of the standards are now met. In some areas, for example careers education, leaders have been too slow to implement appropriate strategies.  Leaders have undertaken some additional training, for example performance

p.7

Main inspection findings

management training. However, there is no effective system of performance management in the school, so the effect of this training is not clear.  The representative from the proprietor body was unable to explain or provide detailed evidence of how he ensures that there are systems for accountability in place in the school.  Too many of the independent school standards remain unmet.  These standards remain unmet.

p.7

Main inspection findings

Schedule 10 of the Equality Act 2010  The previous inspection identified that the proprietor must ensure that arrangements are made to meet the requirements of paragraph 3 of schedule 10 of the Equality Act 2010.  The action plan stated that a plan would be in place by November 2017 and that the new general manager would ensure this.  The general manager has put in place an accessibility plan. However, this is limited to information on allowing wheelchairs users to access the building. There is no information relating to how pupils who have disabilities can access the school‟s curriculum. The plan does not detail any specific actions.  This standard remains unmet.

p.7

Main inspection findings

Boarding provision Compliance with the national minimum standards for boarding schools that were assessed during this inspection

p.8

Main inspection findings

Standard NMS 3.1 and NMS 3.4 and independent school standards 8, 8(a), 8(b)  At the last full inspection of the boarding provision in June 2017, there was an appropriate first aid room in the boarding accommodation. In contrast, the first aid room in the school was dirty and not adequately maintained. Arrangements for managing medication were not safe due to weaknesses in record-keeping and administration. Storage of non-prescribed medication was insecure on one day of the inspection, and there was no accountability for stock control. Staff deemed all pupils competent to self- medicate, if necessary, but there were no assessment records to support this. In addition, pupils were limited to using the school‟s safe to store prescribed medication safely. There was nowhere in their rooms to do so, and this increased the risk that pupils‟ prescribed medication would not always be stored safely.  The school‟s action plan was to establish proper protocols and procedures for unwell

p.8

Main inspection findings

boarders and to store and administer medication appropriately.  The first aid room in school is still dirty and not adequately maintained. For example, there is a boarded-up broken window. Although the general manager has obtained a good practice guide for the management of medication, he does not ensured that this is properly implemented. Records of administering medication in school were missing and staff and the general manager could not locate them. Similar records kept in the boarding house did not always indicate which boarder was receiving medication. Staff responsible for administration are not fully aware of their responsibilities. For example, they do not record the time they administer medication. Administration records do not correspond to accident records, such as the use of burn gels. There are no accident records to indicate how boarders sustained burns. Boarders now have secure storage for medicine, if they

p.8

Main inspection findings

choose to self-medicate. At the start of this inspection, no appropriate risk assessment was in place to indicate how boarders or pupils will be supported to self-medicate safely. The general manager completed one risk assessment before the end of the inspection, but this was not of sufficient quality. These arrangements do not ensure the health and safety of boarders and pupils and there is a lack of management oversight of the action plan and required improvements.  These standards remain unmet. Standard NMS 11.1  At the last full inspection, senior leaders, including the designated safeguarding lead, did not have a sufficient understanding of appropriate safeguarding practice. In the event of any concerns or allegations that a pupil had suffered harm or was at risk of harm, it was highly unlikely that school leaders would respond appropriately. School leaders were not fully recording their concerns, discussions or decisions made about pupils‟ safety.

p.8

Main inspection findings

 Leaders could not be sure that staff were able to respond appropriately to signs of abuse and risks to pupils. Leaders did not assess the quality and effect of safeguarding training, and refresher training was not completed in line with statutory guidance. Senior leaders had not taken advice from the Local Safeguarding Children Board as to appropriate training levels for all staff. Wider training in specific issues, such as child sexual exploitation and radicalisation, was limited. The school was not following its own policy regarding the level and quality of training that the staff should receive.  School leaders‟ knowledge and understanding of statutory guidance for children who go missing were weak.  The school‟s action plan was to train school leaders to develop their understanding of safeguarding practice and safer recruitment, and subsequently upgrade their procedures. School leaders intended to have contact with the local authority designated officer and

p.9

Main inspection findings

with Gateshead Council‟s head of schools and safeguarding lead. Leaders would then organise basic safeguarding training and designated leaders, and safer recruitment training. This was to be completed by November 2017.  There is a new designated safeguarding lead (DSL), the school‟s general manager. In December 2017, along with other school leaders, the general manager undertook appropriate training to fulfil the expectations of the DSL.  The school‟s safeguarding policy has been revised and is up to date with most guidance, except for statutory guidance for children who run away or go missing from home or care (Department for Education, 2014). Leaders do not ensure that they implement the policy fully. For example, there has been insufficient training for staff about recognising signs and symptoms of abuse, and there are weaknesses in staff recruitment.  The school‟s ethos about radicalisation is that „it wouldn‟t happen here‟, although the

p.9

Main inspection findings

safeguarding policy states that they need a culture that recognises that „abuse can happen anywhere‟. The teaching of pupils does not sufficiently cover the fact that radicalisation can and does happen in Britain.  Staff are encouraged to read statutory guidance about keeping children safe, and the school‟s safeguarding policy, but school leaders do not check that this happens and do not assess staff‟s understanding of their safeguarding responsibilities.  Pupils and boarders report that they feel safe and are happy and know who to go to for help and advice, and they are confident staff will listen to them. School leaders and staff report that there are no safeguarding concerns about any of the pupils.  The current arrangements do not ensure the safety and protection of pupils. This standard is still not met. Standard NMS 13.1, 13.3, 13.4, 13.6 and 15.1  At the last full inspection, school leaders did not manage staff, medication and

p.9

Main inspection findings

safeguarding effectively. There were a number of unmet national minimum standards that placed pupils‟ welfare at risk. Governance arrangements were poor, and school leaders lacked appropriate oversight of whether polices were adequately implemented. Staff induction, training and development, and appraisal systems were weak. The quality of self-assessment was weak. Consequently, leaders did not understand what needed to improve. Although school leaders had identified some areas for improvement, there was not a sufficiently strong development plan in place to tackle all of the shortfalls.  The school‟s action plan was for the governor to meet fortnightly with the senior leadership team, and more whenever needed. The school was also to appoint a general manager and school leaders were to attend performance management training. The school‟s action plan is for the general manager to become head of boarding and to train

p.9

Main inspection findings

and arrange training for senior staff. The intention was for all staff to have a job description, induction training, practice reviews and opportunities for continual professional development.  The school leaders have not implemented the action plan effectively. Although there is some progress, the national minimum standards not met at the last inspection remain unmet.  There are weaknesses in governance arrangements and insufficient accountability and challenge to school leaders. The proprietor and school governors are not suitably proactive in holding the leadership team to account and are not ensuring that they make the necessary improvements.  There are regular senior leadership meetings. Actions are identified but are not measurable or timely and leaders do not follow them up from one meeting to the next. The proprietor is not actively involved in overseeing the management of the school .  The new DSL has improved his knowledge of safeguarding procedures but his level of

p.10

Main inspection findings

understanding and experience is still limited. There is ongoing support from a training consultant recommended by the local authority.  Staff members and volunteers all have job descriptions reflecting their duties and receive induction training when newly appointed.  There is still no formal system for regular reviews of boarding practice that provide opportunities for training and continual professional development in boarding.  These standards remain unmet. Standard NMS 14.1  At the last full inspection, there were weaknesses in recruitment processes that compromised the welfare of pupils. Staff who were responsible for recruitment and ensuring that all background checks on staff were completed did not follow the school‟s recruitment policy. Recruitment practice was not compliant with statutory guidance.  The school‟s action plan was to train school leaders to develop their understanding of safeguarding practice and safer recruitment, and subsequently upgrade their procedures.

p.10

Main inspection findings

School leaders intended to have contact with the local authority designated officer and with Gateshead Council‟s head of schools and safeguarding lead. Leaders would then organise basic safeguarding training and designated leaders, and safer recruitment training. This was to be completed by November 2017.  The DSL attended safer recruitment training in February 2018. At the start of the inspection, the school‟s single central register was incomplete, as it did not include all of the school trustees. This was rectified before the end of the inspection. Recruitment processes are still not compliant with statutory guidance. Leaders fail to obtain complete employment histories of staff and have no way of checking whether this information is correct. The process for obtaining references is weak and not sufficiently linked to staff‟s employment history. There is no written reference process that asks for specific

p.10

Main inspection findings

information that can be compared to staff‟s backgrounds, any previous disciplinary actions and reasons for leaving previous employment.  This standard remains unmet.

p.10

Compliance with regulatory requirements

The school does not meet the requirements of the schedule to The Education (Independent School Standards) Regulations 2014 („the independent school standards‟), the national minimum standards for boarding schools and associated requirements that were checked during this inspection. This included the standards and requirements that the school was judged to not comply with at the previous inspection. Not all of the standards and associated requirements were checked during this inspection.

p.12

School details

This inspection was carried out under section 109(1) and (2) of the Education and Skills Act 2008, the purpose of which is to advise the Secretary of State for Education about the school‟s suitability for continued registration as an independent school.

p.13

School details

School status Independent boarding school

p.13

School details

Date of previous standard inspection 9–11 May 2017

p.13

Information about this school

 This is the school‟s first progress monitoring visit following the first standard inspection in May 2017 and the first inspection of the boarding provision in June 2017.  The Preparatory Academy is an institute for Talmudical studies and provides a one-year programme for 15- to 16-year-old boys of the Orthodox Jewish faith.  Most pupils arrive at the school after completion of their GCSE studies in other educational provisions. Some pupils are from the European Union.  None of the pupils on roll has a disability, a statement of special educational needs or an education, health and care plan.  The school operates from one site, over two buildings and does not use the services of any other providers.  The school has provision for boarders and this was inspected during this inspection.  The school has plans to relocate to a building situated a few hundred metres away. This building was formerly the Swallow Hotel, High Street West, Gateshead NE8 1PE. At the

p.13

Information about this school

time of this inspection, the school was still operating from Gladstone Terrace, in which it was previously inspected.

p.14

Information about this inspection

 This inspection was carried out at the request of the registration authority for independent schools. The purpose of the inspection was to monitor the progress the school has made in meeting the independent school standards and national minimum standards for boarding schools and other requirements that it was judged to not comply with at its previous inspections.  Following the previous inspections in May and June 2017, the Department for Education required the school to produce an action plan. This was reviewed by Ofsted in November 2017 and deemed not acceptable. The Department for Education subsequently rejected the action plan. School leaders have not produced an amended or updated action plan following this.  The inspection was carried out over two days by two inspectors without notice.  Inspectors held meetings with the general manager, headteacher, a representative of the proprietor body, chair of the governing body, and school and boarding staff.

p.15

Information about this inspection

 Inspectors also met with three groups of pupils and a separate group of boarders, and spoke with pupils in lessons.  Inspectors checked the premises at the school and the boarding provision.  The inspectors examined school documentation, including a range of policies required as part of the independent school standards and the national minimum standards for boarding schools.

p.15

Inspection team

Debbie Redshaw, lead inspector Simon Morley, team inspector Her Majesty‟s Inspector Social Care Regulatory Inspector

p.15

Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if: – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and – 2(1)(b) the written policy, plans and schemes of work: – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan.  2(2) For the purposes of paragraph (2)(1)(a), the matters are: – 2(2)(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education; – 2(2)(d) personal, social, health and economic education which: – 2(2)(d)(ii) encourages respect for other people, paying particular regard to the

p.16

Part 1. Quality of education provided

protected characteristics set out in the 2010 Act; – 2(2)(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that: – 2(2)(e)(i) is presented in an impartial manner; – 2(2)(e)(ii) enables them to make informed choices about a broad range of career options; and – 2(2)(e)(iii) helps to encourage them to fulfil their potential; – 2(2)(h) that all pupils have the opportunity to learn and make progress; and – 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school: – 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; – 3(c) involves well planned lessons and effective teaching methods, activities and

p.16

Part 1. Quality of education provided

management of class time; – 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; – 3(f) utilises effectively classroom resources of a good quality, quantity and range; – 3(g) demonstrates that a framework is in place to assess pupils‟ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress.  4 The standard in this paragraph is met where the proprietor ensures that a framework for pupil performance to be evaluated, by reference to the school‟s own aims as provided to parents or national norms, or to both, is in place.

p.16

Part 2. Spiritual, moral, social and cultural development of pupils

 5 The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor: – 5(b) ensures that principles are actively promoted which: – 5(b)(iii) encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely; – 5(b)(v) further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own and other cultures; – 5(b)(vi) encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act.

p.17

Part 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that: – 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and – 7(b) such arrangements have regard to any guidance issued by the Secretary of State.  8 Where section 87(1) of the 1989 Act applies in relation to a school the standard in this paragraph is met if the proprietor ensures that: – 8(a) arrangements are made to safeguard and promote the welfare of boarders while they are accommodated at the school; and – 8(b) such arrangements have regard to the National Minimum Standards for Boarding Schools or, where applicable, the National Minimum Standards for Residential Special Schools or the National Minimum Standards for Accommodation of Students under Eighteen by Further Education Colleges.  11 The standard in this paragraph is met if the proprietor ensures that relevant health and safety laws are complied with by the drawing up and effective implementation of a

p.17

Part 3. Welfare, health and safety of pupils

written health and safety policy.  16 The standard in this paragraph is met if the proprietor ensures that: – 16(a) the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy; and – 16(b) appropriate action is taken to reduce risks that are identified.

p.17

Part 4. Suitability of staff, supply staff, and proprietors

 18(1) The standard in this paragraph is met if: – 18(2)(f) in the case of staff who care for, train, supervise or are in charge of boarders, in addition to the matters specified in paragraphs (a) to (e), the proprietor checks that Standard 14 of the National Minimum Standards for Boarding Schools or, where applicable, Standard 14 of the National Minimum Standards for Residential Special Schools, is complied with.

p.18

Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school: – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and – 34(1)(c) actively promote the well-being of pupils.

p.18

Part 1. Quality of education provided

 2(2) For the purposes of paragraph (2)(1)(a), the matters are: – 2(2)(b) that pupils acquire speaking, listening, literacy and numeracy skills.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school: – 3(b) fosters in pupils‟ self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for themselves – 3(e) demonstrates good knowledge and understanding of the subject matter being taught.

p.18

Part 2. Spiritual, moral, social and cultural development of pupils

 5 The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor: – 5(a) actively promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs

p.18

Part 3. Welfare, health and safety of pupils

 12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Fire Reform (Fire Safety) Order 2005.

p.18

Part 4. Suitability of staff, supply staff and proprietors

 18(1) The standard in this paragraph relates to the suitability of persons appointed as members of staff at the school, other than the proprietor and supply staff.  18(2) The standard in this paragraph is met if: – 18(2)(a) no such person is barred from regulated activity relating to children in accordance with section 3(2) of the 2006 Act where that person is or will be engaging in activity which is regulated activity within the meaning of Part 1 of Schedule 4 to that Act; – 18(2)(b) no such person carries out work, or intends to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act, or any disqualification, prohibition or restriction which takes effect as if contained in either such direction; – 18(2)(c) the proprietor carries out appropriate checks to confirm in respect of each

p.19

Part 4. Suitability of staff, supply staff and proprietors

such person: – 18(2)(c)(i) the person‟s identity; – 18(2)(c)(ii) the person‟s medical fitness; – 18(2)(c)(iii) the person‟s right to work in the United Kingdom; and – 18(2)(c)(iv) where appropriate, the person‟s qualifications; – 18(2)(d) the proprietor ensures that, where relevant to any such person, an enhanced criminal record check is made in respect of that person and an enhanced criminal record certificate is obtained before or as soon as practicable after that person‟s appointment; – 18(2)(e) in the case of any person for whom, by reason of that person living or having lived outside the United Kingdom, obtaining such a certificate is not sufficient to establish the person‟s suitability to work in a school, such further checks are made as the proprietor considers appropriate, having regard to any guidance issued by the Secretary of State; and – 18(3) The checks referred to in sub-paragraphs (2)(c) and (except where sub-

p.19

Part 4. Suitability of staff, supply staff and proprietors

paragraph (4) applies) (2)(e) must be completed before a person‟s appointment.  20(6) The standard in this paragraph is met in relation to an individual (“MB”), not being the Chair of the school, who is a member of a body of persons corporate or unincorporate named as the proprietor of the school in the register or in an application to enter the school in the register, if: – 20(6)(a) MB: – 20(6)(a)(i) is not barred from regulated activity relating to children in accordance with section 3(2) of the 2006 Act where that individual is or will be engaging in activity which is regulated activity within the meaning of Part 1 of Schedule 4 of that Act; and – 20(6)(a)(ii) does not carry out work, or intend to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition or restriction which takes effect as if contained in either

p.19

Part 4. Suitability of staff, supply staff and proprietors

such direction; – 20(6)(b) subject to sub-paragraphs (7) to (8), the Chair of the school makes the following checks relating to MB: – 20(6)(b)(i) where relevant to the individual, an enhanced criminal record check; – 20(6)(b)(ii) checks confirming MB‟s identity and MB‟s right to work in the United Kingdom; and – 20(6)(b)(iii) where, by reason of MB‟s living or having lived outside the United Kingdom, obtaining an enhanced criminal record certificate is not sufficient to establish MB‟s suitability to work in a school, such further checks as the Chair of the school considers appropriate, having regard to any guidance issued by the Secretary of State; – 20(6)(c) subject to sub-paragraph (8), where the Secretary of State makes a request for an enhanced criminal record check relating to MB countersigned by the Secretary of State to be made, such a check is made.  21(1) The standard in this paragraph is met if the proprietor keeps a register which shows

p.20

Part 4. Suitability of staff, supply staff and proprietors

such of the information referred to in sub-paragraphs (3) to (7) as is applicable to the school in question. – 21(2) The register referred to in sub-paragraph (1) may be kept in electronic form, provided that the information so recorded is capable of being reproduced in legible form. – 21(3) The information referred to in this sub-paragraph is: – 21(3)(a) in relation to each member of staff (“S”) appointed on or after 1st May 2007, whether: – 21(3)(a)(i) S‟s identity was checked; – 21(3)(a)(ii) a check was made to establish whether S is barred from regulated activity relating to children in accordance with section 3(2) of the 2006 Act; – 21(3)(a)(iii) a check was made to establish whether S is subject to any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition or restriction which takes effect as if contained in such a direction; – 21(3)(a)(iv) checks were made to ensure, where appropriate, that S had the relevant

p.20

Part 4. Suitability of staff, supply staff and proprietors

qualifications; – 21(3)(a)(v) an enhanced criminal record certificate was obtained in respect of S; – 21(3)(a)(vi) checks were made pursuant to paragraph 18(2)(d); – 21(3)(a)(vii) a check of S‟s right to work in the United Kingdom was made; and – 21(3)(a)(viii) checks were made pursuant to paragraph 18(2)(e), and – 21(3)(b) in relation to each member of staff (“S”), whether a check was made to establish whether S is subject to a prohibition order or an interim prohibition order, including the date on which such check was completed.  21(6) The information referred to in this sub-paragraph is, in relation each member (“MB”) of a body of persons named as the proprietor appointed on or after 1st May 2007, whether the checks referred to in paragraph 20(6)(b) were made, the date they were made and the date on which the resulting certificate was obtained.

p.20

Part 5. Premises of and accommodation at school

 23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that: – 23(1)(a) suitable toilet and washing facilities are provided for the sole use of pupils;  28(1) The standard in this paragraph is met if the proprietor ensures that: – 28(1)(b) toilets and urinals have an adequate supply of cold water and washing facilities have an adequate supply of hot and cold water;  29(1) The standard in this paragraph is met if the proprietor ensures that suitable outdoor space is provided in order to enable: – 29(1)(a) physical education to be provided to pupils in accordance with the school curriculum; and – 29(1)(b) pupils to play outside.

p.21

Part 7. Manner in which complaints are handled

 33 The standard about the manner in which complaints are handled is met if the proprietor ensures that a complaints procedure is drawn up and effectively implemented which deals with the handling of complaints from parents of pupils and which: – 33(a) is in writing; – 33(b) is made available to parents of pupils; – 33(c) sets out clear time scales for the management of a complaint; – 33(d) allows for a complaint to be made and considered initially on an informal basis; – 33(e) where the parent is not satisfied with the response to the complaint made in accordance with sub-paragraph (d), establishes a formal procedure for the complaint to be made in writing; – 33(f) where the parent is not satisfied with the response to the complaint made in accordance with sub-paragraph (e), makes provision for a hearing before a panel appointed by or on behalf of the proprietor and consisting of at least three people

p.21

Part 7. Manner in which complaints are handled

who were not directly involved in the matters detailed in the complaint; – 33(g) ensures that, where there is a panel hearing of a complaint, one panel member is independent of the management and running of the school; – 33(h) allows for a parent to attend and be accompanied at a panel hearing if they wish; – 33(i) provides for the panel to make findings and recommendations and stipulates that a copy of those findings and recommendations is: – 33(i)(i) provided to the complainant and, where relevant, the person complained about; and – 33(i)(ii) available for inspection on the school premises by the proprietor and the head teacher; – 33(j) provides for a written record to be kept of all complaints that are made in accordance with sub-paragraph (e) and: – 33(j)(i) whether they are resolved following a formal procedure, or proceed to a panel hearing; and – 33(j)(ii) action taken by the school as a result of those complaints (regardless of

p.21

Part 7. Manner in which complaints are handled

whether they are upheld); and – 33(k) provides that correspondence, statements and records relating to individual complaints are to be kept confidential except where the Secretary of State or a body conducting an inspection under section 109 of the 2008 Act requests access to them.

p.22

Standard 3 Boarder’s health and well-being

 3.1 The school has, and implements effectively, appropriate policies for the care of boarders who are unwell and ensures that the physical and mental health, and emotional wellbeing of boarders is promoted. These include first aid, care of those with chronic conditions and disabilities, dealing with medical emergencies and the use of household remedies.  3.4 All medication is safely and securely stored and proper records are kept of its administration. Prescribed medicines are given only to the boarders to whom they are prescribed. Boarders allowed to self-medicate are assessed as sufficiently responsible to do so.

p.22

Standard 11 Child protection

 11.1 The school ensures that: – arrangements are made to safeguard and promote the welfare of pupils at the school; and – such arrangements have regard to any guidance issued by the Secretary of State.

p.22

Standard 13 Management and development of boarding

 13.1 The school‟s governing body and/or proprietor monitors the effectiveness of the leadership, management and delivery of the boarding and welfare provision in the school, and takes appropriate action where necessary.  13.3 The school‟s leadership and management demonstrate good skills and knowledge appropriate to their role.  13.4 The school‟s leadership and management consistently fulfil their responsibilities effectively so that the standards are met.  13.6 Senior boarding staff have an adequate level of experience and/or training.

p.22

Standard 14 Staff recruitment and checks on other adults

 14.1 Any staff member or volunteer employed or volunteering in a position working with boarders has a job description reflecting their duties, receives induction training in boarding when newly appointed, and receives regular reviews of their boarding practice, with opportunities for training and continual professional development in boarding.

p.23

Standard 15 Staffing and supervision

 15.1 Any staff member or volunteer employed or volunteering in a position working with boarders has a job description reflecting their duties, receives induction training in boarding when newly appointed, and receives regular reviews of their boarding practice, with opportunities for training and continual professional development in boarding. guidance „Raising concerns and making a complaint about Ofsted‟, which is available from Ofsted‟s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

p.23

Standard 15 Staffing and supervision

Parent View You can use Parent View to give Ofsted your opinion on your child‟s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

p.24

Standard 15 Staffing and supervision

You can also use Parent View to find out what other parents and carers think about schools in England. You can visitwww.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.gov.uk/government/organisations/ofsted .

p.24

Standard 15 Staffing and supervision

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children‟s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children‟s services, and inspects services for children looked after, safeguarding and child protection.

p.24

Standard 15 Staffing and supervision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.24

Standard 15 Staffing and supervision

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.24

Standard 15 Staffing and supervision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.24