NEST Therapeutic Centre

School pre-registration inspection report

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NEST Therapeutic Centre Mount Cottage Off Redcliffe Drive, Wombourne, Wolverhampton WV5 0JE

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1), 2(1)(a), 2(1)(b), 2(1)(b)(i), 2(1)(b)(ii), 2(2), 2(2)(a), 2(2)(b), 2(2)(d), 2(2)(d)(i), 2(2)(d)(ii), 2(2)(e), 2(2)(e)(i), 2(2)(e)(ii), 2(2)(e)(iii), 2(2)(g), 2(2)(h), 2(2)(i), 3, 3(a), 3(b), 3(c), 3(d), 3(e), 3(f), 3(g), 3(h), 3(i), 3(j), 4  The proprietor and headteacher have given careful consideration to the content and organisation of the proposed school’s curriculum. They have devised a purposeful curriculum. The curriculum is designed in a way that should enable pupils to reach their potential, support their therapy needs, and achieve academic and personal development goals. It is intended that staff will design a bespoke curriculum for each pupil, tailored to meet their individual needs, taking into account the expectations set out in each pupil’s education, health and care plan.  Leaders have created an appropriate curriculum overview for pupils in key stages 1 to

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Main inspection findings

4. This covers a broad range of subjects including English, mathematics, science, design technology, geography, history, religious education, personal, social, health and economic (PSHE) education, physical education, music, and art and design. The overview provides sufficient detail to give a flavour of the engaging curriculum that the school intends to offer. For example, in history, Year 7 pupils will learn about religion in medieval England.  Leaders have designed a robust system to carry out initial baseline assessments, both educational and psychological, in order to determine the most appropriate learning experiences for each pupil. There are plans to conduct a Neurosequential Model of Therapeutics (NMT) assessment, in addition to other cognitive tests. The intention is for staff to use the information gleaned from these assessments to create an intensive psychological intervention programme to best meet each pupil’s needs.

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Main inspection findings

 There are plans for an appropriate PSHE programme, that reflects the school’s aims and ethos, to be taught mainly through therapy sessions. The programme is designed to be closely aligned to the specific needs of individual pupils, and include topics such as smoking and drug education, financial awareness and assertiveness. The programme is likely to promote fundamental British values.  It is envisaged that the proposed school will offer full-time, supervised education. The morning sessions are likely to involve two hours of education and one hour of NMT therapy. After lunch, a further two hours of education and a second therapy session is planned. The expectation is that pupils will complete homework in the evening.  Leaders have identified a range of possible educational visits to supplement the curriculum and generate pupils’ excitement about learning. For example, pupils are likely to visit Oakham Castle to develop their knowledge and understanding of crime

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Main inspection findings

and punishment in the past.  The proposed school is developing its range of quality teaching resources. Currently, there is a small stock of appropriate reading books and some classroom furniture. Leaders have budgeted to increase their resources once they have a better understanding about the specific needs of the pupils. Leaders also plan to use local community facilities and other local resources as part of the curriculum.  Leaders intend to use an independent careers adviser to offer impartial advice to pupils about their future career pathways. In addition, there are plans for pupils to be exposed to different occupations through trips and opportunities to engage in voluntary work, such as a volunteer role with an animal care provider.  The headteacher has initial plans for the 16 to 19 study programme and what might be offered to students. The headteacher has a secondary education background and

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Main inspection findings

specialist knowledge of special educational needs. He has the skills and experience to develop individual programmes. Where there is a gap in what the proposed school can offer, leaders intend to work closely with other education settings to supplement students’ learning experiences.  The proposed school is likely to meet all the requirements of the standards in relation to this part. Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 5, 5(a), 5(b), 5(b)(i), 5(b)(ii), 5(b)(iii), 5(b)(iv), 5(b)(v), 5(b)(vi), 5(b)(vii), 5(c), 5(d), 5(d)(i), 5(d)(ii), 5(d)(iii)  Leaders have an expectation that pupils’ spiritual, moral, social and cultural (SMSC) development will underpin all aspects of the school’s teaching and therapeutic programmes. Leaders were able to provide some convincing examples of how SMSC opportunities are to be embedded into teachers’ lesson planning. One example,

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Main inspection findings

related to science, involved pupils exploring the consequences of imbalances within the diet which may lead to obesity or deficiency diseases.  It is planned that pupils will learn about themes such as bullying, difference and diversity as part of PSHE education. They are likely to be supported to understand risk and to be equipped with the knowledge and understanding to make informed decisions.  Leaders have formulated a policy that makes explicit how staff should actively promote British values through teaching and other school activities. For instance, it is envisaged that pupils will learn to understand the concept of democracy through contributing to pupil focus groups, and completing questionnaires. This is likely to help them to understand fair decision-making processes.  Leaders have made it explicit in the teaching and learning policy that all staff and visitors must adhere to the school’s expectation that sharing partisan political views

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Main inspection findings

with pupils is unacceptable.  The proposed school is likely to meet all the requirements of the standards in relation to this part. Part 3. Welfare, health and safety of pupils Paragraphs 9, 9(a), 9(b), 9(c), 14, 15, 16(b)  Leaders have created a well thought out, comprehensive behaviour policy that recognises the challenging needs of the pupils. The policy is likely to promote a sensitive approach to supporting pupils to reduce negative behaviour and build a culture of mutual respect.  Staff are to be trained appropriately in managing behaviour, including understanding the importance of de-escalation techniques. Pupils are likely to be encouraged to think about their behaviour and the impact it has on themselves and others. There are plans for them to complete a ‘reward and reflection’ score card at different times of the day to help them monitor their own behaviour. Leaders speak knowledgeably about analysing behaviour and using the information in a preventative way to reduce

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Main inspection findings

the likelihood of incidents reoccurring.  Leaders plan to deploy sufficient staff to ensure appropriate levels of staff supervision. Where necessary, it is intended that supervision will be increased to meet pupils’ needs and ensure that they are safe.  The proprietor and headteacher understand the requirements of how to keep accurate attendance and admissions registers. They intend to track pupils’ attendance carefully and intervene if it begins to fall. Leaders are aware of, and intend to use, the correct coding to record absence, in accordance with the regulations.  Despite leaders not yet having a written risk assessment policy, they have conducted a series of risk assessments. These relate to a broad range of everyday activities, including electrical safety and manual handling. The risk assessor has identified potential risks and put in place control measures to reduce the likelihood of an accident. Leaders explained that all health and safety concerns would be reported to

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Main inspection findings

the site manager who would take the necessary remedial action to keep the site safe.  School leaders have ensured that all of the above standards are likely to be met. Paragraphs 7, 7(a), 7(b), 10, 11, 12, 13, 16, 16(a)  The school’s safeguarding policy is not fit for purpose because it does not have due regard to the guidance issued by the Secretary of State. For example, the policy contains no reference to sexting or peer-on-peer abuse. The policy also refers to outdated Department for Education (DfE) guidance. Furthermore, there is no reference to local authority agency procedures or clear information for staff on the action to take should they identify a safeguarding concern.  The headteacher is to be the designated safeguarding leader. Leaders have attended a variety of safeguarding courses but still have some gaps in their knowledge and understanding about safeguarding matters. They are not familiar with some of the

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Main inspection findings

latest guidance about keeping pupils safe in education. This could leave pupils at risk of harm.  While leaders have written an anti-bullying policy, it is not suitable because it does not help staff or others understand what is meant by bullying. It does not provide a strategy that will help staff combat bullying and reduce the chance of it happening. The policy does not make clear the actions that should be taken if a pupil raises a bullying issue.  The school’s health and safety policy appears to have been taken and adapted from another school. For example, it makes reference to an Islington phone number and the school’s business manager. The proposed school does not have a school business manager. The policy is not bespoke to the proposed school, therefore it is unlikely to be a useful, functional policy that will help keep pupils and others safe.  The proprietor is unlikely to comply with the Regulatory Reform (Fire Safety) Order

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Main inspection findings

2005 because they have not taken the necessary action to reduce the risks from fire. There is no fire extinguisher in the school building, no call point near the fire exit and no bell or means of raising the alarm in the event of a fire. The fire risk assessment identifies the classroom as ‘a storage area’, which it is not. Therefore, the risk assessment does not recognise that pupils will be using the room as a classroom.  Leaders have produced an appropriate first aid policy, although classroom first aid kits do not contain the prescribed items as listed in the policy. This means that, potentially, in the event of an accident, first aiders would not have the right equipment to deal with an injury quickly and safely.  School leaders have not ensured that the above standards are likely to be met. Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2), 18(2)(a), 18(2)(b), 18(2)(c), 18(2)(c)(i), 18(2)(c)(ii), 18(2)(c)(iii),

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Main inspection findings

18(2)(c)(iv), 18(2)(d), 18(2)(e), 18(3), 19(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)  Leaders were not able to produce a single central record demonstrating the suitability of staff. The proprietor told the inspector that checks had been made on the headteacher, although the inspector did not see evidence of these checks as they were kept off site. The proprietor and headteacher were unfamiliar with the full range of checks that have to be made; their knowledge of the statutory guidance, keeping children safe in education, was generally weak. For example, they did not know about the section 128 direction check for school leaders and proprietors.  Therefore, the proposed school is unlikely to meet the standards in this part.

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Main inspection findings

Part 5. Premises of and accommodation at schools Paragraphs 26, 27(a), 29(1)(b)  The school consists of one single classroom, large enough to accommodate approximately four pupils and two staff. There is no other accommodation. The classroom has been converted from half a double garage. The classroom has suitable artificial lighting and a natural source light from two windows. The classroom has appropriate sound insulation. It has been decorated in warm colours and provides a comfortable learning space.  The school is set in six acres of land, which includes woodland, grass and gardens. A large proportion of the land is wild and overgrown. However, there are some mown grassed areas where pupils can play outside. Leaders have some initial plans to make full use of the space to create a forest school and a large grassed play area for sports as part of the physical education curriculum. However, work to develop the land has

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Main inspection findings

not yet started due to limited funds.  School leaders have ensured that all of the above standards are likely to be met. Paragraphs 23(1), 23(1)(a), 23(1)(b), 23(1)(c), 24(1), 24(1)(a), 24(1)(b), 24(1)(c), 25, 27, 27(b), 28(1), 28(1)(a), 28(1)(b), 28(1)(c), 28(1)(d), 28(2), 28(2)(a), 28(2)(b), 29(1), 29(1)(a)  The proposed school does not have any running hot or cold water, including drinking water. The school does not have any toilets, showers or a medical room. There is some external lighting, although this is not sufficient to ensure that staff and pupils will be able to safely enter or leave the school premises when it is dark. Leaders plan to extend the external lighting provision.  The proprietor shared architect plans with the inspector that indicate their intention to make further building alterations to the garage to create a large group space for pupils. However, the plans do not include any provision for toilet or washing facilities.

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Main inspection findings

 Therefore, the proposed school is unlikely to meet the above standards in this part. Part 6. Provision of information Paragraphs 32(1)(a), 32(1)(c), 32(1)(d), 32(1)(f), 32(1)(g), 32(1)(h), 32(1)(i), 32(2), 32(2)(a), 32(2)(b), 32(2)(b)(ii), 32(2)(d), 32(3)(a), 32(3)(c), 32(3)(d), 32(3)(e), 32(3)(f), 32(3)(g)  The proposed school does not have a website. However, its safeguarding policy is available for parents on request.  The proprietor is unclear as to whether the school has a sole proprietor or is a proprietorial board with more than one proprietor. The proprietor says that there is joint ownership. However, the registration form suggests that the proposed school has a sole proprietor.  The proprietor has produced a helpful booklet about the school for pupils, parents and carers. It contains a range of information including about key staff, the curriculum and assessment. Leaders have formulated a suitable system for assessment, therefore are

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Main inspection findings

likely to be able to provide parents with reports about their children’s progress and development.  Leaders have policies available for parents and carers on admissions, misbehaviour and exclusions. However, the admissions policy does not explain how leaders would apply criteria if there were more pupils applying than the number of places available.  School leaders have ensured that the above standards are likely to be met. Paragraphs 32(1), 32(1)(b), 32(3), 32(3)(b)  The school’s English as an additional language policy is flawed. It wrongly makes the assumption that there will be no pupils admitted who speak English as an additional language. The policy does not set out, sufficiently well, the provision for any prospective pupils who might speak English as an additional language. Similarly, the special educational needs policy, while available for parents, does not explain about the provision for pupils who have an education, health and care plan.

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Main inspection findings

 Therefore, the proposed school is unlikely to meet all the standards related to this part. Part 7. Manner in which complaints are handled Paragraphs 33(a), 33(b), 33(c), 33(d), 33(e), 33(g), 33(h), 33(i), 33(i)(i), 33(i)(ii), 33(j)(i)  The school has a written complaints policy that sets out with reasonable clarity how complaints will be considered, managed and resolved. The policy states clearly that, where possible, complaints should be raised as soon as possible with the head of education. It is expected that complaints will be dealt with informally, although where this is not possible, the school has an appropriate formal procedure to follow, including the provision for a panel hearing.  School leaders have ensured that the above standards are likely to be met. Paragraphs 33, 33(f), 33(j), 33(j)(ii), 33(k)  However, the school’s complaints policy states that the panel will consist of ‘the head

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Main inspection findings

of education, head of care and the clinical lead’. It does not take into consideration that the complaint may be about, or directly involve, one or more of these persons.  The complaints policy does not stipulate that there should be a written record of any action taken by the school following a complaint addressed under the formal procedure.  The proprietor has not included any reference in the policy to providing confidential details relating to complaints to the Secretary of State or a school inspection team, if requested.  Therefore, the proposed school is unlikely to meet the standards in relation to this part. Part 8. Quality of leadership in and management of schools Paragraphs 34(1), 34(1)(a), 34(1)(b), 34(1)(c)  Leaders have ambitious plans for the proposed school’s future. Their knowledge and understanding of the curriculum provision is strong, and they can articulate well how this will be implemented to meet the needs of individual pupils.

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Main inspection findings

 However, the proprietor and headteacher do not have a secure understanding of many of the other independent school standards. They do not have a well-informed knowledge about safer recruitment and the necessary checks to be made to ensure a person’s suitability to work with children. This means that they are unlikely to be able to promote pupils’ well-being effectively.  Due to the proprietor’s limited knowledge of the independent school standards and the registration process for new schools, they have not considered each step in the process with enough thoroughness. This means that there are a significant number of standards unlikely to be met.  Therefore, the proposed school is unlikely to meet any of the above standards in this part. Schedule 10 of the Equality Act 2010  The school has an accessibility plan, although this is not fit for purpose. This is because the accessibility plan is based on the ‘access audit of the school’ which the

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Main inspection findings

policy states ‘remains the responsibility of the governing body’. However, leaders do not have an access audit, nor do they have a governing body.  The proprietor has not ensured that the proposed school is likely to fulfil its responsibilities in line with the requirements of paragraph 3 of schedule 10 of the Equality Act 2010.

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Compliance with regulatory requirements

The school is unlikely to meet the requirements of the schedule to The Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements, as set out in the annex of this report.

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Proposed school details

This inspection was carried out under section 99 of the Education and Skills Act 2008, the purpose of which is to advise the Secretary of State for Education about the school’s likely compliance with the independent school standards that are required for registration as an independent school.

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Proposed school details

Email address dr.taylor@nest-childcare.co.uk

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Proposed school details

Date of previous standard inspection Not previously inspected

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recommendation

Age range of pupils Not applicable 5–18 5–18 Number of pupils on the school roll Not applicable 4 4

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School’s current position School’s proposal

Gender of pupils Not applicable Mixed Number of full-time pupils of compulsory school age Not applicable 4

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School’s current position School’s proposal

Number of part-time pupils Not applicable 0

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities Not applicable 4

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School’s current position School’s proposal

Of which, number of pupils with a statement of special educational needs or an education, health and care plan Not applicable 4

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School’s current position School’s proposal

Of which, number of pupils paid for by a local authority with a statement of special educational needs or an education, health and care plan Not applicable 4

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 1

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School’s current position School’s proposal

Number of part-time teaching staff Not applicable 0

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School’s current position School’s proposal

Number of staff in the welfare provision Not applicable 2

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Information about this proposed school

 The proposed school is in one half of a converted double garage, next to a house, set in six acres of land in the village of Wombourne, South Staffordshire.  The proposed school is for pupils aged five to 18 years who have experienced chronic developmental trauma. All pupils are likely to have an education, health and care plan. Pupils are to be referred to the school by local authorities.  The school does not intend to have a governing body.  The premises currently comprise one single classroom and extensive grounds of woodland, grass and gardens.  The proposed school will have a religious ethos that will promote the Christian values of love, kindness, caring, forgiveness, integrity, self-control and respect.  The proprietor had originally requested that the total number of pupils on roll would be five. At the inspection, the inspector was informed that this had changed to four.  The proprietor is unclear as to whether they are planning to operate as a sole

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Information about this inspection

 Proprietors wishing to open a new school must apply to the Department for Education (DfE) for registration. This inspection was commissioned by the DfE to determine whether the proposed school is likely to meet the independent school standards and other requirements that registered schools must comply with or have regard to.  This is the school’s first pre-registration inspection carried out at the request of the DfE under section 99 of the Education and Skills Act 2008.  The inspector met with the school’s proprietor and headteacher to discuss the application for registration. The inspector conducted a tour of the premises. He reviewed a wide range of policies, the school’s prospectus, subject plans, sample lesson plans, fire information and risk assessments.

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Inspection team

Tim Hill, lead inspector Her Majesty’s Inspector

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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.  10 The standard in this paragraph is met if the proprietor ensures that bullying at the school is prevented in so far as reasonably practicable, by the drawing up and implementation of an effective anti-bullying strategy.  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 written health and safety policy.  12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005[12].  13 The standard in this paragraph is met if the proprietor ensures that first aid is administered in a timely and competent manner by the drawing up and effective

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Part 3. Welfare, health and safety of pupils

implementation of a written first aid 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.

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

 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 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

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

– 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- paragraph (4) applies) (2)(e) must be completed before a person’s appointment.  19(3) Except in the case of a person to whom sub-paragraph (4) applies, the certificate

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

referred to in sub-paragraph (2)(a)(i)(bb) must have been obtained not more than 3 months before the date on which the person is due to begin work at the school.  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

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

Act or any disqualification, prohibition or restriction which takes effect as if contained in either 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

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

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 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

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

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 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), – 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

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

were made and the date on which the resulting certificate was obtained.

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Part 5. Premises of and accommodation at schools

 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; – 23(1)(b) separate toilet facilities for boys and girls aged 8 years or over are provided except where the toilet facility is provided in a room that can be secured from the inside and that is intended for use by one pupil at a time; and – 23(1)(c) suitable changing accommodation and showers are provided for pupils aged 11 years or over at the start of the school year who receive physical education.  24(1) The standard in this paragraph is met if the proprietor ensures that suitable accommodation is provided in order to cater for the medical and therapy needs of pupils, including- – 24(1)(a) accommodation for the medical examination and treatment of pupils; – 24(1)(b) accommodation for the short term care of sick and injured pupils, which

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Part 5. Premises of and accommodation at schools

includes a washing facility and is near to a toilet facility.  25 The standard in this paragraph is met if the proprietor ensures that the school premises and the accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practicable, the health, safety and welfare of pupils are ensured.  27 The standard in this paragraph is met if the proprietor ensures that- – 27(b) external lighting is provided in order to ensure that people can safely enter and leave the school premises.  28(1) The standard in this paragraph is met if the proprietor ensures that- – 28(1)(a) suitable drinking water facilities are provided; – 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; – 28(1)(c) cold water supplies that are suitable for drinking are clearly marked as such; and – 28(1)(d) the temperature of hot water at the point of use does not pose a scalding

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Part 5. Premises of and accommodation at schools

risk to users.  28(2) The facilities provided under sub-paragraph (1)(a) will be suitable only if- – 28(2)(a) they are readily accessible at all times when the premises are in use; and – 28(2)(b) they are in a separate area from the toilet facilities.  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.

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Part 6. Provision of information

 32(1) The standard about the provision of information by the school is met if the proprietor ensures that- – 32(1)(b) the information specified in sub-paragraph (3) is made available to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector, the Secretary of State or an independent inspectorate;  32(3) The information specified in this sub-paragraph is- – 32(3)(b) particulars of educational and welfare provision for pupils with EHC plans and pupils for whom English is an additional language.

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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(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 who were not directly involved in the matters detailed in the complaint; – 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)(ii) action taken by the school as a result of those complaints (regardless of 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

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Part 7. Manner in which complaints are handled

body conducting an inspection under section 109 of the 2008 Act requests access to them.

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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. 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 .

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Part 8. Quality of leadership in and management of schools

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.

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Part 8. Quality of leadership in and management of schools

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

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Part 8. Quality of leadership in and management of schools

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.

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Part 8. Quality of leadership in and management of schools

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 .

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Part 8. Quality of leadership in and management of schools

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

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Part 8. Quality of leadership in and management of schools

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

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