Edenfield Boys High School

School pre-registration inspection report

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Edenfield Boys High School Pendle Innovation Centre, Brook Street, Nelson, Lancashire BB9 9PU

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Main inspection findings

Part 1. Quality of education provided Paragraph 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)(h), 2(2)(i)  Trustees have prepared a sample plan to show how the secular and faith education provided by the school will be organised to form a timetable for pupils. This plan confirms that pupils will gain experience of a suitably wide range of subjects.  The plan is supported by schemes of work (SoW) for nearly all the subjects the school intends to offer. However, these SoW were originally prepared for use in a different school. As Edenfield Boys High School has not yet appointed a headteacher or any other teacher, it has not had the benefit of any teacher’s professional review to ensure that the SoW are fully suitable in its own context. In addition, there are gaps in the SoW. For example, the plan indicates that the school may teach Mandarin as a foreign language, but there is no SoW for this subject, and the religious studies SoW

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Main inspection findings

does not include any information about provision for Year 7 and, for physical education (PE), key stage 3 is omitted. Where information is provided for key stage 4, the SoW detail GCSE programmes which have been superseded, including references to the alphabetical grades that are no longer used. Paragraph 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)  Trustees intend that personal, social and health education will be covered as part of the teaching in other subjects. However, there is no detailed plan to show how the school will ensure that all important aspects are properly covered. In particular, while it is clear that the school will encourage pupils’ general respect of other people, there is no explicit information about how such respect will pay particular regard to the protected characteristics set out in the Equality Act.  Trustees intend to extend the careers education already offered in the trust’s primary

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Main inspection findings

school to be applicable in a secondary context. They plan for activities which include providing pupils with opportunities for discussion with people from a range of professional backgrounds. Paragraph 3, 3(a), 3(b), 3(c), 3(d), 3(e), 3(f), 3(g), 3(h), 3(i), 3(j)  The curriculum plan and SoW already in place provide a framework that is ready to be refined once a headteacher and other staff are appointed. Trustees explained how they intend to appoint staff who have the necessary skills and experience to ensure that teaching is of high quality. In addition, they have already considered the best way to provide sufficient staff expertise across the full range of secondary school subjects.  The classrooms and recently installed science laboratory provide suitable places for pupils’ learning. Pupils will have access to computers. Interactive whiteboards have been installed in some rooms. The current provision of an out-of-school-hours tuition

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Main inspection findings

centre in the premises means that samples of the text books likely to be used are available. The classroom desks available are of a relatively low height. These are too low for most older secondary-age pupils. Paragraph 4  As with a number of other policies, the assessment, reporting and recording policy appears to relate to another school’s context. This means that it does not give a sufficiently clear framework for assessment in this school.  The proprietor has not ensured that the standards in this part are likely to be met. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 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)  The principles lying behind the policies being adopted for the school indicate that the school will strongly support the growth of pupils’ spiritual, moral, social and cultural

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Main inspection findings

understanding. The school’s religious ethos and curriculum content will give opportunity for pupils’ spiritual and cultural development. The British values policy, which trustees explained had been written specifically for the school, considers moral and social aspects, such as democracy, individual liberty, the rule of law, mutual respect and tolerance.  However, the policy framework is less specific about some details, including how the school will build understanding of public institutions and services. In addition, policies and other documents provide little information about how the school’s work to develop pupils’ respect for others will pay particular regard to the protected characteristics.  The proprietor has not ensured that the standards in this part are likely to be met. Part 3. Welfare, health and safety of pupils Paragraph 7, 7(a), 7(b)  Trustees have prepared a suitable safeguarding policy. This policy was amended

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Main inspection findings

during the inspection but now reflects the latest statutory guidance. This policy identifies the importance of the designated safeguarding lead’s role and provides details of local authority safeguarding contacts. The school does not have a website, although trustees intend that one will be created before the school admits pupils. They know that the safeguarding policy must be published on the website, once it is available. In the meantime, copies of the policy are available from the school on request.  Trustees have undertaken appropriate safeguarding training for their roles, including in safer recruitment. They intend to require school leaders and other staff to complete safeguarding training as part of their induction to the school. Paragraph 9, 9(a), 9(b), 10  The behaviour policy sets out how the school will use rewards and sanctions to encourage good behaviour. However, this policy has been designed for use in another

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Main inspection findings

school. Some of the details it contains are not relevant to this school’s context. The behaviour policy is supported by an anti-bullying policy. This clearly sets out approaches to reducing bullying. However, it lacks detail about the risk of bullying related to specific protected characteristics. Paragraph 11, 12, 13, 16, 16(a), 16(b)  The policies about safety currently available are adapted from those developed in other schools. The match of some details to this school has not been considered carefully enough. For example, roles are identified in the health and safety policy that are unlikely ever to be in place in this school and the fire-assembly arrangements do not match this school’s layout. This means that these polices cannot be properly implemented in their current form.  A first-aid cupboard is available. However, the first-aid policy is limited to a brief, and general, section in the health and safety policy.

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Main inspection findings

 The premises have recently been refurbished for use as a school. As part of this work, checks on gas and electrical safety, and a fire risk assessment have been carried out by suitably qualified contractors.  A risk assessment policy is in place. In addition, trustees have provided a check sheet of potential risks to be completed on a daily or weekly basis, depending on the risks. Trustees responded to the risks identified in the fire-risk assessment to ensure that these have been reduced and the building is as safe from risk of fire as possible. Paragraph 14  The building and outside area of the school are fairly compact. This will allow supervision of pupils to be straightforward. Paragraph 15  Trustees intend that the school will use commercially printed registers to record pupils’ attendance. The sample provided to the inspector did not include detail of the registration codes set out in national guidance. However, trustees are aware of the

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Main inspection findings

requirements. They are also aware of what is required concerning the school’s admission register.  The proprietor has not ensured that the standards in this part are likely to be met.

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Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors Paragraph 17, 18(1), 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), 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)  Trustees have set up a system to carry out and electronically record the required checks on trustees. This includes all the required checks. The spreadsheet used to summarise the checks can easily be extended to include members of staff, when these are appointed.  The proprietor has ensured that the standards in this part are likely to be met. Part 5. Premises of and accommodation at schools Paragraph 23(1), 23(1)(a), 23(1)(b), 23(1)(c), 24(1), 24(1)(a), 24(1)(b), 28(1), 28(1)(a), 28(1)(b), 28(1)(c), 28(1)(d), 28(2), 28(2)(a), 28(2)(b)  There are separate toilet facilities for pupils and staff. The staff toilet includes suitable

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Main inspection findings

facilities for a disabled person. A shower room to allow pupils to change, shower after physical education and undertake religious ablutions has been installed.  Trustees provided a drinking-water machine for the school during the inspection. However, this is not yet plumbed into the water system. Trustees expect to have the machine fully connected by the time the school opens. If there is any delay, they will provide bottled water for pupils to drink.  The staff room is also equipped to be used as a medical room for pupils. This room has a bed and a washing facility. The toilets are only a short distance away.  The hot water supply in the school is of a suitable temperature. Paragraph 25, 26, 27, 27(a), 27(b), 29(1), 29(1)(a), 29(1)(b)  The school premises have recently been refurbished. They are a suitable standard to be used as a school. Some holes in the walls that had previously held electrical

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Main inspection findings

sockets were covered during this inspection.  The classrooms have suitable lighting. There is an external light over the door to the premises. The inspector could not identify any problems that could affect how pupils would hear their teachers and others in class.  There is a fenced yard adjacent to the school building. Entry to this is through a gate secured with a key-code lock. The yard has a slight slope but has a flat surface. It is suitable for play and use in PE lessons.  The proprietor has ensured that the standards in this part are likely to be met. Part 6. Provision of information Paragraph 2(1), 32(1)(a), 32(1)(b), 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)(i), 32(2)(d), 32(3), 32(3)(a), 32(3)(b), 32(3)(c), 32(3)(d), 32(3)(e), 32(3)(f), 32(3)(g)  The school does not currently have a website. However, the policies being used and other documents are available from the school on request. Trustees intend to produce

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Main inspection findings

a prospectus or similar document. However, basic information about the school is not in a summarised form and ready to be made available to parents and carers, for example details about the proprietor.  The school does not have a model for the way it will report to parents. Trustees said that reports may be based on the approach taken in the primary school they also operate.  Trustees have ensured that policies relating to the most important aspects of the school are available. However, these are of limited use to parents or others because they are not matched closely enough to the circumstances of this school. In addition, no details of the school’s admission policy are currently available.  The proprietor has not ensured that the standards in this part are likely to be met. Part 7. Manner in which complaints are handled Paragraph 33, 33(a), 33(b), 33(c), 33(d), 33(e), 33(f), 33(g), 33(h), 33(i), 33(i)(i),

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Main inspection findings

33(i)(ii), 33(j), 33(j)(i), 33(j)(ii), 33(k)  Trustees have prepared a complaints policy. This appears to be based on one from another school and has not been matched carefully enough to the relevant independent school standards.  The policy does not provide sufficient information about a number of aspects of how complaints will be handled. These include information about timescales for dealing with formal complaints, the arrangements for panel hearings, and how the outcomes of complaints and any recommendations arising from these will be recorded.  The proprietor has not ensured that the standards in this part are likely to be met. Part 8. Quality of leadership in and management of schools Paragraph 34(1), 34(1)(a), 34(1)(b), 34(1)(c)  Trustees have taken an approach of using tried and tested policies and other documents from other schools as starting points for policies and documents at this school. These have not been considered carefully enough to ensure that they are

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Main inspection findings

suitable for, and match, the situation of this school. In addition, some aspects, such as the references to old GCSE qualifications in the SoW, are out of date. This means that a number of the independent school standards are not likely to be met. The standards not likely to be met include those relating to pupils’ welfare, health and safety.  The proprietor has not ensured that the standards in this part are likely to be met. Schedule 10 of the Equality Act 2010  The accessibility of the buildings has been considered as part of their design, and of their refurbishment as a school. Trustees will consider any particular arrangements needed to make learning more accessible should that be needed by any pupils admitted or potentially admitted to the school.  The proprietor has ensured that the requirements of the Equality Act are likely to be met.

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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

Type of school Islamic faith secondary school

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Proposed school details

Date of previous standard inspection Not previously inspected

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Provider already operating

Number of pupils of compulsory school age Not applicable Number of pupils of compulsory school age for whom a statement is maintained under section 324, or who is looked after by a local authority Not applicable

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Provider already operating

Total hours operating as a school per week Not applicable

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Provider already operating

Total hours of teaching provided per week Not applicable

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recommendation

Age range of pupils Not applicable 11–16 11–13 Number of pupils on the school roll Not applicable 40 40

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recommendation

Reason for inspector’s recommendations  The proprietor’s application to register the school states that the school will accommodate 40 pupils aged 11 to 16. However, the trustees told the inspector that they intend to admit up to 20 pupils in each school year, starting with pupils in Years 7 and 8. The school would then grow as subsequent Year 7 groups join. While the trustees have considered the arrangements needed to provide education in both key stage 3 and key stage 4, these are more refined for key stage 3. In addition, detailed staffing arrangements are not yet in place. This means that it is uncertain that teachers’ skills will match the specialist aspects of GCSE teaching needed in key stage 4, and preparation for this in Year 9.

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School’s current position School’s proposal

Gender of pupils Not applicable Boys Number of full-time pupils of compulsory school age Not applicable 40

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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 Not known

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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 Not known

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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 Not known

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable Not known

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School’s current position School’s proposal

Number of part-time teaching staff Not applicable Not known

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School’s current position School’s proposal

Number of staff in the welfare provision Not applicable Not known

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Information about this proposed school

 The school building has been converted from a two-story office block previously owned by Lancashire County Council and used as an innovation centre. It is situated close to the central part of Nelson.  The school’s proprietor, Fountains of Knowledge, is a charitable trust that also operates Al-Ikhlaas Primary School and Edenfield Nursery School. Apart from the school hall, the nursery school occupies the ground floor of the school’s building.  There are four trustees. The trustees will also serve as the school’s governors.  The school will have an Islamic faith ethos.  The school’s mission statement is for pupils to ‘Love the Creator, serve the Creation, strive for excellence and be just for all’.

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Information about this inspection

 This was the first pre-registration inspection of the proposed school.  The inspector met with the chair and another trustee of the charitable trust that forms the proprietorial body.  The inspector toured the premises accompanied by the trustees.  The inspector scrutinised the documents provided by the school, including the proposed school’s safeguarding policy. He scrutinised other policies, curriculum plans and proposed schemes of work.  The inspector checked the school’s likely compliance with the independent school standards.

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Inspection team

David Selby, lead inspector Her Majesty’s Inspector

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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(2) For the purposes of paragraph (2)(1)(a), the matters are– – 2(2)(d) personal, social, health and economic education which– – 2(2)(d)(ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act [9];  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.

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

– 5(b)(iv) enable pupils to acquire a broad general knowledge of and respect for public institutions and services in England; – 5(b)(vi) encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act; and

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Part 3. Welfare, health and safety of pupils

– 9(b) the policy is implemented effectively; and  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 implementation of a written first aid policy.

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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)(a) the information specified in sub-paragraph (2) is provided to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector [14], the Secretary of State or an independent inspectorate [15]; – 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(1)(f) an annual written report of each registered pupil’s progress and attainment in the main subject areas taught is provided to the parents of that registered pupil except that no report need be provided where the parent has agreed otherwise;  32(2) The information specified in this sub-paragraph is– – 32(2)(a) the school’s address and telephone number and the name of the head

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Part 6. Provision of information

teacher; – 32(2)(b) either– – 32(2)(b)(ii) where the proprietor is a body of persons, the address and telephone number of its registered or principal office; – 32(2)(c) where there is a governing body, the name and address for correspondence of its Chair; and – 32(2)(d) a statement of the school’s ethos (including any religious ethos) and aims.  32(3) The information specified in this sub-paragraph is– – 32(3)(a) particulars of the school’s policy on and arrangements for admissions, misbehaviour and exclusions;

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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(c) sets out clear time scales for the management of a 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)(i) whether they are resolved following a formal procedure, or proceed to a

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Part 7. Manner in which complaints are handled

panel hearing; 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 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

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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