V.A.S.E Academy

School pre-registration inspection report

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V.A.S.E Academy Oakland Young People Centre, Oakland Road, Handsworth, Birmingham B21 0NA

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Main inspection findings

Part 1. Quality of education provided Paragraphs 1, 2(1)(b)(ii), 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)(i), 3(b), 3(h), 3(i), 3(j) and 4  The proposed school’s curriculum is broad and balanced. It gives pupils access to full- time education and a wide range of subjects.  The school’s ethos centres around the importance of meeting pupils’ personal, social and emotional needs and developing their self-esteem. These needs will be addressed through a range of different programmes that together create a broad personal, social, health and economics (PSHE) curriculum. The programmes include links to fundamental British values, keeping safe, sex and relationships education, celebrating equality and difference, including the promotion of protected characteristics.  The proposed school has plans in place to provide suitable, impartial careers advice

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Main inspection findings

and guidance. There is a planned programme of careers activities which, while focusing on pupils in key stage 4, will include some opportunities for younger pupils. The programme is intended to support pupils to develop independence and encourage them to fulfil their potential.  Parents and carers will be informed of their child’s progress through termly written reports.  Leaders have ensured that these standards are likely to be met. Paragraphs 2, 2(1), 2(1)(a), 2(1)(b), 2(1)(b)(i), 2(2), 2(2)(h), 3, 3(a), 3(c), 3(d), 3(e), 3(f) and 3(g)  Leaders have created a written curriculum policy that states that pupils will follow the national curriculum in key stage 3 and GCSE or functional skills courses in key stage 4. However, the policy does not contain any information about how the proposed school will cater for pupils with differing needs or levels of ability.  Schemes of work have been written for all year groups and for a variety of subjects.

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Main inspection findings

However, these plans are of poor quality. They are too generic and lack detail. They do not show how lessons will be adapted to build on pupils’ prior knowledge. As a result, the schemes of work are highly unlikely to meet the needs of the pupils attending the school, including those with special educational needs and/or disabilities (SEND). In mathematics, for example, the Year 7 ‘foundation’ scheme of work is identical to the ‘higher’ scheme of work. There is no indication of how the proposed school will meet the needs of pupils who join the school partway through the year.  The content of some schemes of work indicates that leaders’ subject knowledge is weak. For example, in the science scheme of work, there is confusion between the terms ‘breathing’ and ‘respiration’. The breadth and ambition of the curriculum is also weak. For instance, in art, Year 7 pupils will spend all year working on a self-portrait.

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Main inspection findings

Given the weaknesses identified in the schemes of work, pupils are unlikely to make good progress according to their abilities.  Tables, chairs and some other basic equipment are in place. However, there are no resources to support the teaching of individual subjects. Leaders are not clear about the resources that would be needed to deliver the planned curriculum.  Leaders have created a lesson-planning proforma to support teaching, but there is no guidance on pedagogy. Leaders state that the content of a lesson and the teaching approaches used would be decided by the class teacher. Leaders have not fully considered how the quality of teaching would be monitored. Leaders have not decided how many teaching staff they will appoint to the proposed school.  The assessment policy contains much relevant information, but it is written for another school. As a result, the policy is not well matched to the proposed school’s

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Main inspection findings

curriculum or potential pupils’ needs.  Leaders have not ensured that these standards are likely to be met.

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Main inspection findings

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) and 5(d)(iii)  Leaders have identified activities to develop pupils’ spiritual, moral, social and cultural development within PSHE programmes, group discussions and social and emotional learning. These include actively promoting fundamental British values. The school’s policies have regard for the 2010 Equality Act and the associated duties.  It is proposed that pupils will have regular opportunities to debate and discuss differing viewpoints during lessons, tutor times and assemblies. Leaders intend for the curriculum to be non-partisan. They will take steps to ensure that pupils are presented with a balance of different views.  The proposed school has placed a strong emphasis on teaching pupils about accepting

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Main inspection findings

responsibility for their behaviour and making a positive contribution to society.  Leaders have ensured that these standards are likely to be met.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 6, 7, 7(a), 7(b), 9, 9(a), 9(b), 9(c), 10, 11, 12, 13, 14, 15, 16, 16(a) and 16(b)  The proposed school has an up-to-date safeguarding policy that is fit for purpose and reflects the most recent guidance issued by the Secretary of State. As the proposed school does not have a website, copies are to be made available on request.  The family liaison officer is the designated safeguarding lead (DSL) and is supported by the headteacher, who is the deputy DSL. There are clear processes in place for recording any concerns about a pupil’s welfare.  An induction programme is in place for new staff when they are appointed. This includes basic safeguarding and fire-safety training. The DSL has created an additional training programme to support staff in identifying and managing concerns about pupils’ welfare. These materials include guidance on gang activity and youth violence;

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Main inspection findings

abuse linked to faith or belief; radicalisation and extremism; children with disabilities; bullying; self-harm and suicidal behaviour.  Procedures for recording and monitoring attendance are in place. The inspector was shown an appropriate admissions record for prospective pupils.  To promote the welfare of pupils, a written risk assessment policy is in place. Risk assessments are being developed, including for the use of the kitchen and minibus. Leaders are aware that further risk assessments will be needed, based on the individual needs of the pupils who are to join the school.  Leaders have put in place a behaviour policy that meets requirements. They have developed a system to reward positive behaviour and reduce unacceptable conduct. Leaders plan to track incidents of poor behaviour to help them identify any triggers for this. The policy indicates that physical intervention may be used in appropriate

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Main inspection findings

circumstances. It states that staff will all be trained in appropriate techniques and all incidents are to be logged. Leaders plan to share the agreed approach to behaviour management with staff and pupils when they join the school.  The school’s anti-bullying policy meets requirements and contains relevant information for pupils and parents. There are plans in place to ensure that pupils are supervised at all times.  Leaders have created a comprehensive health and safety policy. Birmingham City Council manages the proposed school’s building. It ensures that a broad range of tests are completed regularly to help keep staff and pupils safe. Tests include emergency lighting, water testing for Legionella, fire alarm and evacuation procedures and the testing of electrical equipment.  Leaders have ensured that these standards are likely to be met.

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Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 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), 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) and 21(6)  The proprietor has ensured that suitable pre-employment checks have been carried out on the two members of staff currently in post. Plans are in place to ensure that all the required checks are completed for new members of staff before they start work. Pre-employment checks are recorded accurately on the school’s single central record.  The proposed school does not plan to employ supply staff. However, leaders are aware of the checks that they would need to make if this were to change.

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Main inspection findings

 The relevant checks have yet to be completed for the newly appointed chair of governors. These checks will also be made for any further governors and recorded on the single central record.  Leaders have ensured that these standards are likely to be met.

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Main inspection findings

Part 5. Premises of and accommodation at schools Paragraphs 22, 23(1), 23(1)(a), 23(1)(b), 23(2), 24(1), 24(1)(a), 24(1)(b), 24(2), 24(3), 25, 26, 27, 27(a), 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) and 29(1)(b)  The proposed school site is in use as a young people’s centre in the late afternoons and evenings. The fabric of the building is sound and meets requirements. However, the premises need redecorating, and there is some outstanding maintenance work required. Birmingham City Council confirmed that these issues will be addressed when it refurbishes the building in October 2019.  Appropriate toilet and first-aid facilities are in place. Pupils will have access to drinking water, which will be available via a water dispenser.  Lighting and acoustics in the building meet requirements. There is external lighting around the building. It was not possible to check this working during the inspection.

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Main inspection findings

However, Birmingham City Council confirmed that lighting is controlled by a timer and is part of regular maintenance checks.  There is considerable outdoor space for pupils’ recreational use. This includes an all- weather games area. The proposed school’s site is fenced and accessed via an electronic gate.  Leaders have ensured that these standards are likely to be met. Paragraphs 23(1), 23(1)(c)  The proposed school has a sports hall and outdoor playing facilities. However, there are currently no suitable spaces for pupils to change or shower after physical education.  Leaders have not ensured that this standard is likely to be met.

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Main inspection findings

Part 6. Provision of information Paragraphs 32(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(1)(j), 32(2), 32(2)(a), 32(2)(b), 32(2)(b)(ii), 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), 32(4), 32(4)(a), 32(4)(b) and 32(4)(c)  The proposed school does not currently have a website, so it will provide information to parents on request and via a school prospectus. This includes a statement of the school’s aims and core values.  Leaders are clear about the information to be made available to parents and relevant external agencies. The school has all required policies in place, although some policies require further work to ensure that they completely reflect the school’s planned provision.  Leaders have created a template for a termly report to parents, so that parents can be kept well informed about their child’s progress.

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Main inspection findings

 Leaders have ensured that these standards are likely to be met.

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Main inspection findings

Part 7. Manner in which complaints are handled Paragraphs 33, 33(a), 33(b), 33(c), 33(d), 33(e), 33(f), 33(g), 33(h), 33(i), 33(i)(i), 33(i)(ii), 33(j), 33(j)(i), 33(j)(ii) and 33(k)  The school’s complaints policy complies with the independent school standards. It sets out clear timescales and explains the informal and formal stages for considering a complaint.  As the proposed school does not have a website, copies of the policy will be made available to parents on request.  Leaders have ensured that these standards are likely to be met.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraph 34(1)(c)  Leaders are clearly passionate about their aims to provide a high-quality education for vulnerable pupils. They talk confidently about their commitment to the safeguarding and welfare of the pupils in their charge. This can be seen in leaders’ plans to translate intentions into day-to-day practice.  Leaders are working with a range of external agencies, such as the police, to actively promote the well-being of pupils.  Leaders have ensured that this standard is likely to be met. Paragraphs 34(1), 34(1)(a) and 34(1)(b)  The proprietor has not ensured that all the independent school standards are likely to be met consistently. In particular, there are weaknesses in the quality of the academic curriculum to be provided.  Leaders lack clarity about the exact nature of the provision they intend to offer. Their views on the range of pupils’ needs they plan to cater for and the number of pupils

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Main inspection findings

they intend to educate were revised during the inspection.  The proprietor has created many policies for the proposed school. In the main, these contain relevant information and cover all required areas. However, because leaders are unclear about the exact nature of the provision they intend to offer, some policies do not clearly reflect the needs of the school’s potential pupils. Other policies contain information which is not factually accurate. For example, the SEND policy makes claims about the skill level of staff, but these staff have yet to be appointed.  The proposed school will have a governing body. Although this is not yet in place, a chair of governors has recently been appointed.  Leaders have not ensured that these standards are likely to be met.

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Main inspection findings

Schedule 10 of the Equality Act 2010  The proprietor has drawn up an accessibility plan. The proprietor has ensured that the school is likely to fulfil its responsibilities under 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

Annual fees (day pupils) £14,625–£30,000

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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 11–16 11–16 Number of pupils on the school roll Not applicable 60 30

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recommendation

Reason for inspector's recommendations  The proprietor reviewed his original proposal during the inspection and clarified that he intends to offer educational provision for a maximum of 60 pupils. The proprietor accepts that the building in its current form can only accommodate 30 pupils.  The proprietor has asked to amend the application form to register as an independent school to reduce the range of special educational needs that the school will provide for. The proposed school will cater for pupils vulnerable to exclusion and those with social, emotional and mental health (SEMH) needs.

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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 60

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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 30

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan Not applicable 30

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School’s current position School’s proposal

Of which, number of pupils paid for by a local authority with an education, health and care plan Not applicable 30

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School’s current position School’s proposal

Number of full-time equivalent teaching staff 0 undecided

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School’s current position School’s proposal

Number of part-time teaching staff 0 undecided

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School’s current position School’s proposal

Number of staff in the welfare provision 1 6

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Information about this proposed school

 The proposed school is situated in Oakland Young People’s Centre. The premises are leased to the proprietor by Birmingham City Council. The school has sole use of the facilities until 4pm each school day. Leaders do not intend to use any other premises.  The premises currently consist of three classroom areas, two rooms suitable for small groups or one-to-one sessions, a sports hall, an outdoor all-weather games area, a first-aid room, a kitchen and an office/administration area. The proprietor has permission to bring portable buildings onto the grounds of the young people’s centre. The intention is that these will provide additional teaching space, alongside changing rooms and showering facilities.  The proposed school intends to offer up to 60 places for pupils aged 11 to 16 years. These are likely to be pupils who are vulnerable to exclusion from school and/or have a special educational need, specifically SEMH needs. Some pupils may have an

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Information about this proposed school

education, health and care plan.  It is proposed that local authorities and local schools will place pupils at the school.  The proposed school’s vision is ‘to deliver a broad, balanced and engaging curriculum which nurtures our pupils’ skills and maximises their full potential’. The proposed school’s motto is ‘daily growth high achievers’.  The proposed school does not have a religious character.

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Information about this inspection

 This was the proposed school’s first pre-registration inspection, carried out at the request of the Department for Education under section 99 of the Education and Skills Act 2008.  The inspector met with the proprietor, who is also the proposed school’s headteacher, the family liaison officer and the office manager. The inspector spoke to the chair of governors on the telephone.  The inspector conducted a tour of the premises and the outdoor space, accompanied by the proprietor.  The inspector reviewed a wide range of documentation, including several policies, schemes of work, risk assessments, safeguarding information and the single central record.  The inspector considered the recruitment of pupils.

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Inspection team

Catherine Crooks, 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-

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Part 1. Quality of education provided

– 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

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Part 1. Quality of education provided

– 2(1)(b) the written policy, plans and schemes of work-

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Part 1. Quality of education provided

– 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan.

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Part 1. Quality of education provided

 2(2) For the purposes of paragraph (2)(1)(a), the matters are-

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Part 1. Quality of education provided

– 2(2)(h) that all pupils have the opportunity to learn and make progress.

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Part 1. Quality of education provided

 3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school-

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Part 1. Quality of education provided

– 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;

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Part 1. Quality of education provided

– 3(c) involves well-planned lessons and effective teaching methods, activities and management of class time;

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Part 1. Quality of education provided

– 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;

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Part 1. Quality of education provided

– 3(e) demonstrates good knowledge and understanding of the subject matter being taught;

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Part 1. Quality of education provided

– 3(f) utilises effectively classroom resources of a good quality, quantity and range;

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Part 1. Quality of education provided

– 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.

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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)(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.

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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-

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Part 8. Quality of leadership in and management of schools

– 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently;

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Part 8. Quality of leadership in and management of schools

– 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently. 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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