Banks House School

School pre-registration inspection report

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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)(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)  The school day will start at 9.00am and finish at 3.30pm. Pupils will receive their entitlement to a full education. The time allocated is suitable to cover the school’s proposed curriculum.  Pupils are likely to arrive at the school at any point during their secondary education, often after permanent exclusion. A key intention for the curriculum is that it enables pupils to achieve highly so that pupils’ life chances match those of others.  The school’s curriculum documentation outlines how educational support will be provided to pupils with special educational needs and/or disabilities (SEND) or who are otherwise unable to attend mainstream education. Leaders intend to ensure that

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Main inspection findings

all pupils engage well and study at an appropriate level, given their individual starting points.  The curriculum includes English language, mathematics, science, geography, history, citizenship, religious education, technology, physical education and the arts. There is a particular emphasis on personal, social and health education (PSHE). Leaders intend to offer GCSE courses, including in English, mathematics and science, to older pupils for whom these qualifications are appropriate.  The school’s subject curriculum plans are incomplete. They do not detail fully enough the knowledge and understanding that pupils should acquire over the course of a year, or a key stage. Subject plans do not set out, clearly, how pupils’ work will be assessed. Nor do they indicate how the curriculum will be adapted to meet the differing needs of pupils, including the most able.  Leaders intend to provide post-16 education, but with the exception of PSHE,

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Main inspection findings

citizenship and careers education, there is no formal study programme in place.  Leaders intend to offer impartial careers advice that is age-appropriate. Resources are available to support careers guidance. The proprietor has well-developed plans to give pupils opportunities to gain interview experience, work experience and appropriate support when applying for jobs or further education courses.  This independent school standard is not likely to be met by the proposed school. Paragraph 3, 3(a), 3(b), 3(c), 3(d), 3(e), 3(f), 3(g), 3(h), 3(i), 3(j) Paragraph 4  Teaching will take place in a classroom that contains no more than six pupils. Each pupil will receive additional support from a care worker. It is intended that teachers will provide suitable support given the needs of pupils, who will be at varying stages in their learning. Leaders are building up a suitable range of resources for pupils to

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Main inspection findings

use.  The behaviour policy is appropriate to support teachers’ management of pupils’ behaviour during lessons.  Leaders have started the recruitment process and have already employed fully qualified and experienced teaching staff who share the school’s ethos and aims. Leaders and teachers have considered teaching methodology carefully. Staff will consider the age, experiences and aptitudes of each individual when planning their learning.  Pupils will be assessed on entry to the school to identify what individuals know and can do and what they need to learn next. However, too often curriculum plans do not precisely identify the knowledge and skills that pupils should acquire by the end of their course or key stage. This does not provide sufficient detail to support teachers to plan activities that will meet pupils’ needs.  Subject curriculum plans indicate that teachers should continuously assess pupils’

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Main inspection findings

work, but do not make clear the criteria that should be applied. This limits the extent to which reports will be able offer a detailed and clear assessment of pupils’ academic progress.  This independent school standard is not likely to be met by the proposed school. 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)  Central to the ethos at Banks House School is that pupils are prepared for life as independent adults who make a positive contribution to the communities in which they live. Pastoral support will encourage pupils to be responsible for what they do and to make positive choices.  The citizenship and PSHE curriculum include a range of age-appropriate activities to develop pupils’ spiritual, moral, social and cultural awareness effectively. These

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Main inspection findings

aspects of the curriculum promote fundamental British values and actively encourage tolerance and understanding of the protected characteristics under The Equality Act 2010.  Leaders have planned a range of activities to help develop pupils’ understanding of, and respect for, different cultures, traditions and lifestyles.  The school plans to invite speakers from a range of public services, such as the police, and to arrange visits including to law courts and to Norwich Cathedral.  Pupils will take a decision-making role within the school through membership of the School Council. Teachers will lead discussion and debate about an issue in the news each week. Pupils will learn about the role of parliament and the importance of the rule of law through the citizenship curriculum.  This independent school standard is likely to be met by the proposed school. Part 3. Welfare, health and safety of pupils

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Main inspection findings

Paragraph 7, 7(a), 7(b)  The school’s safeguarding policy reflects the latest legal requirements, including the September 2019 ‘Keeping children safe in education’ update.  A range of policies and procedures are in place to support pupils’ safety and well- being.  Two school leaders are designated safeguarding leads and have undertaken recent and appropriate training. Leaders have detailed plans in place relating to the training that staff will receive during their induction to the school.  The head of school has had safer recruitment training, as has the chair of the board of directors. Leaders are aware of the pre-employment checks that they need to carry out.  Leaders have extensive experience of working with a wide range of external agencies to ensure that pupils receive the help and support that they need to stay safe.  Staff will consider the different needs of pupils as part of the admissions process.

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Main inspection findings

They will tailor the curriculum and teaching techniques to suit individuals accordingly.  The school is likely to meet the requirements of this independent school standard. Paragraphs 9, 9(a), 9(b), 9(c)  Leaders have developed a behaviour policy that makes clear the school’s expectations of pupils, and how positive behaviour will be reinforced. The policy reflects the circumstances of the pupils that the school is being set up to cater for.  Behaviour incidents, rewards and sanctions will be recorded electronically, using a system that is already in place. This will enable leaders to identify patterns of behaviour and monitor the impact of actions taken by staff to improve it. Paragraph 10  Leaders have developed an anti-bullying policy that makes clear how pupils will be educated about all kinds of bullying. It sets out, appropriately, the ways in which staff will try to both prevent bullying and respond to it when it does happen.

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Main inspection findings

 This independent school standard is likely to be met. Paragraphs 11 and 12  Leaders have put in place a range of policies and procedures relating to health and safety and fire safety. Checks are carried out regularly and thoroughly to identify hazards and minimise risks.  Leaders ensure that the condition of electrical and gas equipment is checked regularly. Fire extinguishers, smoke alarms and other related equipment are new. Daily safety checks are made on fire exits, which are clearly signposted throughout the school.  These independent school standards are likely to be met. Paragraph 13  A first aid policy is in place. First aid boxes and ‘grab bags’ are situated in various locations around the school in line with the school policy. Leaders have detailed plans about how school staff will be first aid trained. Colleagues already appointed are first aid trained.  This independent school standard is likely to be met.

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Main inspection findings

Paragraph 14  The ratio of pupils to staff will generally be one to one. This is appropriate given the nature of the proposed provision.  This independent school standard is likely to be met. Paragraph 15  Leaders have made suitable arrangements for registering each pupil’s attendance at the beginning of each morning and afternoon session.  Attendance and admissions registers are in place. Leaders know what relevant information they need to keep and maintain in these registers when pupils are admitted to the school.  This independent school standard is likely to be met. Paragraph 16, 16(a), 16(b)  The school’s risk assessment policy is detailed and the procedure for staff to follow when planning activities is clear.  Staff are required to consider risks for any activity prior to it occurring, together with the severity and likelihood of these, and to complete an electronic form that is automatically submitted to leaders for review.

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Main inspection findings

 This independent school standard is likely to be met.  All of the independent school standards for the welfare, health and safety of pupils are likely to be met by the proposed school. Part 4. Suitability of staff, supply staff, and proprietors Paragraph 18(2), 18(2)(a), 18(2)(b), 18(2)(c), 18(2)(c)(i), 18(2)(c)(ii), 18(2)(c)(iii), 18(2)(c)(iv), 18(2)(d), 18(2)(e), 18(3) Paragraph 19(2), 19(2)(a)(i), 19(2)(a)(i)(aa), 19(2)(a)(i)(bb), 19(2)(a)(i)(cc), 19(2)(a)(i)(dd), 19(2)(a)(ii), 19(2)(b), 19(2)(c), 19(2)(d), 19(2)(d)(i), 19(2)(d)(ii), 19(3) Paragraph 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) Paragraph 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(5), 21(5)(a), 21(5)(a)(i), 21(5)(a)(ii), 21(5)(c), 21(6)  Personnel files indicate that the relevant pre-employment checks have been

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Main inspection findings

completed in respect of those members of staff who have already been appointed.  All of the necessary checks will be completed before staff start work at the school.  Staff already appointed have the appropriate professional qualifications, experience and knowledge in order to support pupils with SEND.  Leaders do not plan to make use of supply staff but are aware of the necessary safeguarding checks that need to be carried out should they do so.  A single central record of employment checks is in place. It contains all of the required information. Some of the school’s directors are in the process of having the relevant checks completed.  These independent school standards 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), Paragraph 24(1), 24(1)(a), 24(1)(b), 24(2), Paragraph 25, Paragraph 26, Paragraph 27, 27(a), 27(b) and Paragraph 29(1),

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Main inspection findings

29(1)(a), 29(1)(b), and Paragraph 28(1), 28(1)(a), 28(1)(b), 28(1)(c), 28(1)(d), 28(2), 28(2)(a), 28(2)(b)  Toilet facilities are available for the sole use of pupils, with hot and cold running water at an appropriate temperature. Toilet doors are lockable from the inside.  Suitable drinking water facilities are provided and are clearly labelled.  Physical education will take place on site. Pupils will have individualised access to showering facilities.  The school’s laundry room also serves as a medical room. It is near to toilet facilities and has a bed, a lockable medicine cabinet, a first aid kit and a sink with hot and cold running water. Leaders are aware that, when necessary, this space must only be used as a medical room. First aid equipment is also stored within ‘grab bags’ in the school’s entrance hall. Medicines are to be kept in a locked cabinet in the school’s office.  The teaching accommodation has been completed to a very high standard. The

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Main inspection findings

classroom is a flexible space that is suitable for teaching small groups of pupils. It is freshly decorated with new desks, chairs, flooring, doors and windows.  Monitors and other classroom resources are either in situ or are due for delivery in the coming weeks, well in time for the opening of the school. Pupils will be able to use a wide variety of relevant texts and other aids to learning. The classroom and other accommodation are well lit and sound insulation is effective.  Pupils will have access to a lounge area and a thoughtfully equipped sensory room. Both areas are impeccably well furnished and decorated.  The kitchen area will be used for food technology lessons and consists of new, purpose-built furniture, appliances and equipment. Sharp knives, cleaning products and chemicals are kept locked away. Fresh drinking water is available and is clearly labelled as such.  The furniture within the classroom and other rooms is new, damage-resistant and fire-

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Main inspection findings

retardant. Smoke and fire alarms are fitted throughout the school’s premises. Fire extinguishers are fitted in each room. Fire blankets are also available.  There are fire doors throughout the premises and sufficient fire exits are in place, which open automatically if the fire alarm goes off.  External lighting is sufficient to enable people to enter and leave the school premises safely. The garden is large, creatively landscaped and particularly attractive. There is ample space on site for pupils to play safely.  PE equipment is being purchased so that physical education can be provided in accordance with the school’s curriculum. Physical education lessons can take place both in the garden and inside, because the classroom space is sufficiently large and flexible.  The site is surrounded by high wooden fencing and locked gates which provide for pupils’ safety.  These independent school standards are likely to be met.

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Main inspection findings

Part 6. Provision of information Paragraph 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(2), 32(2)(a), 32(2)(b), 32(2)(b)(ii), 32(2)(c), 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 is developing a website, but it is not yet operational. Leaders have a clear understanding of what needs to be made available on the website when it is accessible, including a suitable safeguarding policy.  Leaders will make school policies available on request to parents, carers and others who may have responsibility for pupils.  Leaders will provide parents, carers and others who have responsibility for pupils with regular updates about each pupil’s progress, and an annual written report.  Pupils who will have a place at the school will be fully funded by the local authority. Leaders are aware of their responsibility to provide a breakdown of income and

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Main inspection findings

expenditure in respect of monies received from the local authority.  Leaders understand that they need to account for funds received from the local authority towards the additional provision for pupils who have education and health care (EHC) plans.  This independent school standard is likely to be met by the proposed school. 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), 33(i)(ii), 33(j), 33(j)(i), 33(j)(ii), 33(k)  A complaints policy is in place. This lists appropriate procedures and timescales for dealing with each stage of a formal or informal complaint.  The school intends to maintain records for all complaints and actions taken.  The independent school standard is likely to be met by the proposed school. Part 8. Quality of leadership in and management of schools Paragraph 34(1), 34(1)(a), 34(1)(b), 34(1)(c)

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Main inspection findings

 The proprietor accepts that there is more to do in order to ensure that all of the independent school standards are met and is committed to doing so. All have considerable and educational and business experience. However, the proprietor has no previous experience of running an independent school and does not have a detailed knowledge of the independent school standards.  The proprietor, directors and other leaders are clear about what they want to provide for pupils and the outcomes that they seek for them.  Leaders have thought carefully about how to design and manage the school’s premises so as to ensure that pupils’ safety and welfare needs are met. The school’s policies are clear and reflect the needs of the pupils who will attend the school. Staff have significant experience of supporting vulnerable pupils and pupils with SEND.  This independent school standard is not likely to be met. Schedule 10 of the Equality Act 2010

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Main inspection findings

 Leaders have not completed an accessibility plan that shows how pupils can access the premises and the curriculum effectively.  This requirement is unlikely 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

School status Independent special school

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Proposed school details

Website No website currently in operation

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Proposed school details

Email address bankshouseschool@cascade-care.com

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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 N/A 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 N/A

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Provider already operating

Total hours operating as a school per week N/A

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Provider already operating

Total hours of teaching provided per week N/A

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recommendation

Age range of pupils N/A 13–19 0 Number of pupils on the school roll N/A 6 0

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recommendation

Reason for inspector’s recommendations  The school is unlikely to meet a number of the independent school standards. Therefore, the inspector’s recommendation is that the proposed school does not currently provide education for any pupils.

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School’s current position School’s proposal

Gender of pupils N/A Mixed Number of full-time pupils of compulsory school age N/A 6

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities N/A 6

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan N/A 6

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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 N/A 6

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School’s current position School’s proposal

Number of full-time equivalent teaching staff N/A 2

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School’s current position School’s proposal

Number of part-time teaching staff N/A 0

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School’s current position School’s proposal

Number of staff in the welfare provision N/A Up to 6

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Information about this proposed school

 The proprietor seeks registration with the Department for Education as an independent special school to admit pupils with SEND.  The school anticipates admitting pupils who may have specific, moderate or severe learning needs, including pupils who have autistic spectrum disorder. In addition, pupils may have social, emotional and mental health needs (SEMH) or speech, language and communication needs.  The proprietor is seeking to establish the school for a maximum of six pupils. Typically, pupils who will attend the school will have been permanently excluded from mainstream education.  The proposed proprietorial body is Cascade (Banks House) Ltd.  The proprietor has appointed a head of school, a teacher and a teaching assistant. Further recruitment is ongoing.  The proposed accommodation and premises for the school is the ground floor of the building. The educational aspect of the accommodation is purpose-built.

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Information about this proposed school

 Pupils will have an EHC plan but this is not a requirement of the proposed school.  The proprietor proposes to admit pupils from Norfolk local authority.

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Information about this inspection

 This is the first pre-registration inspection of the school. It was carried out in order to establish whether the school is likely to meet all of the independent school standards and other statutory requirements.  The school is not currently operating.  The inspector met with senior leaders from the Cascade group, including the education director and the director of compliance, as well as the head of school and a member of the teaching staff who have been appointed in advance of the school’s anticipated opening date.  The inspector had a telephone conversation with a representative of Norfolk local authority to gain their views.  The inspection included a guided tour of the premises with the Cascade group’s director of compliance.  The inspector scrutinised school policies relating to the independent school standards, documentation relating to the curriculum and the single central record of employment

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Inspection team

Jason Howard, 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(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan.  2(2) For the purposes of paragraph (2)(1)(a), the matters are— – 2(2)(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education; – 2(2)(h) that all pupils have the opportunity to learn and make progress.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at

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Part 1. Quality of education provided

the school— – 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken in to account in the planning of lessons; – 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress.  4 The standard in this paragraph is met where the proprietor ensures that a framework for pupil performance to be evaluated, by reference to the school’s own aims as provided to parents or national norms, or to both, is in place.

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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. 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/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

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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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