Bright Sparks Academy

School pre-registration inspection report

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Bright Sparks Academy Radfield House, Austin Friars, Stafford ST17 4AP

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1)(b)(ii), 2(2), 2(2)(a), 2(2)(b), 2(2)(d)(ii), 3(h), 3(i), 3(j)  Leaders have produced a written curriculum policy. It sets out the range of subjects that will be taught. It also specifies how much time will be allocated to each subject per week. The policy includes information about how staff will promote fundamental British values. For example, pupils will learn about democracy through history, and different faiths through religious studies.  The curriculum policy sets out leaders’ plans to deliver a broad curriculum. Pupils will study a core curriculum of English, mathematics and science. Through these subjects, pupils will acquire speaking, listening, literacy and numeracy skills. In addition, pupils will study art, design and technology, humanities and physical education. The curriculum is designed to encourage pupils to be respectful towards others. It does

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Main inspection findings

not discriminate against pupils, which would be contrary to Part 6 of the Equality Act 2010.  Leaders have produced a behaviour policy that sets out clearly how pupils should behave in lessons. It also explains how staff should manage inappropriate behaviour. If staff follow this policy, it is likely that pupils will be encouraged to behave responsibly, and poor behaviour will be dealt with appropriately.  The proposed school is likely to meet these parts of the independent school standards. Paragraphs 2(1), 2(1)(a), 2(1)(b), 2(1)(b)(i), 2(2)(d), 2(2)(d)(i), 2(2)(h), 2(2)(i), 3, 3(a), 3(b), 3(c), 3(d), 3(e), 3(f), 3(g), 4  The proprietor anticipates that all pupils who attend this school will have special educational needs and/or disabilities (SEND). All with have an education, health and care (EHC) plan, and the majority will have social, emotional and mental health needs. Although leaders have a written curriculum policy, it is not supported by appropriate

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Main inspection findings

plans and schemes of work. For subjects other than English and mathematics, leaders have bought a licence to reproduce materials and worksheets from a commercial provider. However, they have not considered whether these materials are appropriate for the groups of pupils that the school is likely to admit. Leaders said that they have only skim read the plans and resources, and none have been adapted. Moreover, leaders have not yet invested in any classroom resources or teaching materials. Leaders said that they will leave this for the teachers to decide once they have been appointed.  Although the curriculum plans for English and mathematics are more developed than for other subjects, they have still not been adapted appropriately, and insufficient consideration has been given to how they will be used to meet the needs of pupils with SEND.  Leaders have plans to deliver personal, social, health and economic (PSHE) education.

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Main inspection findings

There is a policy setting out how they will do this through discrete lessons and during daily reflection times. However, the plans are generic and not specific to the proposed school. They do not reflect the schools aims or ethos. Moreover, they have not been amended to reflect the anticipated needs of the pupils the school proposes to admit.  The curriculum plans are not sequenced in a way that will ensure that pupils build their knowledge and develop their skills over time. As a result, teachers will not have the plans they need to ensure pupils are learning and making progress.  Leaders’ plan to provide annual reports to parents, but they are basic and lack important details. For example, they do not record how well pupils are building their knowledge and developing their skills over time.  The proposed school is unlikely to meet the needs of the groups of pupils the school proposes to admit. Therefore, the proposed school is unlikely to meet these parts of

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Main inspection findings

the independent school standards. 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 produced a clear plan for pupils’ spiritual, moral, social and cultural development. This is an area of work that is more advanced. Leaders want pupils to learn about different faiths and cultures. They plan to teach pupils about Christianity and Islam during religious studies lessons. They also plan to teach pupils about other religious and cultural festivals. For example, there are plans for pupils to make lanterns to celebrate the Chinese New Year.  Leaders plan to teach pupils about the United Kingdom and what it means to live in a democracy. They plan to do this by establishing a school council, and through a trip to the Houses of Parliament. They also want pupils to understand and value their place

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Main inspection findings

in society. Leaders have plans for pupils to engage in charity work, and they are beginning to establish links with the local fire and police services. This should provide pupils with an insight into a range of public institutions and services.  The proposed school is likely to meet all the requirements of the independent school standards for this part. Part 3. Welfare, health and safety of pupils Paragraphs 6, 7(b), 9, 9(a), 9(b), 9(c), 10, 11, 13, 15  Leaders have produced a range of policies to help keep pupils safe. There is a safeguarding policy in place that reflects the current guidance issued by the secretary of state. There is also a behaviour policy which sets out what leaders expect of pupils, and how poor behaviour will be managed. The policy states that leaders will use praise extensively and reward positive behaviour.  There is also an anti-bullying policy. Within this policy there is a clear definition of

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Main inspection findings

what bullying is, and an explanation of why it is wrong. The policy also explains how bullying will be dealt with. Leaders will seek to restore relationships through good communication and by helping perpetrators understand how a victim may be feeling.  Leaders have produced appropriate health and safety and first aid policies. These policies set out how staff will ensure pupils are kept safe and healthy when on-site, and when they are involved in off-site activities. These policies outline the responsibilities of all staff.  Leaders have plans to manage admissions and attendance information well. They are currently considering various commercially produced programmes for maintaining electronic admissions and attendance registers. Leaders understand their responsibility to use appropriate Department for Education (DfE) attendance codes when recording pupils’ absence from school.  The proposed school is likely to meet these parts of the independent school

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Main inspection findings

standards. Paragraph 7, 7(a), 12, 14, 16, 16(a), 16(b)  The school has a safeguarding policy. The policy takes into account current government requirements. Leaders have appropriate plans in place to ensure that the staff who are appointed to work at the school are suitable to work with children.  However, leaders have not ensured that the building is safe. Leaders have procured refurbished electronic equipment, including personal computers. However, they have not ensured that they are safe to use. Many of the rooms in the building have fire extinguishers, but this equipment has not been tested recently. There are emergency fire evacuation instructions on the walls. However, these are out of date and refer to the building’s previous occupant. There is a fire safety log on-site, but this has not yet been used. Leaders have not given sufficient consideration to the potential fire risk on the proposed school site.

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Main inspection findings

 Leaders have produced a timetable for the school day. They have identified times for playtime and lunchtime. However, they have not considered how pupils will be supervised during these times. Pupils should be properly supervised through the appropriate deployment of staff. Leaders do not have appropriate plans in place to ensure this will happen.  The proposed school is unlikely to meet these parts of the independent school standards. 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), 18(2)(c)(iv), 18(2)(d), 18(2)(e), 18(3), 19(1), 19(2), 19(2)(a), 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), 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),

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Main inspection findings

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 have drawn up appropriate recruitment procedures. All staff employed to work at the school will be subject to a panel interview, and any offer of employment will be subject to satisfactory references. Prior to employment, all necessary safeguarding checks will be undertaken.  Leaders have produced a single central record for staff employed at the school. The document is electronic, and access is restricted to the proprietor and headteacher. This document contains a record of the pre-employment checks carried out by leaders. These checks include an enhanced disclosure and barring service (DBS) check, an identity check and a check on a person’s right to work in the United Kingdom. This document includes supply staff, although there are currently no supply

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Main inspection findings

staff employed at the school.  If leaders continue to use these procedures for recruiting staff, and recording information, then the proposed school is likely to meet all the requirements of the independent school standards for this part. Part 5. Premises of and accommodation at schools Paragraphs 23(1), 23(1)(a), 23(1)(b), 23(1)(c), 26, 27, 27(a), 27(b), 28(1), 28(1)(a), 28(1)(b), 28(2), 28(2)(a), 28(2)(b), 29(1), 29(1)(a), 29(1)(b)  The proposed school will occupy a two-storey building that was previously used as an office. There is a street lamp adjacent to the front entrance providing adequate outside lighting. The ground floor has several rooms, including a room that leaders have designated as a nurture room. All rooms are light and airy, and the acoustics are good. On the first floor, there a several rooms that have been designated as classrooms. These rooms also have good lighting and acoustics.

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Main inspection findings

 On the first floor, there are toilet facilities for pupils. There are two cubicles that are lockable from the inside. There is a separate toilet for staff on the ground floor.  Leaders have plans to introduce portable water fountains so that pupils have access to suitable drinking water at all times. These fountains will be installed before the school opens.  To the rear of the school there is a large outdoor space with spotlights. This is currently used as a car park and provides access to a nearby apartment block. Work is scheduled for February 2020 to erect fencing to create an enclosed area for pupils to play during playtime and lunchtime. If leaders proceed with this work, it will create a suitable play area. However, this area will not be suitable for physical education lessons. Leaders recognise this and have plans to use a local sports ground for this purpose. Leaders have carried out a risk assessment of the sports ground.

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Main inspection findings

 The proposed school is likely to meet these parts of the independent school standards. Paragraph 24(1), 24(1)(a), 24(1)(b), 24(2), 25, 28(1)(c), 28(1)(d)  The premises for the proposed school do not include a suitable medical room. Leaders have identified a nurture room on the first floor as a space that could double up as a medical room. This room would be used for educational purposes, including teaching. Therefore, it would not be appropriate to use it as a medical room. Moreover, the room does not include a washing facility, and it is on a different floor to the pupils’ toilets.  On the first floor, there is a small kitchen area. This is for staff use only. There is suitable drinking water available. However, this is not marked as such.  The premises are not maintained to a standard that will ensure the health, safety and welfare of pupils. In the pupils’ toilet area, there is access to hot and cold water. The

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Main inspection findings

temperature of the hot water is not regulated. The hot water presents a scalding risk. Furthermore, leaders have not ensured that the site is safe in case of a fire.  The proposed school is unlikely to meet these parts of the independent school standards. Part 6. Provision of information Paragraphs 32(1)(a), 32(1)(b), 32(1)(c), 32(1)(d), 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)(c), 32(2)(d), 32(3), 32(3)(a), 32(3)(b), 32(3)(c), 32(3)(d), 32(3)(e), 32(3)(f)  The school does not currently have a website. However, leaders do have plans to set up a website once the school is open. In the meantime, leaders have produced an information booklet for parents. This provides information about the school, including contact details for the proprietor, and a statement about the school’s aims and ethos. Leaders have written a range of policies, including a policy on managing pupils’

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Main inspection findings

behaviour, and a policy on meeting the needs of pupils with SEND. All policies are available to parents on request.  The school has a safeguarding policy. The safeguarding policy is provided to parents on request.  There are no previous inspection reports or published examination information for the proposed school. Leaders do, however, have plans to publish this information on the school’s website once the information is available.  The proposed school is likely to meet these parts of the independent school standards. Paragraph 32(1), 32(1)(f)  Leaders have not given enough consideration to how they will report pupils’ progress and attainment to parents. The report template they have developed does not provide the information parents need in order to know how well their child is doing.  The proposed school is unlikely to meet these parts of the independent school standards. Part 7. Manner in which complaints are handled

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Main inspection findings

Paragraphs 33(a), 33(b), 33(c), 33(d), 33(e), 33(i), 33(i)(i), 33(i)(ii), 33(j), 33(j)(i), 33(j)(ii), 33(k)  Leaders have produced a written complaints policy that is available to parents. The policy sets out the process leaders will follow when investigating complaints. The policy outlines the various stages of the complaints procedure, including informal and formal stages, and a panel hearing. The policy explains how the outcome of a complaint will be communicated to parents, as well as how information relating to a complaint will be stored.  The proposed school is likely to meet these parts of the independent school standards. Paragraph 33, 33(f), 33(g), 33(h)  Leaders are uncertain about how complaints will be handled in the proposed school. Prior to the inspection, leaders presented a complaints policy that had several omissions. For example, it was not clear from the policy that complaints would be

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Main inspection findings

considered initially on an informal basis.  During the inspection, leaders presented an updated and amended complaints policy for consideration. The omissions identified previously had been rectified. However, new gaps had emerged. For example, in the amended policy, there is no provision for parents to be accompanied to a panel hearing, whereas this was included previously. Furthermore, the policy does not explain how the complaints panel will be comprised, whereas this was also explained previously.  The proposed school is unlikely to meet these parts of the independent school standards. Part 8. Quality of leadership in and management of schools Paragraphs 34(1), 34(1)(a), 34(1)(b), 34(1)(c)  The independent school standards relating to the quality of education are unlikely to be met in full. Leaders propose to use lesson plans and resources procured from a commercial provider without adapting them to meet the needs of the pupils the

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Main inspection findings

school proposes to admit.  The independent school standards relating to the provision of information, and the manner in which complaints are handled, are also unlikely to be met in full.  Leaders have not ensured that there is suitable accommodation for the medical examination and treatment of pupils. Moreover, leaders have not ensured that the site is safe, particularly in case of a fire. This demonstrates that leaders are not actively promoting the well-being of pupils.  Those responsible for the leadership and management of the school are not demonstrating the good skills and knowledge appropriate to their role or fulfilling their responsibilities so that the independent school standards are likely to be met consistently.  The proposed school is unlikely to meet this part of the independent school standards. Schedule 10 of the Equality Act 2010  The proprietor has developed a suitable accessibility plan. Therefore, the

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Main inspection findings

requirements of Schedule 10 of the Equality Act 2010 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

School status Independent special school

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Proposed school details

Annual fees (day pupils) £17,000–£20,000

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Proposed school details

Email address info@brightsparkstuition.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 7–11 7–11 Number of pupils on the school roll not applicable 25 25

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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 25 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 25

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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 25

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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 25

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School’s current position School’s proposal

Number of full-time equivalent teaching staff not applicable 4

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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 located in a former office building close to the centre of Stafford. The proprietor plans to use Rowley Park Sports Stadium, Averill Rd, Stafford ST17 9XX for physical education.  The proposed school will cater for pupils with special educational needs and/or disabilities (SEND). Most pupils will have social, emotional and mental health needs. All pupils will have an education, health and care (EHC) plan.

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Information about this inspection

 This pre-registration visit was commissioned by the department for education to determine whether or not the proposed school is likely to meet the independent school standards if it is given permission to open. This is the proposed school’s first pre-registration inspection.  During the inspection, the inspector met with the proprietor and the headteacher to discuss their plans for opening the school. The inspector reviewed a range of policies and reviewed leaders’ curriculum plans. The inspector evaluated the proposed school’s recruitment procedures and toured the building with leaders. This inspection activity was carried out to check whether the school is likely to meet the independent school standards.

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Information about this inspection

Niall Gallagher, 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; and – 2(2)(d) personal, social, health and economic education which– – 2(2)(d)(i) reflects the school’s aim and ethos; and – 2(2)(h) that all pupils have the opportunity to learn and make progress; and – 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school– – 3(a) enables pupils to acquire new knowledge and make good progress according

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Part 1. Quality of education provided

to their ability so that they increase their understanding and develop their skills in the subjects taught; – 3(b) fosters in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for themselves; – 3(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 into account in the planning of lessons; – 3(e) demonstrates good knowledge and understanding of the subject matter being taught; – 3(f) utilises effectively classroom resources of a good quality, quantity and range; – 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress.

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Part 1. Quality of education provided

 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 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.  12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005[12].  14 The standard in this paragraph is met if the proprietor ensures that pupils are properly supervised through the appropriate deployment of school staff.  16 The standard in this paragraph is met if the proprietor ensures that– – 16(a) the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy; and – 16(b) appropriate action is taken to reduce risks that are identified.

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Part 5. Premises of and accommodation at schools

 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 includes a washing facility and is near to a toilet facility; and  24(2) The accommodation provided under sub-paragraphs (1)(a) and (b) may be used for other purposes (apart from teaching) provided it is always readily available to be used for the purposes set out in sub-paragraphs (1)(a) and (b).  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.

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Part 5. Premises of and accommodation at schools

– 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 risk to users.

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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)(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.

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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(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.

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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/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 looked after children, 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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