Zelda School

School pre-registration inspection report

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Zelda School Holifield Farm, Bonallack Lane, Gweek, Helston, Cornwall TR12 6UJ

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Main inspection findings

Part 1. Quality of education provided Paragraph 2(1)–2(1)(b)(i)  The proprietor has a curriculum policy with schemes of work based on the national curriculum. These cover a range of subjects, including English, mathematics and science. However, the school does not have schemes of work to include the full age range for which it is seeking registration. Pupils who are eight years old and, therefore, working in key stage 2 are unlikely to have their needs met in full. Paragraph 3, 3(d)  Due to weaknesses in planning for older pupils, teaching is unlikely to show a good understanding of pupils’ aptitudes, needs and prior attainments. Leaders have given insufficient thought to the transition of pupils between key stages 1 and 2. This is likely to have an adverse effect on pupils as they move into, or work in, key stage 2.  Leaders do not have sufficiently robust curricular plans for supporting pupils through

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Main inspection findings

key stage 2, with a view to integrating them into other schools at this stage. This omission risks pupils not being well supported or well enough prepared for the next stages in their education.  The standards in these paragraphs are unlikely to be met. Paragraph 2(2)(b)(ii), 2(2)–2(2)(b), 2(2)(d)–2(2)(d)(ii), 2(2)(f), 2(2)(h)–2(2)(i)  Leaders, including the trustees, have a clear rationale for their work and what they intend to offer parents and carers. They have a curriculum plan that takes pupils’ linguistic, mathematical, scientific, technological and creative learning into account for pupils in key stage 1. However, elements of computing are not as well planned to give pupils the knowledge they are likely to need when they re-integrate into other schools.  Leaders ensure that there are plans to develop pupils’ speaking, listening, literacy and numeracy skills. These are part of the school’s indoor and outdoor education

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Main inspection findings

programme.  Leaders have a clear policy to develop pupils’ personal, social and health education. This is at the heart of the school’s work. Leaders promote their aims and ethos through the schemes of work and activities for pupils. Paragraphs 3(a)–3(c), 3(e)–3(j), 4  The classrooms and outdoor learning spaces are organised well. There are places for pupils to explore the environment. Pupils are likely to be able to learn about themselves and the world around them.  Pupils are likely to be able to acquire new knowledge and learn about themselves, including how to be self-motivated and curious and to take some responsibility for their work. The organisation of the learning spaces supports these aims and principles well.  Leaders have a framework in place for checking pupils’ progress. This is linked to national benchmarks, including in phonics. This means that teachers are likely to support pupils in line with their peers to help them make progress. However, some

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Main inspection findings

work is needed to ensure that this is the case for pupils who have transitioned into key stage 2.  The standards in these paragraphs are likely to be met.  Overall, the standards in this part are not likely to be met.

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Main inspection findings

Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5–5(d)(iii)  Leaders have plans in place to promote pupils’ spiritual, moral, social and cultural development. These plans include teaching about different world faiths, religions and cultures, such as Chinese New Year, to prepare pupils for life in modern Britain.  Leaders fully understand the importance of British values. These will be actively promoted through the curriculum. For example, the school arranges visits from the police to help teach pupils about right and wrong. Pupils are likely to learn how to take responsibility for their actions and have respect for public institutions.  Leaders want to encourage respect for other people. They have plans and policies that pay regard to the protected characteristics set out in the Equality Act 2010. These are founded in the school’s aims and values of how others should be treated and

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Main inspection findings

respected.  Leaders encourage pupils to ‘have a voice’. Pupils are likely to understand democracy and individual liberty. For example, recently, pupils have been involved in a vote for choosing two trees to plant as part of their eco-schools’ project. Pupils are likely to be valued and they understand the need to listen to the views of others.  The standard in this part is likely to be met. Part 3. Welfare, health and safety of pupils Paragraph 7, 7(a), 7(b)  Leaders have wide-ranging plans and policies relating to pupils’ welfare, health and safety. The headteacher and one of the trustees are appropriately trained in safeguarding and child protection.  However, following the resignation of the previous deputy headteacher in September 2019 (who was also the on-site designated deputy safeguarding lead), leaders and trustees have not acted quickly enough to ensure that pupils are likely to be well enough looked after in the absence of the headteacher. In the event of a disclosure or

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Main inspection findings

other concerns being raised, the school does not have sufficiently robust protocols for reporting these or supporting pupils when the headteacher is away. This leaves pupils vulnerable or at an increased risk of harm.  The standard in this paragraph is unlikely to be met. Paragraphs 9–16(b)  The proprietor has clear written policies and statements to promote positive behaviour. These include what action is taken for serious misbehaviour. Leaders and teachers promote positive interaction with pupils and affirm good behaviour through their daily systems.  There is an anti-bullying strategy which is supported by school events and activities to raise awareness of the harm of bullying. The anti-bullying policy is published on the school’s website. As a result, there is a strong anti-bullying message that pupils, staff and parents are likely to know well.  Since the previous pre-registration inspection, the headteacher has addressed the

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Main inspection findings

weaknesses in the school’s compliance with the Regulatory Reform (Fire Safety) Order 2005 found at that time. Leaders have records of drills, checks and training to meet these requirements. The headteacher is due to complete mandatory fire officer training in April 2020.  The proprietor has a written first-aid policy. This meets requirements. All staff who work on the site have completed paediatric first-aid training. Leaders regard this as a priority to keep pupils safe.  Leaders have clear plans in place to ensure that pupils are supervised effectively, including those in the early years foundation stage (EYFS). Staffing meets the requirements of the EYFS statutory framework.  The proprietor has taken steps, following the previous pre-registration inspection, to ensure that there is an admission and attendance register maintained in accordance with the Education (Pupil Registration) (England) Regulations 2006. This now includes

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Main inspection findings

any previous schools or settings and their addresses.  Leaders have a range of risk assessments that reflect the school’s unique context, including the use of yurts, a fire pit and outdoor learning spaces. Leaders take the pupils’ needs and their ages into account when considering the risks associated with different activities. As a result, pupils are likely to be well cared for and looked after when they are at school.  The standards in these paragraphs are likely to be met.  Overall, the standards in this part are not likely to be met.

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Main inspection findings

Part 4. Suitability of staff, supply staff and proprietors Paragraphs 18(1)–18(3), 19(2)–19(3), 20(6)–20(6)(c), 21(1)–21(7)(b)  Following the previous pre-registration inspection, the proprietor has ensured that all of the necessary pre-employment checks have been completed. The procedures take account of any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition or resulting restrictions.  Therefore, the procedures are now suitably robust and take account of the necessary checks and vetting arrangements required in appointing staff, helpers and volunteers.  A nominated safeguarding trustee checks the single central record and reports back to the full board. Leaders use the independent school standards as a guide to inform their practice and to check that the school is compliant.  Staff files and records are well maintained. These demonstrate the robustness of the

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Main inspection findings

school’s recruitment, training and induction programmes.  Leaders do not appoint or use external supply staff as part of their daily arrangements if cover is needed.  The standards in this part are likely to be met.

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Main inspection findings

Part 5. Premises of and accommodation at schools Paragraphs 23(1)–29(1)(b)  There are suitable toilet and washing facilities for the sole use of pupils. Leaders ensure that the compost toilets are close to washing facilities and are well maintained.  The proprietor ensures that a medical examination and treatment room is available for pupils. This is located in the main office and includes a pull-out bed should this be needed. The room is well served by close toileting and washing facilities.  The school is located in a rural setting, with many outdoor play and learning spaces. These are well maintained so that pupils may access these without trip or slip hazards. As far as is reasonably practicable, leaders make sure that pupils can venture out and enjoy being outdoors with minimal risk of harm. Staff man the entrance to the school for heightened vigilance and protection.  The classrooms in the yurts are well lit. They make best use of any natural light

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Main inspection findings

through the large windows in the ceilings and outer canopies. These allow sufficient light which can be boosted by additional temporary lighting if required. The spaces ensure that acoustic conditions and sound insulation are appropriate on the different parts of the school site.  Leaders ensure that there is external solar lighting for access to the main offices, front gates and car park. This is used to prevent accidents in the places where the main ‘traffic’ and business of the school occur.  Pupils have access to drinking water throughout the school day. For example, a portable water vessel is available to dispense water for pupils at any time. Leaders have also labelled sources of drinking water for easy identification and child-friendly use. There is also hot and cold water available at school. Hot taps do not present a scalding risk to pupils.  The outdoor grounds are extensive and allow plenty of room for outdoor play and

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Main inspection findings

physical activity. Pupils have supervised access to various pits and dens to support their physical and creative development. Leaders use the grounds and premises to promote their aims and vision for the pupils.  The standards in this part are likely to be met.

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Main inspection findings

Part 6. Provision of information Paragraph 32(1)-32(4)(c)  The proprietor and leaders have drafted the necessary plans, documents and statements to take full account of the independent school standards. They have ensured that particular documents, such as the safeguarding, complaints, behaviour and admission policies, are published on the school’s website.  The proprietor also ensures that contact information is available to parents, such as the contact information for the chair of the proprietorial body. The website provides useful information for parents, including curriculum statements and the school’s ethos and values.  Leaders also publish details of any arrangements for any pupils who speak English as an additional language. This is part of the school’s wider work to be inclusive and promote diversity.  The standard in this part is likely to be met.

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Main inspection findings

Part 7. Manner in which complaints are handled Paragraph 33–33(k)  Since the previous pre-registration inspection, leaders have taken steps to ensure that the complaints policy and process comply with the independent school standards. In particular, there is now provision for parents to make representation and to be accompanied during the hearing of a formal complaint and, furthermore, that findings or recommendations may be provided to the complainant.  The complaints procedure allows for informal and formal resolution of a complaint. The proprietor ensures that timescales are provided for parents. The appeals process now includes at least one independent member on the appeals board.  Leaders maintain a record of any complaints. The headteacher reports to the board of trustees as appropriate. The proprietor also ensures that, at each stage, there are arrangements for the complainant to receive any relevant information. The school

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Main inspection findings

retains information about complaints. These showed that the complaints procedure is fully operational and effective.  The standard in this part is likely to be met. Part 8. Quality of leadership in and management of schools Paragraph 34(1)–34(1)(c)  Leaders, including the trustees, have not ensured that the independent school standards are likely to be met in full. Weaknesses identified in the curriculum for pupils transitioning into, or working within, key stage 2 mean that pupils are at risk of not achieving well enough or being supported to build well on any prior learning. The progression of knowledge and skills for all pupils is not considered well enough through the current curriculum plans and schemes of work.  Furthermore, the lack of understanding relating to how child protection and safeguarding arrangements are to be managed in the absence of the headteacher is a cause for concern. This situation has not been tackled since the departure of the

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Main inspection findings

deputy headteacher in September 2019. Leaders have been too slow to identify this potential area of risk for pupils. Again, this means that the independent school standards are unlikely to be met in full.  Since the previous pre-registration inspection, trustees have started to work more strategically. Individual trustees make visits to the school to check how the school is performing in different areas matched to the parts of the independent school standards. This is giving trustees more information so that they are starting to hold leaders to account. However, the systems are still developing. These are not yet having a consistently strong enough impact on the work of the school.  However, trustees are keen and dedicated to the mission of the school. They have taken steps to address the weaknesses found at the previous pre-registration visit.  The standard in this part is unlikely to be met.

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Main inspection findings

 Leaders have plans to ensure that reasonable adjustments are made so that all pupils can access school activities and the site. The proprietor fully understands their duty for actively promoting schedule 10 of the Equality Act 2010. There is an accessibility plan in place.

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Main inspection findings

Statutory requirements of the early years foundation stage

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Main inspection findings

 Leaders have ensured that staff are trained, including in paediatric first aid, to look after children. In addition, supervision is managed with appropriately trained staff and key workers to meet the supervision requirements of the EYFS statutory framework.  However, the issue of how the school will manage safeguarding referrals and child protection concerns in the absence of the headteacher remains relevant to the children in the EYFS. Leaders are not following the latest guidance from the secretary of state, ‘Keeping Children Safe in Education’ 2019.  Leaders use the early learning goals to check how well the children are doing at the end of their Reception Year. Teachers use ongoing assessments to plan the next series of lessons for reading, writing and mathematics. Children enjoy working both inside and outside to develop physically, as well as personally, socially and emotionally.

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Compliance with regulatory requirements

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

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Proposed school details

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

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Proposed school details

Email address zelda.astley@zeldaschool.co.uk

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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 4 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 None

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Provider already operating

Total hours operating as a school per week 32.5 hours

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Provider already operating

Total hours of teaching provided per week 27.5 hours

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recommendation

Number of pupils on the school roll 51 (of whom 20 are of compulsory school age) 60 60

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School’s current position School’s proposal

Gender of pupils Mixed Mixed Number of full-time pupils of compulsory school age 4 18

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities 4 14

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan None 14

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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 None 14

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School’s current position School’s proposal

Number of full-time equivalent teaching staff 5 4

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School’s current position School’s proposal

Number of staff in the welfare provision 1 1

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Information about this proposed school

 Zelda School is located within Holifield Farm, near the village of Gweek, Cornwall. The site accommodates a nursery run by the same proprietor. The proprietor intends to increase the age range to pupils who are eight years old. The proprietor would also like to increase the number of school-age pupils.  The nursery is currently registered with Ofsted as an early years provider.  The proposed school is owned by Zelda School, a company limited by guarantee. One of the trustees is also the headteacher. There are four other trustees who make up the proprietorial board. The school is seeking to include more parental representation on the trust board.  The number of pupils using the school is increasing.

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Information about this inspection

 This inspection was conducted by Ofsted at the request of the Secretary of State for Education. It was carried out under section 99 of the Education and Skills Act 2008.  This was the third pre-registration inspection. The previous pre-registration inspections took place in March and July 2019.  The inspector met with the headteacher and two additional trustees (one of whom is the lead for safeguarding). The lead inspector also spoke over the telephone with the chair of the board of trustees.  The inspector undertook a premises walk with the headteacher to review the extent to which the school is likely to meet part 5 of the independent school standards and the statutory requirements of the EYFS.  The inspector reviewed a range of information held and published by the school. He checked the suitability of documents provided on the school’s website, such as the complaints policy for part 7 of the independent school standards.

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Information about this inspection

 The inspector evaluated the school’s safeguarding documents and procedures. He also scrutinised the single central register and documentation for fire prevention and evacuation. There were further checks of first-aid and behaviour records to consider compliance within part 3 of the independent school standards.  The headteacher was present and joined the inspector during all inspection activities.

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Inspection team

Stewart Gale, 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)(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 education, health and plan.

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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(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 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that-

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Part 3. Welfare, health and safety of pupils

– 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and

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Part 3. Welfare, health and safety of pupils

– 7(b) such arrangements have regard to any guidance issued by the Secretary of State.

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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 roles 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; and

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Part 8. Quality of leadership in and management of schools

– 34(1)(c) actively promote the well-being of pupils.

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Statutory requirements of the early years foundation stage

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Statutory requirements of the early years foundation stage

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Statutory requirements of the early years foundation stage

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Statutory requirements of the early years foundation stage

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Statutory requirements of the early years foundation stage

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Statutory requirements of the early years foundation stage

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Statutory requirements of the early years foundation stage

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