Freshsteps Independent school

Inspection of Freshsteps Innova House, Kinetic Crescent, Enfield EN3 7XH

p.1

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

p.1

Overall effectiveness Outstanding

Does the school meet the independent school standards?

p.1

What is it like to attend this school?

Pupils flourish at this highly supportive school. Mutual trust and respect underpin the calm atmosphere here. This motivates all pupils to aim high in their learning. Pupils achieve exceptionally well. They become polite, well-behaved and considerate young citizens. They have excellent opportunities to learn about British values, especially during ‘pupil voice’ sessions.

p.2

What is it like to attend this school?

Pupils feel very safe in this close-knit community. They are prepared thoroughly to keep themselves safe. Pupils told us that any kind of bullying ‘is sorted out straight away’. They are very confident that staff will support them in dealing with worries.

p.2

What is it like to attend this school?

Leaders and teachers have very high expectations for pupils’ academic and personal development. They work with each pupil individually so that all succeed equally well.

p.2

What is it like to attend this school?

Pupils are prepared very well for the next stage of their education and later life. They benefit from a wide range of experiences outside of lessons. Leaders make sure that these experiences build on what pupils have learned previously. They also choose activities which appeal to pupils’ interests and talents. Examples include boxing and horse riding. Pupils enjoy visits to London and the celebration of religious festivals. These opportunities strengthen pupils’ cultural awareness and tolerance exceptionally well.

p.2

better?

Pupils achieve highly in all the required areas of study. The leadership team and staff are united in their work to ensure that all pupils receive an excellent education. The headteacher and her team plan all aspects of pupils’ learning exceptionally well. Subject planning combines ambitious goals with careful consideration of pupils’ needs.

p.2

better?

Leaders are constantly looking at ways to improve pupils’ achievement. Since the previous inspection, they have strengthened the teaching of science and design and technology. Teaching in these subjects is ambitious. Some pupils in Year 11 will be entered for GCSE science this year.

p.2

better?

Leaders and staff check how well pupils learn thoroughly. In each area of study, they make sure that pupils develop new knowledge and skills in a sensible order. Teachers tailor work carefully to suit the individual needs of all pupils, including the most able. Pupils have frequent opportunities to practise and revise important concepts. This enables them to develop a deep understanding of what they learn. As one pupil put it, ‘Things are repeated to ensure we remember.’

p.2

better?

Teachers in the primary phase are experts in teaching reading. Pupils receive high- quality daily teaching of phonics. This enables them to develop their reading ability extremely well. Teachers make learning phonics fun for pupils. For instance, key stage 1 pupils enjoy dressing up as ‘word detectives’ to hunt for new words to read. 26–28 February 2020

p.2

3

Teachers make sure that pupils read books that are closely matched to their phonics knowledge. As a result, pupils are confident about reading. They are keen to talk about their favourite books and authors.

p.3

3

Specialist teaching in physical education (PE), mathematics and science is highly effective. Pupils’ learning in these subjects develops very well as they move through the school. For example, in key stage 1, pupils learn to tell the time in hours and half hours. In key stage 2, they use the 24-hour digital clock when telling the time to the nearest minute. Pupils are very positive about their learning. Typically, they made comments such as, ‘Lessons are very engaging, and time goes very quickly.’

p.3

3

Tutor time and ‘pupil voice’ sessions have a very positive impact on pupils’ behaviour and their understanding of life in modern Britain. For example, we saw pupils take part in a whole-school ‘courtroom’ role play. Pupils acted out what would happen if one of them broke a school rule. This enabled pupils to discuss the importance of fairness and taking responsibility for their behaviour. Pupils’ very positive behaviour and attitudes make them keen learners. Disruption to pupils’ learning is rare. Attendance at the school is high. Older pupils are supported very well with careers advice. Leaders encourage them to have high aspirations for their futures. Pupils know that what they learn will help them in everyday life.

p.3

3

Pupils have many opportunities to contribute to the school community. For example, they help to revise the code of behaviour each year. Older pupils read to the younger ones. Pupils are trained by mentors from a professional football club so that they can coach their peers. One pupil summed up his experience of the school by saying: ‘I am proud to be in this school. It gives us so many opportunities.’ This view was shared by many pupils we spoke to.

p.3

3

Leadership ensures that all staff develop professionally and have a manageable workload.

p.3

3

The proprietor and governors carry out their responsibilities very well. They make sure that the independent school standards are met in full. The building is maintained well. Leaders make all the necessary health and safety checks regularly. The school complies with schedule 10 of The Equality Act 2010.

p.3

3

Parents and carers receive comprehensive information about the school’s work. This includes helpful reports on their children’s learning and guidance on how to raise any concerns. Parents we spoke to were full of praise for the school. They are impressed by the improvements in their children’s achievement and attitudes to learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

All staff are fully trained in keeping pupils safe. Staff report any concerns about pupils’ welfare promptly. Leaders act effectively when concerns arise. The safeguarding policy includes the most recent statutory guidance. It is available to 26–28 February 2020

p.3

4

parents on the school’s website. Leaders carry out the required checks to ensure that staff are suitable to work with pupils.

p.4

4

Pupils’ social and emotional needs are met very well. There are plenty of opportunities for pupils to relax in the soft-play area and gymnasium. Staff are always on hand to listen to concerns and resolve any difficulties.

p.4

4

Pupils are knowledgeable about health and safety. They understand the importance of making safe choices, including when using the internet.

p.4

How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

How can I feed back my views?

If you are the provider and you are not happy with the inspection or the report, you can complain to Ofsted . 26–28 February 2020

p.4

School details

Unique reference number 135839 DfE registration number 308/6305

p.5

School details

Inspection number 10122984 Type of school Other independent school

p.5

School details

Website www.freshstepseducationcentre.org.uk

p.5

School details

Email address admin@freshstepseducationcentre.org.uk

p.5

School details

Date of previous inspection 31 October – 2 November 2017

p.5

Information about this school

 Freshsteps provides education for pupils with special educational needs and/or disabilities, primarily related to social, emotional and mental health needs. A few pupils have complex needs. Pupils who attend the school have typically experienced difficulties in mainstream schools or have been absent from education for a long time.  The school moved to its current site in September 2019. It is expanding in number and is now registered to take up to 80 pupils from the ages of five to 18. There are currently no students attending the sixth form.  All pupils at the school are in placements funded by the local authority and have education, health and care plans. 26–28 February 2020

p.5

6

 There are no disadvantaged pupils.  The school was previously inspected by Ofsted in November 2017. Its overall effectiveness was judged to be outstanding.  The school does not use any alternative provision.

p.6

Information about this inspection

We carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

p.6

Information about this inspection

 We met with the headteacher, who is also the proprietor. We also met with senior leaders, subject leaders and the chair of governors to evaluate all aspects of the school’s work.  We did deep dives in these subjects: reading, mathematics, science and PE. When looking at these subjects, we spoke with leaders, teachers and pupils. We visited lessons and looked at subject planning and at examples of pupils’ work. We also considered other subjects as part of this inspection.  When looking at safeguarding, we checked the school’s documentation, the website and the premises. We spoke with the proprietor, leaders, pupils, teachers and other staff.  There were insufficient responses to the Ofsted surveys for us to analyse. We considered parents’ views through informal discussions at the end of the school day.

p.6

Inspection team

Alison Cartlidge, lead inspector Ofsted Inspector

p.6

Inspection team

Kanwaljit Singh Ofsted Inspector 26–28 February 2020

p.6

7

to 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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7