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)  All pupils will have special educational needs and/or disabilities (SEND). Some will be in receipt of an education, health and care plan (EHC plan). Many will have experienced turbulence in their previous schooling. Most pupils will arrive mid-year, and some may only be placed at the school for a year or less.  In the first pre-registration visit in December 2019, schemes of work were incomplete. They did not detail the knowledge and understanding that pupils should acquire across an academic year or a key stage. The proprietor has since acted to address this. Schemes of work are closely aligned to the ethos of the school.  The curriculum includes English language, mathematics, science, geography, history,

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Main inspection findings

food technology, computing, physical education (PE), and art. Leaders have created a curriculum for the varying abilities of pupils upon their entry to the school. For example, pupils can access geography at various academic levels, including up to the GCSE qualification.  The curriculum places particular emphasis on developing pupils’ ability and confidence to communicate. The proprietor has invested in numerous commercial packages to support the development of reading, writing and oracy. The financing of a small library provides a welcoming space for small-group or one-to-one work.  The PE curriculum offers pupils creative and interesting ways to improve their health and well-being. Leaders have established good links with local leisure providers to ensure that pupils receive a series of well-coordinated sessions to become skilled in different sporting activities, such as swimming and archery.  The curriculum places significant emphasis on pupils’ holistic development and well-

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Main inspection findings

being. The school’s personal, social, health and economic (PSHE) curriculum, citizenship and careers education are well thought out, and are flexible to the changing needs of pupils. This is an essential component to the school’s curriculum ethos.  Leaders intend to offer impartial careers advice that is age-appropriate. The curriculum plans aim to give pupils varied and wide-ranging opportunities including interview experience, work experience, work-related learning, on-site visits, and visiting speakers. There is a well-considered plan to provide appropriate support to pupils when applying for jobs or further education courses.  This standard is likely to be met. Paragraph 3, 3(a), 3(b), 3(c), 3(d), 3(e), 3(f), 3(g), 3(h), 3(i), 3(j) Paragraph 4  The school has been purpose built for six pupils. The main classroom is large with a movable dividing wall. This provides the school with necessary room for their planned

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Main inspection findings

assemblies as part of their PSHE curriculum. This classroom can be split into two smaller, but well-proportioned classrooms.  Most of the day-to-day curriculum will be taught by the senior teacher. They will be supported in the delivery of the curriculum by a teaching assistant and the headteacher. Each pupil will also be supported on a one-to-one basis by their personal support worker.  The proprietor has sought expertise from other schools and providers to help build the basis for the curriculum. For example, in science, the school has invested in a commercial product to provide pupils with practical science resources. Leaders have also established links with a local special school in order to share plans, resources and teaching expertise.  Leaders are building up a suitable range of resources for pupils to use for all aspects of the curriculum.  The behaviour policy is appropriate to support teachers’ management of pupils’

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Main inspection findings

behaviour during lessons.  In the first pre-registration visit in December 2019, the school’s assessment criteria and planning were underdeveloped. The proprietor has since acted to address this. Pupils will be assessed on entry to the school to identify what individuals know and can do and what they need to learn next. There is a coherent assessment procedure in place for all courses on offer at the school.  The school has plans for how to monitor the quality of provision. The programme of monitoring includes lesson observations, performance management, and moderation sessions.  This standard is likely to be met.

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Main inspection findings

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)  As identified in the pre-registration inspection in December 2019, the school’s ethos is to prepare pupils to make a positive contribution to the communities in which they live.  The PSHE curriculum is supported by other curriculum subjects. Planned activities focus on encouraging pupils to be responsible citizens, understand democracy and the rule of law, and to have an understanding and respect for different cultures, traditions and lifestyles. Social stories and morning sessions, including assemblies, are also planned to support with the spiritual, moral, social and cultural development of pupils.  A core component of the school’s curriculum is to prepare pupils for life as independent adults, who make a positive contribution to the community. Many

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Main inspection findings

activities focus on how to encourage pupils to make positive choices, establish appropriate relationships, eat healthily and live independently. These are appropriate topics for the pupils who will attend the school.  The curriculum is supported by planned visits to public services.  This standard is likely to be met.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraph 7, 7(a), 7(b)  While leaders have a broad understanding of many legal safeguarding requirements, they lack knowledge and understanding of the vital safeguarding statutory document for schools, ‘Keeping children safe in education’ (2019). As a result, policies and procedures lack essential details.  There is one designated safeguarding lead and one other is due to undertake the appropriate training. No leader has had training related directly to ‘Keeping children safe in education’ (2019).  Leaders do understand the pre-employment checks that they need to carry out. However, the single central record for current employees and trustees is incomplete. Leaders did not spot this in their preparation for opening the school. The proprietor has not yet established a systematic way to check on the quality of these checks and the completion of the statutory record.

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Main inspection findings

 Leaders have not reviewed the safeguarding risks of the specific curriculum on offer to pupils.  Although the website is being developed, leaders have not considered how they are going to use this to provide information, while also maintaining the safety of pupils at the school.  This standard is not likely to be met.

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Main inspection findings

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.  Behaviour incidents, rewards and sanctions will be recorded using an electronic system that is already in place.  Staff are very well trained and versed in how to use this system, alongside the school’s behaviour policy and processes. Leaders are to use the system to identify patterns of behaviour and monitor the impact of actions taken by staff to improve it.

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Main inspection findings

Paragraph 10  Leaders have developed an anti-bullying policy that provides guidance about how they plan to tackle bullying in the school. This policy does not specifically mention bullying related to protected characteristics under the Equality Act 2014. However, leaders have ensured that staff are well trained in this. The electronic recording system also ensures that staff can identify and review bullying incidents that may fall under this act.  This independent school standard is likely to be met.

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Main inspection findings

Paragraph 11 and Paragraph 12  The school has policies in place to cover the required aspects of health and safety, and fire safety.  Gas and electrical equipment is serviced regularly and checked to ensure that it is in good condition. Safety checks are made on fire extinguishers and fire exits. These checks are recorded.  The proprietor carries out regular drills to ensure that the building can be evacuated rapidly, following the fire safety plan.  This inspection was conducted without visiting the school site owing to COVID-19 (coronavirus). Owing to this, I am not able to provide the full level of assurance to judge that these standards would be likely to be met should the school open. However, there are no concerns based on the evidence available.

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Main inspection findings

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. First aiders are already trained.  This independent school standard is likely to be met.

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Main inspection findings

Paragraph 14  The proprietor plans to open the school with no more than six pupils, and often there will be less than this on roll.  The staff-to-pupil ratio is high and will allow for close supervision and individualised support of pupils.  Leaders have clear plans to ensure that high levels of staff supervision support collaborative and cooperative learning opportunities between pupils.  This independent school standard is likely to be met. Paragraph 15  Appropriate systems for recording admissions and attendance are in place.  Leaders have made suitable arrangements for registering each pupil’s attendance at the beginning of each morning and afternoon session.  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.

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Main inspection findings

Paragraph 16, 16(a), 16(b)  There is a risk assessment policy is place. However, the policy is generic, and does not consider well enough the full range of areas leaders intend to risk assess, nor the rationale for this.  The school uses an online risk assessment form, which is automatically submitted to the proprietorial body, so that it can be reviewed.  There are risk assessments in place for prospective pupils and for the premises.  However, the curriculum subjects that the school proposes to offer have not been risk assessed, where required.  Some risk assessments lack meaningful evaluation of the bespoke risks.  The proposal that the school is a mixed-gender school has not been considered well enough in the risk assessment processes.  The risk assessment process for the running of the curriculum and school during COVID-19 has not been well enough considered (although this is better considered for

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Main inspection findings

the premises generally).  Leaders are not always working collectively on risk assessments. There are occasional duplications between different leaders on risk assessments of the premises, which evaluate different issues. As a result, risk assessments are not always well enough thought through to mitigate all possible risks.  This inspection was conducted without visiting the school site due to COVID-19. Owing to this, I am not able to provide the full level of assurance to judge that these standards would be likely to be met should the school open. However, the evidence collected during this inspection shows that there are weaknesses in the provision for this independent school standard.

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Main inspection findings

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(e) 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)

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Main inspection findings

 The required pre-employment checks, related to the suitability of staff to work with children, have been carried out and meet statutory requirements.  Trustees, governors and staff already appointed have the appropriate professional qualifications to work in their respective roles in the school.  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.  Leaders’ maintenance of the single central record lacks rigour. There are many gaps in the recording of the checks that have been made for adults who are already in position. Systems for monitoring the single central record are not developed. As a result, leaders were not aware of the gaps in the record until the inspection began.  Leaders acknowledge that they have not yet established systems to monitor the completion of the single central record and are working to address this issue.

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Main inspection findings

 The standard 21(1) and 21(2) is not likely to be met.

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Main inspection findings

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) Paragraph 28(1), 28(1)(a), 28(1)(b), 28(1)(c), 28(1)(d), 28(2), 28(2)(a), 28(2)(b), 29(1), 29(1)(a), 29(1)(b)  As identified in the December 2019 inspection, the premises are of a high quality.  Toilet facilities, drinking water, showering facilities are all appropriate.  The school’s laundry room also serves as a medical room. It is appropriately kitted out. Leaders are aware that, when necessary, this space must only be used as a medical room.  The teaching accommodation has been completed to a very high standard. The 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. The classroom and other accommodation are well lit and sound insulation is effective.

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Main inspection findings

 Pupils will have access to a lounge area and a sensory room.  The kitchen area will be used for food technology lessons and consists of new, purpose-built furniture, appliances and equipment.  There is ample space on site for pupils for PE and at breaktimes and lunchtimes.  The site is surrounded by high wooden fencing and locked gates, which will ensure pupils’ safety.  This inspection was conducted without visiting the school site due to COVID-19. Owing to this, I am not able to provide the full level of assurance to judge that these standards would be likely to be met should the school open.

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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)(f), 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)  The school is developing a website. While leaders know what they must provide on the website when it is accessible, they have not thought through how they are going to ensure the safety and well-being of pupils in how they provide information on it. They have therefore, not thought through well enough about how they will make information readily available, if not through the website.  Although leaders have created an ongoing daily assessment system, they have not thought about how this will formulate into the annual written report that needs to be provided to parents, carers and other appropriate people.  Pupils who will have a place at the school will be fully funded by the local authority.

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Main inspection findings

Leaders are aware of their responsibility to provide a breakdown of income and expenditure in respect of monies received from the local authority.  Leaders do not have sufficient understanding of their responsibilities under the Children and Families Act 2014 regarding the processes related to EHC plans and annual reviews.  This independent school standard is not likely to be met.

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Main inspection findings

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.  Minor omissions in the wording of the complaints policy were rectified during the inspection.  The school intends to maintain records for all complaints and actions taken.  The independent school standard is likely to be met.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraph 34(1), 34(1)(a), 34(1)(b), 34(1)(c)  Leaders do not have enough understanding about the independent school standards. Leaders are not monitoring how well they are likely to meet each standard. As a result, there are independent school standards that they are not likely to meet.  Although leaders have an understanding of a range of statutory guidance, they have not secured sufficient understanding or training regarding ‘Keeping children safe in education’ (2019). As a result, there are aspects of their policies, procedures and training that are not sufficiently robust.  Leaders have not established a process to ensure that the single central record is kept up to date. As a result, there are gaps in the record for staff who are currently already employed.  Although leaders have a good understanding of how to work with and teach pupils

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Main inspection findings

with SEND, leaders do not have enough understanding of the code of practice 0-25 and their roles and responsibilities for those pupils who are in receipt of an EHC plan.  There are strengths in the leadership and management of the proposed school. Leaders are unanimous in their vision and commitment to create a high-quality school for vulnerable pupils. In establishing this, they have created premises that are highly bespoke to the needs of pupils. Collectively, leaders have considerable educational experience and experience of working with vulnerable young people and adults.  The proprietor has also established an advisory board to undertake governance responsibilities. This is a well-considered group of people, including personnel from other Cascade providers, and an independent education specialist. There are systems in place for this group to meet and review a range of evidence about the school. This

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Main inspection findings

group is well placed to hold leaders to account.  The independent school standard is not likely to be met. Schedule 10 of the Equality Act 2010

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Main inspection findings

 Following weaknesses identified in December 2019, the proprietor has now created an accessibility plan that details of how all pupils can access the premises and the curriculum effectively.  The proprietor has ensured that the 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

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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n

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

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n

Reason for inspector’s recommendations  The school is unlikely to meet a number of the independent school standards. Therefore, the recommendation is that the school does not 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 To be determined

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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 6

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Information about this proposed school

 The proprietor seeks registration with the Department for Education (DfE) 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, or speech, language and communication needs.  The chair of the proprietorial body is also the headteacher of school. The proprietor has appointed a teacher and a teaching assistant.  The proprietor proposes to admit pupils from placing local authorities, primarily Norfolk local authority. Pupils are likely to arrive at the school with gaps in their knowledge and skills, owing to long periods without formal education.  Some pupils may only attend this school for a short-term placement of a year, while it is estimated that some pupils may attend this school for longer.

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Information about this proposed school

 The overarching ethos of the curriculum is to help pupils to catch up so that they can successfully reintegrate into a mainstream or specialist provider.

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Information about this inspection

 This is the second pre-registration inspection of the proposed 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.  This inspection was conducted remotely. This was due to restrictions placed on non- essential travel during the COVID-19 outbreak.  The inspector met with the chair of the proprietorial body, the chief executive officer and the director of compliance from the Cascade Group, as well as the senior teacher, designated safeguarding leader, and the teaching assistant.  The inspector had a telephone conversation with a representative of Norfolk local authority to gain their views.  The inspection included a virtual tour of the premises with the school’s senior teacher.  The inspector scrutinised school policies relating to the independent school standards,

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Information about this inspection

documentation relating to the curriculum and the single central record of employment checks. She also met with staff who were involved in undertaking the checks on the single central record.

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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 3. Welfare, health and safety of pupils

 16 The standard in this paragraph is met if the proprietor ensures that—

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Part 3. Welfare, health and safety of pupils

– 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

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Part 3. Welfare, health and safety of pupils

– 16(b) appropriate action is taken to reduce risks that are identified.

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Part 4. Suitability of staff, supply staff, and proprietors

 21(1) The standard in this paragraph is met if the proprietor keeps a register which shows such of the information referred to in sub-paragraphs (3) to (7) as is applicable to the school in question.

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Part 4. Suitability of staff, supply staff, and proprietors

 21(2) The register referred to in sub-paragraph (1) may be kept in electronic form, provided that the information so recorded is capable of being reproduced in legible form.

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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—

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Part 6. Provision of information

– 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 6. Provision of information

– 32(1)(i) where a pupil with an EHC plan wholly or partly funded by a local authority or other body through public funds is registered at the school, such information as may reasonably be required for the purpose of the annual review of the EHC plan is provided to the responsible local authority; and

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Part 6. Provision of information

– 32(1)(j) particulars of any action specified in sub-paragraph (4) are published and maintained on the school’s website or, where no such website exists, are provided to parents. – 32(3)(b) particulars of educational and welfare provision for pupils with EHC plans and pupils for whom English is an additional language.

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school—

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Part 8. Quality of leadership in and management of schools

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

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Part 8. Quality of leadership in and management of schools

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