Sumus Woolwich

School pre-registration inspection report

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Sumus Woolwich 38 Wellington Street, Woolwich, London SE18 6HQ

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Main inspection findings

Part 1. Quality of education provided Paragraphs 1, 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)(c), 2(2)(g) and 2(2)(h)  The curriculum policy indicates that pupils are likely to receive experiences in all the areas of learning required by the independent school standards. Leaders intend that pupils will study a broad range of subjects. Alongside English, mathematics and science, pupils will receive experiences in computing, history, geography, religious education (RE) and physical education (PE). Pupils will also have lessons in art and design and technology. To enrich pupils’ learning, the curriculum will include regular visits to local museums and landmarks. For example, leaders propose that pupils will visit a movable flood barrier and a maritime museum. At the end of Year 6, leaders intend that pupils will take national tests in reading, writing and mathematics.

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Main inspection findings

Secondary-aged pupils will be able to study for a wide range of GCSEs. The subjects on offer at GCSE will closely reflect the national curriculum.  Leaders’ aims for the curriculum are ambitious. These aims reflect leaders’ high expectations of all pupils, including those with special educational needs and/or disabilities (SEND). In each subject, leaders have planned pupils’ learning carefully. Schemes of work provide detailed guidance on the topics that pupils will study. Planning is likely to ensure that pupils develop their knowledge and understanding progressively, according to their abilities.  In planning the curriculum, leaders have considered how best to cater for pupils’ different needs. This includes for pupils with an education, health and care (EHC) plan. For example, leaders are aware that some pupils who join the school may have fallen behind in reading. They plan to ensure that these pupils receive extra help to

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Main inspection findings

catch up quickly. Where appropriate, pupils will have personalised phonics teaching to build their reading fluency. Curriculum plans also show that pupils are likely to benefit from reading materials written by a rich range of authors and poets. For example, secondary-aged pupils will study the work of William Shakespeare, George Orwell and Charles Dickens.  Leaders plan to admit a small number of sixth-form students. Secondary-aged pupils who wish to continue studying in the sixth form will have the opportunity to do so. Curriculum planning for the sixth form will be closely tailored to students’ needs and aspirations. Leaders intend to work with local colleges and schools to ensure that students can study for suitable academic or vocational qualifications. Paragraphs 3, 3(a), 3(b), 3(c), 3(d), 3(e), 3(f), 3(g), 3(h), 3(j) and 4  The school proposes to offer alternative provision for pupils experiencing difficulties at

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Main inspection findings

their current school. It is likely that some pupils will join Sumus Woolwich with gaps in their knowledge caused by disruptions to their education. Leaders plan to work in close partnership with pupils’ mainstream schools to minimise any further disruption. To support this aim, leaders have devised suitable systems to assess pupils’ abilities. These systems are likely to ensure that staff have a full picture of pupils’ strengths, as well as any aspects of learning that pupils find hard. Teachers will be expected to adapt planning and resources to meet pupils’ individual needs. This includes helping pupils to catch up with any learning that they may have missed. Staff will also use assessments to check that activities build effectively on pupils’ prior learning. This approach is likely to support pupils to make progress and learn well.  Leaders are acutely aware that some pupils may join the school with negative

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Main inspection findings

attitudes to their learning. Consequently, leaders plan to ensure that teaching gives due weight to developing pupils’ self-esteem and motivation to learn. Teachers will use appropriate strategies to encourage pupils to persevere and learn from their mistakes. Leaders place a strong emphasis on celebrating pupils’ achievements. They intend to reignite pupils’ enthusiasm for learning.  Classrooms are well equipped. Suitable resources will be available to support the delivery of the curriculum. For example, leaders have ordered laptops and tablets to support pupils’ learning in all subjects. Leaders also plan to develop links with local schools and colleges to support specialist teaching in subjects such as science, art and design and technology.  Leaders have appointed experienced teachers, both for primary- and secondary-aged pupils. Staff will receive suitable guidance and training to develop their subject and

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Main inspection findings

pedagogical knowledge. This includes specific training on how to support pupils with SEND. Paragraphs (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)(i) and 3(i)  Curriculum plans indicate that pupils are likely to be well prepared for life in British society. British values will be promoted in all areas of learning. The programme for pupils’ personal, social, economic and health (PSHE) education includes opportunities for pupils to learn about equality, social injustice and different forms of discrimination.  Leaders have put in place suitable arrangements for careers guidance. Secondary- aged pupils will receive accurate, up-to-date information about the options available to them when they leave the school. Teachers will support pupils with their applications for further education or employment. Leaders also propose to arrange work experience so that pupils can learn more about the world of work.

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Main inspection findings

 Leaders have ensured that the standards in this part are likely to be met if the registration is approved. Part 2. Spiritual, moral, social and cultural development of pupils All paragraphs  Leaders intend to give pupils’ well-being the utmost priority. All pupils will have personalised programmes designed to promote their emotional and social development. These programmes will include strategies to help pupils understand their emotions. Pupils will learn to manage their behaviour, particularly when they feel anxious or upset.  The proposed RE curriculum indicates that pupils will learn about religions, including Judaism, Islam and Buddhism. Pupils will be encouraged to explore similarities and differences between faiths and traditions. For instance, pupils will consider questions such as, ‘How and why do communities celebrate together?’ Pupils will visit local places of worship to enhance their understanding of different faiths.

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Main inspection findings

 Leaders have purchased a comprehensive programme for pupils’ PSHE education. The programme is based on themes such as ‘celebrating difference’ and ‘dreams and goals’. Pupils will learn about their rights and responsibilities as citizens, as well as how to manage and resolve conflicts. Curriculum plans also include opportunities for pupils to explore sensitive issues in an age-appropriate way. For example, pupils will discuss topics related to healthy relationships, prejudice in society and how social media can affect body image.  Leaders have ensured that the standards in this part are likely to be met if the registration is approved.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 6, 7, 7(a) and 7(b)  The safeguarding policy includes the most recent government guidance and is published on the school’s website. The school has appointed designated leaders for safeguarding who have undertaken appropriate training. Leaders demonstrate a strong understanding of the particular risks pupils may face, including those related to gang culture and knife crime. Leaders plan to work closely with external agencies to obtain a full picture of pupils’ needs, as well as safeguarding issues in the local area.  Staff will receive suitable training to enable them to fulfil their responsibilities to safeguard pupils’ welfare. This will include training on issues such as county lines and the ‘Prevent’ duty. Staff will also receive training on how to report and record any concerns that they have about a pupil’s welfare. Leaders have devised clear

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Main inspection findings

procedures for managing any concerns about the conduct of adults who work in the school. This includes an appropriate whistle-blowing policy. Paragraphs 9, 9(a), 9(b), 9(c), 10, 14 and 15  The behaviour policy sets out clearly how leaders and staff will promote high standards of behaviour. Pupils will be involved in choosing the rewards they can receive for following the school’s expectations. Leaders have put in place appropriate systems to record any incidents of poor behaviour, including the sanctions that pupils receive.  Leaders plan to ensure that pupils are well supervised, including at the start and end of the school day. Typically, pupils will be taught in small classes of up to eight pupils. Each class will be supported by two members of teaching staff. Where appropriate, leaders will adapt the number of adults in each class to take account of pupils’ individual needs, including those pupils with SEND.

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Main inspection findings

 Some pupils may join the school with a history of challenging behaviour. Leaders plan to ensure that all staff are well trained to support pupils’ needs. This includes specific training in de-escalation techniques and strategies to help pupils feel calm and secure. Leaders anticipate that the use of physical restraint will be rare. However, they have devised suitable procedures to make sure that the use of physical restraint is likely to be safe and well documented.  Leaders are clear that bullying will not be tolerated. The anti-bullying policy provides clear information on how leaders and staff will protect pupils from bullying, including that which occurs online. Any incidents will be recorded and investigated thoroughly. Through the PSHE education curriculum, pupils will learn about the different forms bullying may take, including how prejudice can fuel bullying behaviour.  Leaders have put in place suitable procedures to record admissions and attendance.

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Main inspection findings

As well as pupils being registered at Sumus Woolwich, leaders anticipate that most pupils will remain on the roll of their mainstream schools. Pupils’ attendance and punctuality will be monitored carefully. Leaders intend to work closely with parents and carers, other schools and external agencies to ensure that pupils attend regularly. A range of suitable strategies will be used to promote good attendance and pupils’ readiness to learn. Leaders recognise that this is particularly important given that some pupils may have a history of poor attendance at their mainstream schools. Paragraphs 11, 12, 13, 16, 16(a) and 16(b)  Leaders have devised suitable policies related to the health and safety of the premises, including written first-aid and risk assessment policies. These policies contain clear information on how leaders and staff will ensure that the premises are safe and well maintained. Leaders will carry out regular checks on the building and

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Main inspection findings

equipment. This is likely to ensure that potential issues are identified and resolved at an early stage.  The building is fitted with a suitable fire detection system and emergency lighting. Leaders plan to check the firefighting and fire detection equipment at regular intervals. They have also devised appropriate documents to record these checks and any follow-up action that is deemed necessary. Evacuation routes are clearly signposted and free from obstruction. Staff and pupils will take part in regular fire drills so that they understand how to leave the premises safely in the event of an emergency. However, at the time of the inspection, a fire risk assessment of the premises had not been carried out by a competent person. The premises did not have suitable firefighting equipment. Leaders explained that the COVID-19 (coronavirus) pandemic had delayed the completion of the fire risk assessment and the installation

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Main inspection findings

of fire extinguishers. Leaders provided evidence that the fire risk assessment had been booked for 5 August 2020. They also provided evidence that fire extinguishers had been ordered and were due to be delivered to the school on 31 July 2020. Therefore, leaders have credible plans to ensure that the school is likely to comply with the requirements of paragraph 12.  Leaders have devised appropriate procedures to assess risks to pupils’ welfare during off-site activities. Examples of risk assessments indicate that leaders are likely to take appropriate steps to reduce potential hazards, taking into account the type of activity and age of pupils.  The medical room is equipped with suitable first-aid supplies. Leaders have purchased additional first-aid supplies for use during off-site activities. Appropriate records will be kept regarding the administration of first aid and medication. Staff will be trained in

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Main inspection findings

first aid and to support pupils with medical needs.  Leaders have ensured that the standards in this part are likely to be met if the registration is approved.

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Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors All paragraphs  Leaders have credible processes to ensure that the relevant checks are completed prior to a person starting to work at the school. The single central record is in place and maintained in electronic form.  Leaders have ensured that the standards in this part are likely to be met if the registration is approved.

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Main inspection findings

Part 5. Premises of and accommodation at schools All paragraphs  The premises are located in a commercial space which has been recently converted for educational use. The refurbishment has been completed to a high standard. Classrooms are light, spacious and well ventilated. There are an appropriate number of teaching spaces to accommodate the number of pupils the school proposes to admit. In addition, pupils will have access to a dining area and a small outside space for socialising. Leaders plan to make use of local parks and a nearby leisure centre to support the delivery of the PE curriculum. External lighting is available to ensure that it is safe for staff, pupils and visitors to access and leave the premises after dark. Appropriate security measures are in place to check visitors to the building.  Toilet and washing facilities are available for the sole use of pupils. Washing facilities include an adequate supply of hot and cold water. Regular checks will be carried out

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Main inspection findings

on the water supply. Hot water is at a safe temperature for pupils’ use. As with the rest of the building, toilet and washing facilities have been refurbished to a high standard.  A separate room is designated for the medical examination and treatment of pupils. This room contains a washbasin and is located next to the toilet facilities.  Leaders have ensured that the standards in this part are likely to be met if the registration is approved. Part 6. Provision of information All paragraphs  The school’s website is operational and includes all the required documentation, including policies related to safeguarding, behaviour and the curriculum.  Leaders plan to involve parents closely in their child’s education. Leaders have devised suitable formats to ensure that parents receive clear information on how well their child is learning. This includes an annual written report on pupils’ achievements in

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Main inspection findings

each subject.  It is likely that the school will comply with the standards in this part if the registration is approved.

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Main inspection findings

Part 7. Manner in which complaints are handled All paragraphs  The complaints policy provides parents with clear guidance on how to raise concerns about their child’s education. If the school is unable to resolve concerns informally, parents will be able to escalate these concerns through three formal stages. This includes the provision of an independent panel when required. Suitable records will be kept of any complaints and how these are managed.  The standards in this part are likely to be met if the registration is approved.

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Main inspection findings

Part 8. Quality of leadership in and management of schools All paragraphs  The proprietor has appointed knowledgeable and experienced leaders. They articulate a strong commitment to helping pupils overcome any difficulties that they may have, both academically and with their personal development. This is evident in curriculum planning as well as leaders’ determination to provide pupils with a nurturing and inclusive school environment.  Leaders have planned carefully to make sure that the premises are safe, well maintained and secure. Policies and procedures indicate that leaders are likely to establish a strong culture of safeguarding, which takes account of the particular vulnerabilities that pupils may have.  The proprietor has credible plans to appoint an advisory board. It is intended that board members will hold leaders to account for the quality of education that pupils receive.  It is likely that the school will comply with the standards in this part if the registration

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Main inspection findings

Schedule 10 of the Equality Act 2010  The school’s accessibility plan is likely to comply with the requirements of schedule 10 of the Equality Act 2010. The plan includes clear information on how leaders will ensure that all pupils will have equal access to the curriculum and the premises.

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Compliance with regulatory requirements

The school is likely to meet the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.

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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

Headteacher Janice Thomas (executive headteacher) Timothy Murphy (head of centre)

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Proposed school details

Annual fees (day pupils) £23,750 to £33,250

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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 to 18 Registration recommended Number of pupils on the school roll Not applicable Up to 50 Registration recommended

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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 Up to 50

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School’s current position School’s proposal

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 Up to 50

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan Not applicable Up to 50

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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 Not applicable Up to 50

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 9

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School’s current position School’s proposal

Number of part-time teaching staff Not applicable 1

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School’s current position School’s proposal

Number of staff in the welfare provision Not applicable 5

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Information about this proposed school

 Sumus Woolwich intends to register as an independent school providing alternative provision for pupils aged from seven to 18 years. The school is located in the London Borough of Greenwich.  At the time of this inspection, leaders had not obtained planning permission to use the building as a school. Ofsted has notified the Department for Education.  The school aims to cater for pupils who have experienced difficulties with their education at mainstream schools, including pupils who are at risk of permanent exclusion. It is anticipated that all pupils will attend Sumus Woolwich on a full-time basis. Permanent and short-term placements will be available. Depending on pupils’ needs and wishes, the school plans to support pupils to return successfully to their mainstream schools. Initially, the school plans to admit up to 32 pupils. Leaders intend to increase the number of pupils on roll gradually, up to a maximum of 50 pupils.

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Information about this proposed school

 It is likely that the school will admit pupils with SEND, including pupils with an EHC plan. It is likely that these pupils will have social, emotional and mental health needs.  The school’s ethos is centred on helping pupils to rebuild their confidence so that they can interact positively with the world of education. The school does not have a religious character.  Leaders do not plan to make use of any alternative provision.

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Information about this inspection

 This is the proposed school’s first pre-registration inspection. The registration authority commissioned Ofsted to consider whether the school was likely to comply with the independent school standards and associated requirements.  The inspection was commissioned by the registration authority during the COVID-19 pandemic of 2020. Some of the inspection was conducted remotely. This was to ensure that the inspection was conducted in accordance with the most recent government guidance related to COVID-19.  I conducted the inspection with the executive headteacher and head of centre. The executive headteacher is also the chair of the proprietor body. I met with these senior leaders and visited the school to check the safety and suitability of the premises. No other staff were present during the visit to the premises.  Documentation related to safeguarding, the suitability of staff and the health and

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Information about this inspection

safety of the premises was evaluated. The evaluation took place remotely and during the on-site visit. I also looked at curriculum plans, relevant policies and the school’s website. Telephone discussions were held with a proposed member of the advisory board and a representative from the local authority.

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Inspection team

Sarah Murphy, lead inspector Her Majesty’s Inspector 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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