The Well

School pre-registration inspection report

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The Well Church Lane, Lound, Lowestoft, Suffolk NR32 5LL

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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)(h), 2(2)(i)  The proprietor has applied to the Department for Education (DfE) for full-time provision for 11- to 16-year-old pupils with social, emotional and mental health (SEMH) needs. Pupils will arrive at 8.30am and leave at 2.30pm. The taught curriculum will start at 9am and finish at 2.15pm. There will be short breaks between sessions and 30 minutes for lunch.  During the inspection, the proprietor emailed the DfE to change the intended age range from 11- to 16-year-olds to 11- to 14-year-olds (Years 7, 8 and 9).  The curriculum has not been thought through well enough. Too often, policies and schemes of work are generic. Schemes of work are either incomplete or missing. It is not clear what will be taught for each subject and each year group.

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Main inspection findings

 The intention is for three curriculum pathways to meet a wide range of academic needs and abilities. Where policies and schemes are in place, the curriculum does not show the different pathways or how learning will be adapted to meet the needs and abilities of the intended pupils.  There is no coherent policy and plan for pupils’ personal, social, health and economic education (PSHEE).  The arrangements for pupils’ access to up-to-date careers guidance are not sufficiently developed to meet pupils’ needs.  School leaders have not ensured that the independent school 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  There have been no adverts, interviews or provisional appointments for teachers and support staff, and none are imminent. Although not arranged yet, it is likely that classroom staff will come from supply agencies in the first instance.

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Main inspection findings

 Curriculum plans are not developed well enough to help teachers to plan and deliver the curriculum effectively.  There are weaknesses in the policy for managing pupils’ behaviour, relating to positive handling and restraint.  Pupils will be assessed when admitted to the school and placed on one of the three curriculum pathways. The pathways are not in place. The framework for ongoing assessment to make sure that pupils make progress is not sufficiently developed.  It is not clear how pupils’ performance over time will be evaluated. The intended outcomes for formal qualifications and accreditations are not built into the curriculum plans and schemes of work sufficiently.  School leaders have not ensured that these two independent school standards are 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)  It is not clear how leaders will make sure that the required aspects of pupils’ spiritual, moral, social and cultural (SMSC) development will be actively promoted.  Pupils’ SMSC development, knowledge, skills and understanding will be developed through the PSHEE programme. The scheme of work for PSHEE is incomplete.  School leaders have not ensured that the independent school 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)  The written policy for safeguarding pupils and child protection is not implemented effectively. There are significant weaknesses in the policies and practices for recruitment of staff, the training for staff, identifying and addressing risks for pupils’ health, safety and well-being, and managing pupils’ behaviour. The weaknesses are identified in the details below in this section of the report.  The written policy for safeguarding pupils and child protection, together with Part 1 of ‘Keeping children safe in education September 2019’, gives staff useful information for their roles and responsibilities.  The executive headteacher is the designated safeguarding leader (DSL) and has up- to-date training at the required level. A second DSL will be appointed.  The executive headteacher has considered the current COVID-19 (coronavirus)

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Main inspection findings

pandemic well in the arrangements to keep pupils, staff and visitors safe on site.  School leaders have not ensured that the independent school standard is likely to be met. Paragraph 9, 9(a), 9(b), 9(c)  The written policies for managing pupils’ behaviour and for restraint (positive handling) are not fit for purpose. The policy for positive handling is for another school. There is no training in place for positive handling and restraint, and no training planned.  Pupils’ SEMH needs have not been considered sufficiently for risks around the site and for off-site activities.  School leaders have not ensured that the independent school standard is likely to be met. Paragraph 10  The written policy for anti-bullying gives staff useful information to prevent bullying. The policy appropriately addresses prejudice-based bullying, and the needs and vulnerabilities of pupils with special educational needs and/or disabilities (SEND).

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Main inspection findings

 School leaders have ensured that the independent school standard is likely to be met. Paragraph 11  The written policy for health and safety is not fit for purpose. The policy includes aspects that are not relevant to the prospective school, such as smoking in designated areas, head of human resources, the lightning conductor and employment of 16- to 18-year-olds.  Where the procedures are relevant to the school context, the policies and procedures are not implemented effectively, such as the required risk assessments, and training for fire safety and first aid. Weaknesses in implementing the policy mean that risks are not identified, addressed and minimised.  School leaders have not ensured that the independent school standard is likely to be met. Paragraph 12  There are numerous weaknesses in the arrangements for fire safety. – Fire safety training, as required and identified within the written policy, has not

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Main inspection findings

been completed or planned. – Risks associated with pupils, staff and visitors getting through the pedestrian school gate in an emergency have not been thought through well enough. The gate has a padlock with a code. – The written fire risk assessment does not include the aspects identified for improvement in the ‘Electrical installation condition report 2019’. – An electricity control panel is not locked or boxed in and could be tampered with. – The pump room and the oil storage tank towards the back of the building are too accessible to pupils and in an area that is not easily supervised. The associated risks have not been identified, addressed and mitigated. – An oil input pipe juts out from an external wall. The pipe could be tampered with and bumped into. The pipe is immediately above a piece of paving that presents an additional trip hazard. These risks have not been identified, addressed and mitigated.

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Main inspection findings

 Following an audit of the fire alarm systems in July 2020, there is a fire safety certificate. The recommendations for staff training and additional heat/smoke sensors have been added to the fire risk assessment and will be addressed over the next month.  School leaders have not ensured that the independent school standard is likely to be met. Paragraph 13  The written policy for first aid is not detailed enough to show the particular medical vulnerabilities of the intended pupils, and the policy is not implemented effectively.  There are no named first aiders.  There is no first-aid training in place or planned.  The first-aid boxes are new and contain appropriate resources.  School leaders have not ensured that the independent school standard is likely to be met. Paragraph 14  Although the executive headteacher has thought through some aspects of the supervision of pupils on site, the procedures, other than those for COVID-19, are not

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Main inspection findings

written down in enough detail.  As identified above (Paragraph 9, 9(a), 9(b), 9(c)), the policies for behaviour management and restraint are not fit for purpose, and there is no training completed or planned for restraint.  As identified above (Paragraph 12), the supervision of pupils around the pump room and oil storage tank has not been thought through well enough.  As identified below (Paragraph 16, 16(a), 16(b)), risks are not assessed well enough to identify, address and mitigate a range of risks to pupils’ welfare, health and safety.  School leaders have not ensured that the independent school standard is likely to be met. Paragraph 15  There are suitable policies in place for attendance and admissions.  There are suitable templates in place to record attendance, absence, admissions and when pupils are taken off the school roll.  School leaders have ensured that the independent school standard is likely to be met.

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Main inspection findings

Paragraph 16, 16(a), 16(b)  The written policy for risk assessment is not implemented effectively and does not sufficiently cover the risks associated with the school site and pupils’ vulnerabilities.  As identified above, risk assessments for the premises and accommodation, education off site, fire safety, first aid and supervision of pupils have not been assessed, addressed and mitigated well enough.  There are no risk assessments for scientific, technological, physical, and aesthetic and creative aspects of the curriculum.  Risk assessments for COVID-19 have been addressed well.  School leaders have not ensured that the independent school standard is likely to be met.

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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(3)  The executive headteacher is the chair of the proprietorial body and, as such, the suitability checks have been completed by the DfE and not checked at this inspection.  The only person appointed to the school is the business/operations manager. The checks recorded for this member of staff relate to a former employment at a school that closed in July 2019. The gap in employment is more than three months and the checks cannot be used for the current position to which the member of staff has been appointed.  School leaders have not ensured that the independent school standard is likely to be met. Paragraph 19(2), 19(2)(a), 19(2)(a)(i), 19(2)(a)(i)(aa), 19(2)(a)(i)(bb), 19(2)(a)(i)(cc), 19(2)(a)(i)(dd), 19(2)(a)(ii), 19(2)(b), 19(2)(c), 19(2)(d), 19(2)(d)(i), 19(2)(d)(ii), 19(3)

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Main inspection findings

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)  It is likely that a supply agency will be used for teaching and support staff in the first instance. The executive headteacher understands the checks that need to be made and confirmed for supply staff.  In addition to the chair of the proprietorial body, there are two named proprietors. The executive headteacher has carried out the required checks for the named proprietors. Confirmation for most of the checks is now complete.  School leaders have ensured that these two independent school standards are likely to be met. 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)(b), 21(5)(c), 21(6)  The single central register of employment checks has the appropriate headings for the

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Main inspection findings

checks that need to be made.  The checks recorded on the single central register match the documentation for the member of staff appointed and for the two named proprietors.  The checks recorded for the appointed member of staff are not valid because of the gap in employment. The checks recorded for a potential member of support staff and for potential members of the governing body are not valid because the appointment of those persons has not started formally.  School leaders have not ensured that the independent school standard is likely to be met. Part 5. Premises of and accommodation at schools  The proposed school is situated within a large site owned and previously occupied by East Coast College. The proprietors leased part of the site last year for a period of 12 years.  The extended site includes: – a caretaker’s house (occupied) – a large tarmac area between the main road and the extended site

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Main inspection findings

– a large tarmac area accessing all buildings within the larger site.  The external premises of the proposed school comprises: – a small tarmac area inside the school gate for arrival and departure, and for use as a play area – a small grassed area, mostly on a slope, with trees and benches – a large area of rough grassland that is out of bounds to pupils; a small part of this area will be developed for use as part of the curriculum – a new high metal fence around the entire perimeter – a temporary high metal fence cordoning off the rough ground that is out of bounds to pupils – a large oil storage tank and a boiler room towards the back of the school building.  The internal accommodation of the proposed school comprises: – a lobby area inside the main entrance – a meeting room and staffroom to the right of the entrance lobby – to the left of the entrance lobby, a cloakroom that will be used for pupils’

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Main inspection findings

belongings – a large communal area in the centre of the premises that will be used for assemblies and mealtimes, from which all rooms and facilities are accessed – a commercial kitchen, that will be out of bounds to pupils, which includes a larder cupboard and secure cupboard – a large right-angled area with wide surfaces that will be used for cooking as part of the curriculum – three classrooms, one of which will double up as the art room (no water/sink available) and one will double up as a sensory area – a store cupboard for play equipment – a toilet for disabled persons, a toilet for staff and visitors, and a toilet for boys and one for girls – a medical room with a sink, adjacent to toilets and the headteacher’s office – the headteacher’s office, which can be locked and will house pupils’ records and examination documents – lino flooring throughout – other than for cupboards and toilets, all doors with glass panels.

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Main inspection findings

Paragraph 23(1), 23(1)(a), 23(1)(b), 23(1)(c), 23(2)  There are four toilets which provide appropriate facilities for the sole use of pupils, staff and visitors, and for persons who are disabled. All toilets are accessed from a corridor and all have internal washing facilities with hot and cold water.  There are insufficient toilets for the proposed number of pupils with SEND.  There is one shower, in the toilet for staff and visitors. There are no changing and shower facilities for pupils. Leaders plan to offer physical education (PE) off site. There are no plans in place for suitable changing accommodation and showers off site.  School leaders have not ensured that the independent school standard is likely to be met. Paragraph 24(1), 24(1)(a), 24(1)(b), 24(2)  The medical room has a bed, a table, a settee and a sink with hot and cold water. The room is adjacent to a toilet.  School leaders have ensured that this independent school standard is likely to be met.

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Main inspection findings

Paragraph 25  There are numerous concerns, as detailed above in the section for the welfare, health and safety of pupils. The concerns affect pupils’ well-being within the school building and around the outside of the building.  Minor work is required on three doors to remove fittings that are no longer needed, and to remove a telephone junction box and wires protruding from a wall.  School leaders have not ensured that the independent school standard is likely to be met. Paragraph 26  Classrooms are suitably positioned and insulated to allow activities to take place as planned, without undue noise from other areas.  School leaders have ensured that the independent school standard is likely to be met. Paragraph 27, 27(a), 27(b)  Internal accommodation is suitably lit and ventilated. Windows have appropriate restrictions to maintain pupils’ safety. Two of the three classrooms have large glass panels and small windows that open above. The third classroom and the communal

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Main inspection findings

area have windows along the top edge of the rooms. All classroom doors and external doors are panelled with reinforced glass.  School leaders have ensured that the independent school standard is likely to be met. Paragraph 28(1), 28(1)(a), 28(1)(b), 28(1)(c), 28(1)(d), 28(2), 28(2)(a), 28(2)(b)  Leaders plan to provide bottled drinking water. There are no taps within the school building that provide drinking water.  The two sets of taps in the commercial kitchen are clearly labelled to show that the water is not suitable for drinking.  School leaders have ensured that the independent school standard is likely to be met. Paragraph 29(1), 29(1)(a), 29(1)(b)  The outside area is too small for play and PE for the proposed number of pupils with SEND.  The grassed area is small and on a slope. The area is very uneven, with many lumps and bumps that could cause injury.  The tarmac area is too small for PE. Leaders plan to offer PE off site. There are no

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Main inspection findings

plans in place for suitable PE off site.  School leaders have not ensured that the independent school standard is likely to be met.

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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)(d), 32(1)(f), 32(1)(g), 32(1)(h), 32(1)(i), 32(1)(j), 32(2), 32(2)(a), 32(2)(b), 32(2)(b)(ii), 32(2)(c), 32(2)(d), 32(3), 32(3)(a), 32(3)(b), 32(3)(c), 32(3)(d), 32(3)(e), 32(3)(f), 32(3)(g), 32(4), 32(4)(a), 32(4)(b), 32(4)(c)  There is no website for the proposed school. There is a website for alternative provision on the same site, which never got started. The alternative provision website will become the website for the proposed school and has some of the required information relevant to the proposed school.  The ‘Parent information pack’ for the proposed school contains information about the provision, including the curriculum, teaching and pupils’ well-being.  Leaders understand the requirement to inform parents and others about pupils’ progress, and to inform local authorities about the spending of income received.

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Main inspection findings

 School leaders have ensured that the independent school standard is 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)  The complaints policy includes all of the required information and arrangements for the handling of complaints.  School leaders have ensured that 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)  The proposed school is not ready to open. There is still a lot to do. Although leaders’ ethos, intention and passion are very clear, how the vision will become a reality has not been thought through well enough. Seventeen of the independent school standards are not likely to be met.  The chair of the proprietorial body is the executive headteacher and has experience of running an independent school and alternative provision. The executive headteacher has reflected on past experiences and applied lessons learned to some of the arrangements for the proposed school. Much of the stated practice and intentions is not reflected in the written policies. Some of the written policies are from other schools and do not reflect the proposed school.  Two of the three named proprietors, of whom one will be the chair of the governing

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Main inspection findings

body, are new to leading and managing a school and have limited knowledge of the requirements, especially those relating to the quality of education and pupils’ well- being.  The premises and accommodation are not suitable for the number of pupils that the proprietor proposes to admit. During the pre-registration inspection, the proprietor informed the DfE of the intention to revise the intended age range from 11- to 16- year-olds to 11- to 14-year-olds (Years 7, 8 and 9).  The arrangements for the curriculum and the teaching are not likely to meet the academic and special educational needs and/or disabilities of the proposed pupils.  The arrangements to identify risks and address known risks are not likely to be sufficiently thorough to protect pupils.  The arrangements to identify and manage risks for COVID-19 are thorough and well thought through.  School leaders have not ensured that the independent school standard is likely to be

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Main inspection findings

Schedule 10 of the Equality Act 2010  The accessibility plan identifies future improvements to the premises and accommodation, the curriculum and communication.  School leaders have ensured that the requirement is 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

Proprietor Well Educated Life and Learning CIC

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Proposed school details

Headteacher Judith Lynch-Tomlin (executive headteacher) Annual fees (day pupils) £40,000

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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 11 to 16 11 to 14 Number of pupils on the school roll not applicable 36 16

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recommendation

Reason for inspector’s recommendations  During the pre-registration inspection, the proprietor informed the DfE of the intention to revise the intended age range from 11- to 16-year-olds to 11- to 14-year-olds (Years 7, 8 and 9).  The premises and accommodation are not suitable for the number of pupils that the proprietor proposes to admit. A suitable number to admit would be 16.

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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 36

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School’s current position School’s proposal

Number of part-time pupils not applicable none

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities not applicable 36

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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 36

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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 36

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School’s current position School’s proposal

Number of full-time equivalent teaching staff not applicable to be confirmed

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School’s current position School’s proposal

Number of part-time teaching staff not applicable to be confirmed

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School’s current position School’s proposal

Number of staff in the welfare provision not applicable to be confirmed

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Information about this proposed school

 The proprietor has applied to the DfE to open an independent day special school: – for boys and girls aged 11 to 16 years; the proprietor contacted the DfE during the inspection to amend the intended age range to 11- to 14-year-olds (Years 7, 8 and 9) – for 36 pupils; the proprietor is willing to admit less pupils, as discussed during the pre-registration inspection – with a religious character; a Christian ethos, not affiliated to any particular church or community – funded through local authority-commissioned places.  The address of the proposed school is Church Lane, Lound, Lowestoft, Suffolk NR32 5LL. There are no other sites. The boundary of the proposed school is within a much larger site owned and run by East Coast College. Some buildings within the larger site are unoccupied. The proposed school will occupy the single-storey building previously used as the college café. The proposed site is leased to the proprietor.

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Information about this proposed school

 The proposed school site is the same premises and accommodation that was subject to a material change inspection previously commissioned by the DfE. At that time, the material change was for Cre8 Futures Learning Centre. The material change inspection found that independent school standards were not likely to be met.  The proprietor plans to provide all PE off site. There are no current arrangements for off-site provision.  The proprietor intends to use supply staff.  There is no website for the proposed school. There is a website for The Well alternative provision, which was to be on the site and did not open. The proprietor plans to adapt the website so that it becomes the website for the proposed school.  The proprietorial body is registered as a community interest company, Well Educated Life and Learning CIC.  The chair of the proprietorial body is also the executive headteacher of the proposed

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Information about this proposed school

school, and was the headteacher and a proprietor of Cre8 Futures Learning Centre, an independent school that is now closed. There are two other named proprietors, Mr Adegboyega Adedeji and Dr Michael Tomlin.  There will be a governing body. The chair will be one of the named proprietors. No governors have been appointed yet.  The proposed school is not operating currently. The proprietor plans to open the school in September 2020.

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Information about this inspection

 This inspection was commissioned by the DfE during the COVID-19 pandemic of 2020. Some of the inspection was conducted remotely. This was due to restrictions placed on non-essential travel during the COVID-19 outbreak.  This is the first pre-registration inspection for the proposed school.  The inspection was conducted with two days’ notice.  Evidence gathered to check whether the proposed school is likely to meet the independent school standards comprised: – an on-site tour of the premises and accommodation – on-site meetings with the executive headteacher (also the chair of the proprietal body) and the business/operations manager – online virtual meetings (including formal feedback) with the executive headteacher, the two named proprietors, the business/operations manager, and a representative from Norfolk local authority – a telephone call with a representative from Suffolk local authority – off-site scrutiny of documents provided by leaders, including the single central

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Inspection team

Heather Yaxley, lead inspector Her Majesty’s Inspector

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if- – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and – 2(1)(b) the written policy, plans and schemes of work- – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan; and – 2(1)(b)(ii) do not undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.  2(2) For the purposes of paragraph (2)(1)(a), the matters are- – 2(2)(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human and

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Part 1. Quality of education provided

social, physical and aesthetic and creative education; – 2(2)(b) that pupils acquire speaking, listening, literacy and numeracy skills; – 2(2)(d) personal, social, health and economic education which- – 2(2)(d)(i) reflects the school’s aim and ethos; and – 2(2)(d)(ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act[9]; – 2(2)(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that- – 2(2)(e)(i) is presented in an impartial manner; – 2(2)(e)(ii) enables them to make informed choices about a broad range of career options; and – 2(2)(e)(iii) helps to encourage them to fulfil their potential; – 2(2)(h) that all pupils have the opportunity to learn and make progress; and – 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at

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Part 1. Quality of education provided

the school- – 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; – 3(b) fosters in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for themselves; – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; – 3(e) demonstrates good knowledge and understanding of the subject matter being taught; – 3(f) utilises effectively classroom resources of a good quality, quantity and range; – 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and

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Part 1. Quality of education provided

thoroughly and use information from that assessment to plan teaching so that pupils can progress; – 3(h) utilises effective strategies for managing behaviour and encouraging pupils to act responsibly; – 3(i) does not undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs; and – 3(j) does not discriminate against pupils contrary to Part 6 of the 2010 Act[10].  4 The standard in this paragraph is met where the proprietor ensures that a framework for pupil performance to be evaluated, by reference to the school’s own aims as provided to parents or national norms, or to both, is in place.

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Part 2. Spiritual, moral, social and cultural development of pupils

 5 The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor- – 5(a) actively promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs; – 5(b) ensures that principles are actively promoted which- – 5(b)(i) enable pupils to develop their self-knowledge, self-esteem and self- confidence; – 5(b)(ii) enable pupils to distinguish right from wrong and to respect the civil and criminal law of England; – 5(b)(iii) encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely; – 5(b)(iv) enable pupils to acquire a broad general knowledge of and respect for public

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Part 2. Spiritual, moral, social and cultural development of pupils

institutions and services in England; – 5(b)(v) further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own and other cultures; – 5(b)(vi) encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act; and – 5(b)(vii) encourage respect for democracy and support for participation in the democratic process, including respect for the basis on which the law is made and applied in England; – 5(c) precludes the promotion of partisan political views in the teaching of any subject in the school; and – 5(d) takes such steps as are reasonably practicable to ensure that where political issues are brought to the attention of pupils- – 5(d)(i) while they are in attendance at the school, – 5(d)(ii) while they are taking part in extra-curricular activities which are provided or organised by or on behalf of the school, or

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Part 2. Spiritual, moral, social and cultural development of pupils

– 5(d)(iii) in the promotion at the school, including through the distribution of promotional material, of extra-curricular activities taking place at the school or elsewhere, and they are offered in a balanced presentation of opposing views.

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Part 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that- – 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and – 7(b) such arrangements have regard to any guidance issued by the Secretary of State.  9 The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that- – 9(b) the policy is implemented effectively.  11 The standard in this paragraph is met if the proprietor ensures that relevant health and safety laws are complied with by the drawing up and effective implementation of a written health and safety policy.  12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005[12].  13 The standard in this paragraph is met if the proprietor ensures that first aid is administered in a timely and competent manner by the drawing up and effective

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Part 3. Welfare, health and safety of pupils

implementation of a written first aid policy.  14 The standard in this paragraph is met if the proprietor ensures that pupils are properly supervised through the appropriate deployment of school staff.  16 The standard in this paragraph is met if the proprietor ensures that- – 16(a) the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy; and – 16(b) appropriate action is taken to reduce risks that are identified.

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

 18(2) The standard in this paragraph is met if- – 18(2)(a) no such person is barred from regulated activity relating to children in accordance with section 3(2) of the 2006 Act where that person is or will be engaging in activity which is regulated activity within the meaning of Part 1 of Schedule 4 to that Act; – 18(2)(b) no such person carries out work, or intends to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act, or any disqualification, prohibition or restriction which takes effect as if contained in either such direction; – 18(2)(c) the proprietor carries out appropriate checks to confirm in respect of each such person- – 18(2)(c)(i) the person’s identity; – 18(2)(c)(ii) the person’s medical fitness; – 18(2)(c)(iii) the person’s right to work in the United Kingdom; and

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

– 18(2)(c)(iv) where appropriate, the person’s qualifications; – 18(2)(d) the proprietor ensures that, where relevant to any such person, an enhanced criminal record check is made in respect of that person and an enhanced criminal record certificate is obtained before or as soon as practicable after that person’s appointment; – 18(2)(e) in the case of any person for whom, by reason of that person living or having lived outside the United Kingdom, obtaining such a certificate is not sufficient to establish the person’s suitability to work in a school, such further checks are made as the proprietor considers appropriate, having regard to any guidance issued by the Secretary of State; and – in the light of the information in the checks referred to in paragraphs (c) to (f) the proprietor considers that the person is suitable for the position to which the person is appointed. – 18(3) The checks referred to in sub-paragraphs (2)(c) and (except where sub-

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

paragraph (4) applies) (2)(e) must be completed before a person’s appointment.  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.  21(3) The information referred to in this sub-paragraph is- – 21(3)(a) in relation to each member of staff ("S") appointed on or after 1st May 2007, whether- – 21(3)(a)(i) S’s identity was checked; – 21(3)(a)(ii) a check was made to establish whether S is barred from regulated activity relating to children in accordance with section 3(2) of the 2006 Act; – 21(3)(a)(iii) a check was made to establish whether S is subject to any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition or restriction which takes effect as if contained in such a direction; – 21(3)(a)(iv) checks were made to ensure, where appropriate, that S had the

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

relevant qualifications; – 21(3)(a)(v) an enhanced criminal record certificate was obtained in respect of S; – 21(3)(a)(vi) checks were made pursuant to paragraph 18(2)(d); – 21(3)(a)(vii) a check of S’s right to work in the United Kingdom was made; and – 21(3)(a)(viii) checks were made pursuant to paragraph 18(2)(e), – including the date on which each such check was completed or the certificate obtained; and – 21(3)(b) in relation to each member of staff ("S"), whether a check was made to establish whether S is subject to a prohibition order or an interim prohibition order, including the date on which such check was completed.

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Part 5. Premises of and accommodation at schools

 23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that- – 23(1)(c) suitable changing accommodation and showers are provided for pupils aged 11 years or over at the start of the school year who receive physical education.  25 The standard in this paragraph is met if the proprietor ensures that the school premises and the accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practicable, the health, safety and welfare of pupils are ensured.  29(1) The standard in this paragraph is met if the proprietor ensures that suitable outdoor space is provided in order to enable- – 29(1)(a) physical education to be provided to pupils in accordance with the school curriculum; and – 29(1)(b) pupils to play outside.

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school- – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and – 34(1)(c) actively promote the well-being of pupils. guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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Part 8. Quality of leadership in and management of schools

Parent View You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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Part 8. Quality of leadership in and management of schools

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.gov.uk/ofsted .

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Part 8. Quality of leadership in and management of schools

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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Part 8. Quality of leadership in and management of schools

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 . 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 .

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Part 8. Quality of leadership in and management of schools

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

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Part 8. Quality of leadership in and management of schools

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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