Cobham Montessori School

School pre-registration inspection report

p.1

Cobham Montessori School The Hall, 21-23 Spencer Road, Cobham, Surrey KT11 2AF

p.1

Main inspection findings

Part 1. Quality of education provided Paragraphs 1, 2, 3 and 4  The proposed curriculum policy sets out clear aims grounded in a Montessori approach to education. The stated intent is to put each pupil’s ‘potentials’ and interests in the centre of their curriculum. There is a strong focus on providing the specific environment to serve pupils’ developmental needs at different stages. The intended approach emphasises pupils’ personal development.  Curriculum documentation identifies the main characteristics of the approach as freedom, limits, clear expectations, group work, hard work, talk, and care of the environment. While central to the proposed approach is pupils’ ‘freedom’ to choose, the ‘limit’ is that their work should be constructive and include relevant tasks which will help them make good progress.  The curriculum will be delivered in three mixed-age learning communities: the ‘infant community’ for children aged two to three; the ‘children’s house’ for children aged

p.1

Main inspection findings

three to six; and the ‘elementary community’ for children aged six to 11.  The early years foundation stage (EYFS) straddles both the infant community and a large part of the children’s house. Proposed arrangements for these communities will be based on the proprietor’s existing registered early years provision, which was judged outstanding at its previous inspection.  The curriculum at each stage is likely to provide the required breadth of experience. The proposed early years curriculum in the infant community house broadly mirrors the prime areas of development identified in the EYFS, covering: language, movement and independence (which incorporates communication); physical development; and personal, social and emotional development. The children’s house curriculum is divided into areas such as: practical life; language and literacy; mathematics; culture; geography; and the worlds of plants and animals, which deliver the prime and specific

p.1

Main inspection findings

areas of the EYFS.  The individualised approach in the children’s house, which includes both early years children and older pupils, provides no false limits on what pupils can learn. There is clear ambition to teach the pupils the mechanics of reading, when they are ready and in line with nationally-accepted norms.  The elementary curriculum starts with the ‘five great lessons’ which are considered ‘an essential prerequisite in the Montessori Primary’. This ‘cosmic education’ approach is intended to help develop pupils’ sense of perspective and see how everything is connected. The idea is that when they go on to study the detail of the individual components, they can see where it fits in this ‘umbrella’. Earlier elements of the curriculum develop into subjects such as zoology and botany, or build into disciplines such as history. Additions to the Montessori curriculum for the elementary community will include Spanish, Mandarin and physical education (PE). Information and

p.1

Main inspection findings

communication technology will largely be taught as a ‘tool’ to support learning in other subjects.  The proposed approach to education means that schemes of work, which set out what pupils will learn and when, do not necessarily look quite the same as they may in other schools. However, the individual elements are detailed and precise. In aspects of English, mathematics and science there are clear timeframes of when pupils are expected to move through the curriculum, so that they ‘do not develop out of step with national norms’. Reference to the national curriculum requirements in these subjects is likely to help guide staff to ensure pupils are prepared academically for the next stage of their education.  All proposed ‘guides’ or teachers for the curriculum are qualified and experienced in Montessori education. PE will be taught by an external specialist alongside school staff.  Careful observation and assessment of each individual’s progress through the

p.2

Main inspection findings

curriculum is a central part of the proposed approach. The assessment policy opens with a commitment to ensure that ‘each child’s learning is planned and monitored individually’ and takes account of their ‘frame of mind on a particular day’. This individualised approach is intended to be supportive of all pupils, including the most able and pupils with special educational needs and/or disabilities (SEND).  Proposed curriculum documentation says that promotion of pupils’ social and emotional development is embedded within ‘daily functioning’. The proprietor can give many convincing examples of what this will be like in practice. For instance, developing self-control and listening skills, learning to consider others and to accept rules and boundaries, are all likely to contribute to pupils’ personal development.  In addition, as pupils get older, the proprietor plans to ensure age-appropriate coverage of the protected characteristics set out in the 2010 Equality Act. Proposed

p.2

Main inspection findings

strategies include ensuring reading books reflect diversity, teaching pupils about the history of language, geography and migration, or exploring discrimination and challenging stereotypes. There is nothing in the proposals likely to undermine fundamental British values.  However, in spite of this positive policy and intent around personal development, which are likely to contribute strongly to the requirements of Part 2 of the standards, there is no plan or scheme of work for personal, social, health and economic (PSHE) education. Consequently, these requirements of this standard are currently unlikely to be met.  Some of the requirements contained within this part are unlikely to be met.

p.2

Main inspection findings

Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5  The proprietor sees pupils’ spiritual, moral, social and cultural development as central to the whole Montessori principle of ‘peace’, intended to drive the ethos of the intended school.  The elementary curriculum long-term goals include encouraging ‘informed and mature self-direction, enlightened curiosity [and] emotional well-being based on an understanding of how the world has come to its present state, confidence in an ability to contribute to the world positively and the initiative to do so’.  The proprietor can outline carefully considered and convincing plans of how the school intends to work towards these goals. For example, the curriculum will aim to promote an understanding of how and why pupils live in a democratic country which has rules. Pupils will be given experiences in using democratic processes to make choices and

p.3

Main inspection findings

will be involved in making rules in their own communities. Through the ‘cosmic curriculum’, pupils will learn about how constraints and responsibility are part of an interconnected society. The proprietor intends to explore issues of prejudice and discrimination openly. The aim is to create ‘a culture of considerateness’ within and between each community.  The curriculum is likely to develop pupils’ knowledge and understanding in other ways supportive of their spiritual, moral, social and cultural development too. For example, the proposed history curriculum will explore the basis for British traditions and develop pupils’ understanding of the origins of these, encouraging pupils to ponder ‘what if…’ questions. Although the curriculum does not include religious education as such, the proprietor is committed to developing pupils’ understanding of the main world religions through, for example, learning about festivals. Diverse subjects such as art,

p.3

Main inspection findings

music, Mandarin and yoga are likely to broaden pupils’ experiences.  The standard in this part is likely to be met.

p.3

Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraph 7  The proprietor, who is also the designated safeguarding lead, demonstrates a sound understanding of many aspects of safeguarding. For example, she has ensured that all requirements for the checks of the suitability of staff are likely to be met. However, aspects of the proposed policy and safeguarding arrangements are unlikely to meet the standard.  As designated safeguarding lead, the proprietor has had recent, relevant training. However, the deputy designated safeguarding lead, named in the proposed policy, has not had the designated safeguarding lead training, contrary to guidance in Keeping Children Safe in Education.  Proposed arrangements for storing safeguarding records are insufficiently secure. The proprietor has already deemed the proposed location not secure enough to store staff files. Although the proposed cupboard has a padlock, it also contains materials which

p.3

Main inspection findings

need to be accessed by all staff on a regular basis, including daily teaching plans. The proprietor stated that it is likely to be open each morning. During this inspection, the proprietor indicated that she would make alternative arrangements to store safeguarding records.  The school’s proposed policy and record-keeping proformas are inconsistent with each other. The safeguarding concern form does not include prompts for all aspects outlined in the policy, for example, what was said or witnessed that caused concern, detail of persons present, and date and time of any discussion with the parent or carer.  While much of the proposed policy reflects the school’s context, the policy has not been fully adapted to reflect the proposed school. For example, the section regarding safeguarding children with SEND refers to governors. The school does not intend to have a governing body. The policy does not make clear how the school will

p.4

Main inspection findings

compensate for this.  During the inspection, the proprietor emphasised her commitment to safeguarding and determination to guard against any complacency in a small, close-knit community. However, she has not considered carefully enough how the implementation and effectiveness of safeguarding policies and practices will be checked or monitored. The proprietor hopes to find a suitable external adviser, but these arrangements are still at the stage of thinking about possible people and no mention is made of this arrangement in the policy. As the only member of the proprietorial body, head of school and designated safeguarding lead, this places immense responsibility with a sole person. The proprietor has not considered extensively enough possible safeguards to mitigate against this. Paragraphs 9 and 10  The proprietor has ensured that there is a detailed rationale and underpinning principles for promoting positive behaviour. The policy deals extensively with the

p.4

Main inspection findings

complex factors which may cause and contribute to ‘bad behaviour’ and there is a clear focus on resolution and discussion.  The proprietor strongly believes misbehaviour is environmental or developmental and the proposed policies and approaches reflect this. The proposed approach to sanctions will be to ‘restrict freedoms’ in acceptable ways, for example, not being able to work in a separate area, or increasing the amount of adult-directed choice. Through the exclusions policy, the proprietor reserves the right to take this cause of action. She understands the requirements to keep records of sanctions for serious misbehaviour.  Similarly, the proposed anti-bullying strategy is consistent with the school’s ethos and approach and there is a clear link between anti-bullying and safeguarding. The policy explicitly recognises that the protected characteristics such as sexual orientation, gender, race, religion or SEND may be a target for bullying. As with managing

p.4

Main inspection findings

behaviour, the strategy focuses on prevention, and the policies link well with regard to limiting freedoms where necessary. Paragraphs 11, 12, 13, 14, 15 and 16  Policies for health and safety, first aid, fire safety and risk assessment are all in place and likely to meet requirements if implemented effectively. The school’s policy is to train all staff as first aiders, including in paediatric first aid.  The proprietor has ensured a fire risk assessment is in place. She has evidence that she has informed the fire and rescue service of the change of use of the premises and been advised by telephone that they will not need to inspect. She has followed this up to get this confirmed in writing. The proprietor has worked closely with the building manager to ensure that all fire-safety arrangements are likely to meet requirements.  Proposed staffing arrangements and careful consideration of deployment are likely to

p.4

Main inspection findings

mean that pupils are adequately supervised.  Provision for maintaining admissions and attendance registers are in place and likely to meet requirements.  Not all of the standards in this part are likely to be met.

p.5

Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 17, 18, 19, 20 and 21  The proprietor is knowledgeable about the different checks of the suitability of adults required, including prohibition checks for non-qualified teachers and further checks for staff who have lived or worked overseas. She has completed training in the principles of safer recruitment.  The single central register, if maintained diligently, is likely to meet requirements. It has space to record all required details of recruitment checks.  The proprietor understands the checks that are required of volunteers, supply staff and anybody who becomes involved in the leadership and management of the school.  All of the requirements of the standards in this part are likely to be met.

p.5

Main inspection findings

Part 5. Premises of and accommodation at schools Paragraphs 22, 23, 25, 26, 27, 28 and 29  The premises consist of two large adjoining halls which can be separated or joined using partition doors as required. The infant and children’s house communities will use one hall, the elementary community the other. There is also another ‘general purpose’ room which can be used as office space or as a meeting room, for example.  The proprietor describes the proposed school as a ‘pack-away school’ because the premises is also used by the Girl Guides and associated groups, and occasionally for yoga or Pilates. Although the registered early years provision was not set up and operating at the time of the inspection, photographs of the proposed arrangements for this and the elementary community show that the premises is likely to meet the requirements as a space for effective learning.  There are sufficient separate toilets for staff and pupils to satisfy recommended ratios.

p.5

Main inspection findings

These are all individual rooms with integral washbasins. There is an accessible toilet which could be used by pupils, staff or visitors, as required.  Outdoor areas are suitable for play for all pupils, and other physical activity that is part of the curriculum for children and younger pupils. The proprietor proposes to take elementary pupils to larger public space offsite for PE. Paragraph 24  The proprietor proposes that the ‘general purpose’ room will also serve as accommodation for the short-term care of sick or injured pupils. However, at the time of this inspection, the room did not have a washing facility. From her description, it is not clear whether the proposed arrangements to compensate are likely to meet requirements.  Not all of the requirements of this part are likely to be met.

p.6

Main inspection findings

Part 6. Provision of information Paragraph 32  The proprietor is aware of the requirements of this part and has additional material for the website ready to launch upon registration. However, at this stage it did not include the required details of Cobham Montessori School Limited, proposed as the registered proprietor.  The proprietor is familiar with information that the school will be required to publish once the school has been operating for a year.  Not all of the requirements in this part are likely to be met.

p.6

Main inspection findings

Part 7. Manner in which complaints are handled Paragraph 33  The complaints policy that the proprietor submitted to the Department for Education (DfE) with the school’s application, as required, did not meet the majority of requirements of this part.  Following the announcement of the inspection, the proprietor presented a revised policy. This met most of the requirements of this part, but only set out timescales until the end of the second stage of a four-stage process for managing a complaint.  The complaints policy emphasises the proprietor’s desire to strike a tone of mediation when tackling concerns and complaints. However, given the very small size of the leadership team, it is not clear that there would be enough leaders and staff available to implement all stages of the policy in its current format in every instance.  Not all of the requirements of this part are likely to be met. Part 8. Quality of leadership in and management of schools

p.6

Main inspection findings

Paragraph 34  The proprietor has evidently spent time studying the standards and associated requirements when making plans for the proposed school. Nonetheless, at this stage, the proprietor has not evidenced that all requirements are likely to be met.  When writing policies, the proprietor has taken obvious steps to make sure that they reflect the context and nature of school she proposes to operate. However, occasionally some of the detail does not always reflect the school’s context or intended practice closely enough, for example, safeguarding and complaints. This may influence how successfully a particular policy is implemented.  The proprietor is very mindful of the small size of the proposed school and staff team. She is planning and taking steps to delegate leadership responsibility, such as for the management of health and safety or SEND provision. However, policies and plans are not clear enough about how the proprietor will compensate for the fact that multiple

p.7

Main inspection findings

key responsibilities are held by one person in terms of checking that they are implemented effectively. The proprietor is aiming to seek out the ‘right’ independent adviser to help ensure continuous compliance with the standards, but these plans are at an early stage. The policies do not reflect this arrangement, nor set out any terms of reference or status in terms of accountability, for example.  Building on existing links through operating a registered early years provision, the proprietor intends to continue working with an alliance of other Montessori schools. She anticipates that this relationship is likely to bring helpful support and advice. The proprietor reports enjoying strong relationships with local primary schools too, enabling shared discussions about good practice. She also proposes to continue drawing on the local authority for advice including for early years, safeguarding and SEND matters.

p.7

Main inspection findings

 The active promotion of the well-being of pupils is a central pillar across the range of policies, plans and proposals for operating the school.  The standard in this part is unlikely to be met.

p.7

Main inspection findings

Schedule 10 of the Equality Act 2010  The school has produced an accessibility plan in line with the relevant legislation. The plan sets out the steps to improve access to information, the curriculum and the physical environment.

p.7

Main inspection findings

Statutory requirements of the Early Years Foundation Stage  The proprietor and staff are highly experienced in working with children at this age. The learning and development requirements are likely to be met. However, weaknesses in the proposed operation as an independent school in terms of safeguarding arrangements must be considered when determining the likelihood of the new provision to meet the safeguarding and welfare requirements of the EYFS.

p.7

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.

p.8

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.

p.9

Proposed school details

Proprietor Cobham Montessori School Limited

p.9

Proposed school details

Email address office@cobhammontessori.co.uk

p.9

Proposed school details

Date of previous standard inspection Not previously inspected

p.9

recommendation

Age range of pupils 2–5 2–11 2–11 Number of pupils on the school roll 26 35 35

p.10

recommendation

 The school’s ‘current position’ figures are based on the existing registered early years provision run by the proprietor.  The ‘proposal’ and ‘recommendation’ figures are the suggested capacity of the building taking account of the intended operation. Attendance of part-time pupils below compulsory school age at different sessions could push the actual number on roll higher while maintaining the proposed capacity of 35.

p.10

School’s current position School’s proposal

Gender of pupils Mixed Mixed Number of full-time pupils of compulsory school age 0 18

p.10

School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities 0 Up to 35

p.10

School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan 0 Up to 2

p.10

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 0 Up to 2

p.10

School’s current position School’s proposal

Number of full-time equivalent teaching staff 4 5

p.11

Information about this proposed school

 The proprietor currently runs a registered early years provision under the registration EY461173. Once registered as an independent school, she intends to cease the early years registration. She reports that the two provisions will not run concurrently. The registered early years provision was not operating at the time of this inspection because it took place during the summer break.  The proposed school will occupy the Girl Guide halls at the end of a residential street. In the evenings, the premises are sometimes used by other organisations. The premises are currently also used for the proprietor’s registered early years provision.  A residential flat above part of the school premises is privately owned and the direct internal access to the premises occupied by the school is kept locked from the proposed school side.  The school does not intend to operate from any other premises, although will use

p.11

Information about this proposed school

community space for aspects of the curriculum.  The intention is to offer an ‘authentic’ Montessori approach to education. It will cater for pupils with SEND, but not exclusively.  The proprietor does not propose to operate any childcare but will admit children from the age of two to its infant community.  The school will not have a religious character.  From September 2020, the proprietor proposes to keep three existing pupils on roll in the children’s house who will have reached compulsory school age, regardless of the status of the application to register as an independent school. Although keen to register, she reports the provision will not meet the definition of an independent school until it is registered. The proprietor states there be will fewer than five pupils of compulsory school age receiving a full-time education on roll, none of whom has an education, health and care (EHC) plan or is looked after by a local authority. In

p.11

Information about this proposed school

advance of registering as an independent school, part-time Montessori tuition will be offered to a small group of elementary-aged children in support of families who have elected to home school their children. She reports that provision for these pupils will only operate for 16 and a quarter hours per week, offering approximately 15 hours of teaching time.

p.11

Information about this inspection

 This inspection was commissioned by the DfE during the COVID-19 (coronavirus) pandemic of 2020. Some of the inspection was conducted remotely to limit the time required on site and, consequently, avoid an overnight stay for the inspector.  The purpose of this inspection was to check whether the school is likely to meet the Education (Independent School Standards) Regulations 2014, if the DfE decides to register it. It was the school’s first pre-registration inspection.  Off site, the inspector scrutinised documents submitted to the DfE by the proprietor with their application. He also reviewed other documents and records sent electronically once the inspection was announced.  On site, the proprietor took the inspector on a tour of the premises and accommodation proposed to house the school. They also held extensive discussions about the proprietor’s proposals and plans for the new school. The inspector also

p.12

Information about this inspection

scrutinised further documentation and records provided by the proprietor as evidence towards the standards.

p.12

Inspection team

Clive Dunn, lead inspector Her Majesty’s Inspector

p.12

Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if-

p.13

Part 1. Quality of education provided

– 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.

p.13

Part 1. Quality of education provided

 2(2) For the purposes of paragraph (2)(1)(a), the matters are-

p.13

Part 1. Quality of education provided

– 2(2)(d) personal, social, health and economic education which-

p.13

Part 1. Quality of education provided

– 2(2)(d)(i) reflects the school’s aim and ethos; and

p.13

Part 1. Quality of education provided

– 2(2)(d)(ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act[9].

p.13

Part 3. Welfare, health and safety of pupils

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

p.13

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

p.13

Part 3. Welfare, health and safety of pupils

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

p.13

Part 5. Premises of and accommodation at schools

 24(1) The standard in this paragraph is met if the proprietor ensures that suitable accommodation is provided in order to cater for the medical and therapy needs of pupils, including-

p.13

Part 5. Premises of and accommodation at schools

– 24(1)(b) accommodation for the short term care of sick and injured pupils, which includes a washing facility and is near to a toilet facility.

p.13

Part 6. Provision of information

 32(1) The standard about the provision of information by the school is met if the proprietor ensures that-

p.13

Part 6. Provision of information

– 32(1)(a) the information specified in sub-paragraph (2) is provided to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector[14], the Secretary of State or an independent inspectorate[15]; – 32(2)(b)(ii) where the proprietor is a body of persons, the address and telephone number of its registered or principal office.

p.13

Part 7. Manner in which complaints are handled

 33 The standard about the manner in which complaints are handled is met if the proprietor ensures that a complaints procedure is drawn up and effectively implemented which deals with the handling of complaints from parents of pupils and which-

p.14

Part 7. Manner in which complaints are handled

– 33(c) sets out clear time scales for the management of a complaint.

p.14

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-

p.14

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;

p.14

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.

p.14

welfare requirements

 3.7. All schools are required to have regard to the government’s ‘Keeping Children Safe in Education’ statutory guidance.  3.69. Confidential information and records about staff and children must be held securely and only accessible and available to those who have a right or professional need to see them. 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 .

p.14

welfare requirements

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.

p.15

welfare requirements

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 .

p.15

welfare requirements

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

p.15

welfare requirements

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 .

p.15

welfare requirements

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

p.15

welfare requirements

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

p.15