Beis Chinuch Girls School

School pre-registration inspection report

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Beis Chinuch Girls School 121–127 North Road, Westcliff-on-Sea, Essex SS0 7AH

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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(f), 2(2)(h), 2(2)(i)  The proprietor has applied to the Department for Education (DfE) for full-time provision for up to 200 girls aged from two to 11 years.  The taught curriculum will start at 9.30am and finish at 3.45pm for nursery and reception children, and 4.00pm for pupils in key stages 1 and 2. There will be breaks between sessions for snacks, garden time and lunch.  In most subjects, curriculum plans lack the necessary level of detail. Too often, schemes of work are generic and have been imported in their entirety.  Leaders have not adapted or tailored plans to meet the needs of prospective pupils. There is very little information on how work could be adapted to meet the needs of pupils with special educational needs and/or disabilities, or most-able pupils.

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Main inspection findings

 Leaders provided no information on the proposed Kodesh curriculum, including for early years. Inspectors were not able to assess how the Kodesh curriculum contributed to the school’s overall curriculum offer.  The curriculum plans for early years are not detailed enough. The long-term planning is inconsistent with the school’s own policy. It is unclear what the curriculum will look like and how it develops throughout the early years, from two-year-old provision through to Nursery, and then to Reception.  The literacy schemes of work are more detailed than those for other subjects. The information in these documents provides greater clarity on the tasks that pupils will complete, how the work will be assessed, the resources to be used and how learning can be adapted to meet the different needs of pupils.  The plans presented for pupils’ personal, social, health and economic (PSHE) education are not coherent.

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Main inspection findings

 School leaders have not ensured that this 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  Schemes of work, including for early years, lack necessary detail. Some are simply a list of learning objectives and/or topics. They do not provide sufficient support to help teachers deliver the curriculum effectively. – Some schemes of work include activities that are not feasible. For example, girls undertaking physical education (PE) are unlikely to be able to participate in netball, rounders or athletics safely, given the limited outdoor space currently available. – Some schemes of work are incomplete. The work for Year 5 pupils in the second term for English comprehension only covers three weeks. No information on the work that Year 6 pupils will complete in English comprehension is provided. – The literacy policy highlights how cross curricular links in other subjects, including

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Main inspection findings

history, will ‘contribute to pupils’ effective learning in speaking and listening and writing’. History is not to be taught as a discrete subject. It does not appear on the proposed timetables. Leaders plan to teach history through other subjects, but there is insufficient detail about how this would take place. For example, there is insufficient detail about how pupils will learn and develop an understanding of specific historical knowledge.  Initially, there will be some mixed-age classes. There is a lack of detail about how teachers could effectively cover the variety of topics across different year groups in science.  The provision for two-year-old children has not been considered carefully enough. The outside area arrangements do not provide the youngest children with sufficient opportunities to fully access the early years curriculum.  There are assessment documents and processes available. However, any framework

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Main inspection findings

for assessing pupils’ performance needs to be closely linked to the school’s curriculum plans. The inherent weaknesses across the curriculum will render some of the assessment processes ineffective.  School leaders have not ensured that these two independent school standards are likely to be met. 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)  Pupils’ spiritual, moral, social and cultural (SMSC) development, knowledge, skills and understanding will be developed in part through the school’s PSHE programme. This is based around three overlapping and linked core themes: health and well-being, relationships and living in the wider world.  There is no coherent scheme that gives the required level of detail for how the school will actively promote the key themes across the curriculum.

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Main inspection findings

 Leaders have provided a variety of materials that could be used to deliver their PSHE programme and support pupils’ SMSC development. However, the detail about how these resources will be delivered is unclear. For example, it is not clear how, when and with which year groups the resources would be used.  The core themes from the PSHE programme are mapped across the curriculum. However, the curriculum plans from other subjects often lack the detail as to how the PSHE programme could be effectively delivered.  Many of the core themes are mapped against circle time. The SMSC circle time plan provides a very brief overview of what is to be covered. For example, in term 1, week 10, the plan says ‘moral development’ and the details are ‘right and wrong’. This appears to be the same plan for pupils in Years 1 to 6. This is insufficient if teachers are to deliver an age-appropriate, well-sequenced curriculum that supports pupils’

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Main inspection findings

development over time.  Leaders did not provide any information on how the Kodesh curriculum would contribute to pupils’ SMSC development.  School leaders have not ensured that this independent school standard is likely to be met. Part 3. Welfare, health and safety of pupils Paragraph 7, 7(a), 7(b) Paragraph 14 Paragraph 16, 16(a), 16(b)  The headteacher is the designated safeguarding leader and has up-to-date training at the required level.  The safeguarding policy and procedures of the school are appropriate and have due regard to current government guidance. However, leaders have not adequately promoted the welfare of pupils. There are significant weaknesses in the information provided on supervision processes and how leaders identify and mitigate risks to pupils’ welfare and safety.  The risk assessments that leaders have put in place are too generic and do not consider the risks associated with this school site. There is a risk assessment for a

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Main inspection findings

school kitchen that does not exist, while other risk assessments could relate to any school and are not specific enough to plan control measures associated with this school.  The arrangements for the supervision of pupils are not detailed or clear enough. The policy makes general statements that say that teachers are responsible for the supervision of pupils. However, there is no detail behind this. For instance, arrangements for the use and supervision of the limited outdoor space are not clear enough.  School leaders have not ensured that these three independent school standards are likely to be met. Paragraphs 9, 9(a), 9(b), 9(c)  The behaviour policy is clear and well understood by school leaders. It includes details of leaders’ staged approach to behaviour management, starting with the actions of class teachers through to escalation to the headteacher if behaviour does not improve.  The policy includes information about the rewards and sanctions to be used. The

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Main inspection findings

policy includes the possible use of an isolation room on rare occasions where this is necessary. Leaders’ plans about how the use of the isolation room could work and how they will monitor its effectiveness would benefit from further development.  Leaders have prepared a suitable log to record incidents of poor behaviour.  School leaders have ensured that this independent school standard is likely to be met. Paragraph 10  The anti-bullying strategy of the school is not clear enough. The procedures explained by the headteacher do not match the written policy and some elements of the written policy are poorly understood by leaders. There needs to be some further clarification of the steps staff and leaders will take to prevent bullying at the school.  School leaders have not ensured that the independent school standard is likely to be met. Paragraph 11  The school’s health and safety policy is appropriate. All necessary health and safety

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Main inspection findings

checks have been completed.  School leaders have ensured that this independent school standard is likely to be met. Paragraph 12  Leaders have ensured that fire safety measures are in place. Evacuation procedures are clear and posted around the school. Fire safety equipment has been checked. The school’s alarm system is in working order.  School leaders have ensured that this independent school standard is likely to be met. Paragraph 13  Leaders’ first aid policy is suitable. Arrangements for first aid are in place and adequate first aid supplies are available.  Leaders have put in place a policy to cover the administration of medication to pupils.  School leaders have ensured that this independent school standard is likely to be met. Paragraph 15  Suitable attendance and admission registers are in place.  A suitable admissions policy is available.  School leaders have ensured that this 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)  With the exception of medical fitness, all of the required pre-employment checks related to the suitability of staff to work with children have been carried out and meet statutory requirements.  Leaders are clear about the reason for, and the difference between, the checks that they must make on all adults who work with children.  Some staff are already employed by the school. Leaders could not provide evidence that medical checks had been completed on these staff prior to their appointment.  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

 The proprietor does not intend to use supply staff via an employment business. Leaders say they know some staff who may be used to undertake short-term cover work. There are suitable arrangements in place to ensure that the proprietor carries out the necessary pre-employment checks.  School leaders have ensured that this independent school standard is likely to be met. 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)  The proprietor has ensured that all the necessary checks on those responsible for governance, including those relating to section 128 of the Act, have been carried out.  School leaders have ensured that this independent school standard is 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),

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Main inspection findings

21(5)(a), 21(5)(a)(i), 21(5)(a)(ii), 21(5)(b), 21(5)(c), 21(6)  All appropriate checks on the suitability of staff and the proprietors are recorded on the school’s single central record.  Systems for monitoring the single central record are in place and include leaders and governors.  School leaders have ensured that this independent school standard is likely to be met. Part 5. Premises of and accommodation at schools  The school premises currently comprises the ground floor of a two-storey building, with limited parking to the front of the building, and a small outdoor space to the side and rear of the building.  There is currently not enough space, internal and external, to accommodate the planned 200 pupils at the school. There are seven classrooms with capacity in each room of between 15 and 25 pupils. The outdoor space is small.  There is a main hall to be used for PE, two offices, a staffroom, a small library space,

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Main inspection findings

and a small room for the care of sick pupils and for medical treatment.  During the on-site inspection, some cupboards and rooms were locked and could not be accessed by inspectors. Paragraph 23(1), 23(1)(a), 23(1)(b), 23(2)  There are suitable toilet facilities for staff and pupils, which are separate and include warm and cold washing facilities. There is also a disabled toilet.  School leaders have ensured that this independent school standard is likely to be met. Paragraph 24(1), 24(1)(a), 24(1)(b), 24(2)  The room to be used for the short-term care of sick pupils and for medical examination and treatment is suitable because it is close to a toilet and has washing facilities. The room would benefit from some more work to make it a more pleasant space for pupils to use.  School leaders have ensured that this independent school standard is likely to be met. Paragraph 25  Most of the school is in a reasonable state of repair and is ready for pupils to use.

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Main inspection findings

However, many of the rooms are not furnished with tables and chairs for pupils to use, and there is a severe lack of resources to deliver the planned curriculum. Leaders explained that furniture and resources are on order but have been delayed due to the COVID-19 (coronavirus) pandemic.  Some areas of the school need repair or are ‘under renovation’. This work is planned. However, currently, two classrooms are not suitable for use because they are not maintained to a suitable standard. The proprietors have planned work to repair and decorate these rooms, replace ceiling tiles that are missing in some rooms, enclose boilers and remove hanging wires.  School leaders have not ensured that this independent school standard is likely to be met. Paragraph 26 Paragraph 27, 27(a), 27(b)  Classrooms are insulated sufficiently well to allow activities to occur without noise disruption from other areas.  The classrooms are all suitably lit and ventilated.

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Main inspection findings

 Suitable external lighting is in place to ensure that people can safely enter and leave the school premises.  School leaders have ensured that these two independent school standards are 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)  Drinking water is available and labelled as such.  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 to be used for the early years outdoor curriculum or for leaders’ planned curriculum in PE. Leaders’ rota system for this space has not been well thought through. For example, there is very little outside time for children in early years to access appropriate opportunities for physical development.  Leaders have plans to lease outdoor space from an adjoining property and to eventually extend the upper floor of the building to include a roof garden.

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Main inspection findings

 School leaders have not ensured that this independent school standard is likely to be met. 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)  The school does not have a website at present.  The school’s parent handbook contains information about the provision, including contact details for the headteacher and the two co-chairs of the governing body, the school’s ethos, teaching and pupils’ well-being.  The handbook references the school’s complaints processes and advises parents that all polices are available on request from the school office.  Leaders understand the requirement to inform parents about pupils’ progress. However, the report template provided does not include a section to record pupils’

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Main inspection findings

progress in numeracy or mathematics.  School leaders have not ensured that the independent school standard is likely to be met. 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 school’s 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. Part 8. Quality of leadership in and management of schools Paragraph 34(1), 34(1)(a), 34(1)(b), 34(1)(c)  Many of the independent school standards are not likely to be met.  There are significant weaknesses, especially linked to the curriculum, that need to be addressed before the school will be ready to open.  Leaders’ ethos, mission and passion are clear. However, the plans to enact the vision

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Main inspection findings

are not coherent.  Some of the written policies are from other schools. They have not been adapted to reflect the unique characteristics of the proposed school.  Risk assessments are not bespoke to the school. Leaders’ arrangements to identify risks and mitigate risks to pupils’ safety, as well as their supervision processes, are not thought through well enough.  The two named proprietors, who will be the co-chairs of the governing body, are new to leading and managing a school. They have limited knowledge of the independent school standards and associated requirements, and readily concede that they have little experience relating to the curriculum. The named proprietors seek advice from advisors and staff from other schools, but it is hard to see how they could effectively hold leaders to account. They are looking to expand the governing body to bring in a greater range of expertise.  The premises and accommodation are not suitable for the number of pupils that the

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Main inspection findings

proprietor proposes to admit. During the pre-registration inspection, the proprietors informed inspectors that the proposed number was now for 120 pupils. The inspectors are not aware of any information that has been sent to the DfE about the revised changes.  School leaders have not ensured that the independent school standard is likely to be met. Schedule 10 of the Equality Act 2010  The accessibility plan lists the measures by which pupils with disabilities are supported to access the premises, the curriculum and information about the provision.  School leaders have ensured that these requirements are likely to be met. Statutory requirements of the Early Years Foundation Stage  The school has appointed staff who are suitably qualified to fulfil the requirements of their roles.  Leaders have ensured that staff to children ratios meet statutory requirements. There will always be at least one member of staff who has paediatric first-aid training on the

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Main inspection findings

premises and available at all times when children are present.  Leaders have suitable arrangements in place to ensure that all staff understand the school’s safeguarding policy and are knowledgeable about safeguarding issues.  The curriculum plans for early years are vague. The activities and experiences that will promote children’s learning and development across all areas of the early years are unclear. Leaders do not clearly explain how the Kodesh curriculum aligns to the secular curriculum.  Model policies have been accessed but not adapted to reflect leaders’ ethos about early years pedagogy or the context of the school. Additionally, there are inconsistencies with the policy that has been written for early years and with the proposed curriculum overview.  Resources to support children’s development are not all in place. There are very limited resources for children’s reading development and early mathematics.

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Main inspection findings

 As is the case for prospective pupils in the rest of the school, the arrangements for assessing children’s progress and attainment in the early years are not sufficiently in place.  Arrangements for the use of the outside area are not sufficient to give children access to the early years curriculum that they need for their physical development.  School leaders have not ensured that all of the statutory requirements for the early years foundation stage are likely to be met.

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Compliance with regulatory requirements

The school is unlikely to meet the requirements of the schedule to The Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements, as set out in the annex of this report.

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Proposed school details

This inspection was carried out under section 99 of the Education and Skills Act 2008, the purpose of which is to advise the Secretary of State for Education about the school’s likely compliance with the independent school standards that are required for registration as an independent school.

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Proposed school details

Chair Shaul Kornbluh and Joel Klein (co-chairs)

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Proposed school details

Date of previous standard inspection Not previously inspected

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Provider already operating

Number of pupils of compulsory school age not applicable Number of pupils of compulsory school age for whom a statement is maintained under section 324, or who is looked after by a local authority not applicable

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Provider already operating

Total hours operating as a school per week not applicable

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Provider already operating

Total hours of teaching provided per week not applicable

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recommendation

Age range of pupils not applicable 2 to 11 3 to 11 Number of pupils on the school roll not applicable 200 none

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recommendation

Reason for inspectors’ recommendations  Thirteen of the independent school standards are not likely to be met, including standards that compromise pupils’ welfare, health and safety.  The school premises are not sufficient to accommodate 200 girls. The limited outdoor space places further constraints on the viability of 200 as the proposed number of girls on roll. A reasonable number of pupils for the size of the premises and accommodation would be 105.  The provision for two-year-old children has not been considered carefully enough. The arrangements for accommodating these young children are unclear.  The statutory requirements for the early years foundation stage are not likely to be met for learning and development; assessment; and the safeguarding and welfare requirements (premises, risk assessment and special educational needs).

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School’s current position School’s proposal

Gender of pupils not applicable Girls Number of full-time pupils of compulsory school age not applicable 200

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School’s current position School’s proposal

Number of part-time pupils not applicable not applicable

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities not applicable to be confirmed

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School’s current position School’s proposal

Of which, number of pupils with a statement of special educational needs or an education, health and care plan not applicable to be confirmed

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School’s current position School’s proposal

Of which, number of pupils paid for by a local authority with a statement of special educational needs or an education, health and care plan not applicable not applicable

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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 proposed school is not operating currently. The proprietor applied to the DfE in March 2020 to open the school on 20 April 2020. The proprietor now plans to open the school in September 2020.  The proprietor has applied to the DfE to open an independent day school: – for girls aged two to 11 years – for 200 pupils – with a religious character: Jewish Orthodox – funded via annual fees.  The proprietor’s proposals include a Kodesh curriculum in the mornings and a secular curriculum in the afternoons.  During the inspection, the proprietor confirmed that the original application stated 200 pupils, but this figure had now been revised to 120 pupils. This was because of the limited outdoor space available and the additional floor not being completed. Inspectors do not know whether the DfE have been notified of this revision.  The address of the proposed school is 121––127 North Road, Westcliff-on-Sea SS0

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Information about this proposed school

7AH. There are no other sites. The proposed site is leased to the proprietor on a 20- year arrangement.  An Ofsted inspection took place on 15 January 2020 at the same address as the proposed school. The inspection was to determine if Westcliff Home Tuition was operating as a school, and inspectors found that the provision was not operating as a school.  In the short term, the proprietor is looking to lease land from an adjoining property to extend the outdoor space available to pupils. There are also plans to develop the premises by providing a roof garden in the longer term.  The proprietor plans to employ two full-time security guards at the entrances for safeguarding pupils and staff.  The proprietor plans to provide all PE on site.  The proprietor does not intend to use supply staff from an employment business. There are staff known to the named proprietors who might be used for cover arrangements.

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Information about this proposed school

This would not be via an employment business and the proprietor will be responsible for carrying out the necessary pre-employment checks.  There is no website for the proposed school.  The proprietorial body is registered as a private limited company: BCLW (Beis Chinuch Lebanos Westcliff) Ltd, company number 12414213.  The two directors of the proprietorial body are also the co-chairs of the governing body, and the only two named proprietors. There is a third governor who oversees safeguarding arrangements: Mr Noach Hammer.

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Information about this inspection

 This inspection was commissioned by the Department for Education during the COVID-19 (coronavirus) 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 of: – an on-site tour of the premises and accommodation – an on-site check of the single central register – on-site meetings with the named proprietors, who are also the co-chairs of the governing body, the headteacher and other staff – online virtual meetings, including formal feedback, with the named proprietors, the safeguarding governor, the curriculum lead and the lead for the early years foundation stage – off-site scrutiny of documents provided by leaders.

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Information about this inspection

 The lead inspector had a telephone call with a representative from Chinuch UK.

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Inspection team

John Randall, 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)(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 social, physical and aesthetic and creative education;

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Part 1. Quality of education provided

– 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)(f) where the school has pupils below compulsory school age, a programme of activities which is appropriate to their educational needs in relation to personal, social, emotional and physical development and communication and language skills; – 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 the school– – 3(a) enables pupils to acquire new knowledge and make good progress according

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Part 1. Quality of education provided

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 thoroughly and use information from that assessment to plan teaching so that pupils can progress;

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Part 1. Quality of education provided

– 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 institutions and services in England;

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

– 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, they are offered a balanced presentation of 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.  10 The standard in this paragraph is met if the proprietor ensures that bullying at the school is prevented in so far as reasonably practicable, by the drawing up and implementation of an effective anti-bullying strategy.  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)(c) the proprietor carries out appropriate checks to confirm in respect of each such person– – 18(2)(c)(ii) the person’s medical fitness; and in the light of the information from 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- paragraph (4) applies) (2)(e) must be completed before a person’s appointment.

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Part 5. Premises of and accommodation at schools

 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 6. Provision of information

 32(1) The standard about the provision of information by the school is met if the proprietor ensures that– – 32(1)(f) an annual written report of each registered pupil’s progress and attainment in the main subject areas taught is provided to the parents of that registered pupil except that no report need be provided where the parent has agreed otherwise.

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Part 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.

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Section 1 – The learning and development requirements

Paragraphs 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.11 The areas of learning and development Paragraph 1.12 The early learning goals

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Section 2 – Assessment

Paragraph 2.1 On-going assessment Paragraph 2.2 Assessment paperwork and keeping parents up-to-date with their child’s progress and development. Paragraphs 2.3, 2.4, 2.5 Progress check at age two Paragraphs 2.6, 2.7, 2.8, 2.9, 2.10 Assessment at the end of the EYFS – the Early Years Foundation Stage Profile (EYFSP)

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Premises

Paragraph 3.58 Access to an outdoor play area

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Risk assessment

Paragraph 3.64 Assessing, managing, removing and minimising risks

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Special educational needs

Paragraph 3.67 Arrangements in place to support children with SEN or disabilities 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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Special educational needs

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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Special educational needs

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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Special educational needs

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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Special educational needs

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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Special educational needs

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

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Special educational needs

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

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