The Wells Academy Yorkshire

School pre-registration inspection report

p.1

The Wells Academy Yorkshire Hemsworth MWFC, Sports Stadium, Wakefield Road, Fitzwilliam, Pontefract, West Yorkshire WF9 5AJ

p.1

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)(h), 2(2)(i)  The proprietors have a vision for a curriculum that has a focus on the core subjects of English and mathematics coupled with the development of personal skills and the building of self-esteem. However, the curriculum policy does not give pupils sufficient breadth of experience. Experiences in design and technology and in human and social education are lacking.  The curriculum does not address the differing needs of pupils who will attend the school for different lengths of time. The school has not given sufficient consideration to the programme of study that part-time pupils will follow.  Schemes of work are variable in quality. Most do not contain sufficient information to aid teachers’ planning. The English scheme of work is strong because it includes

p.1

Main inspection findings

information about teaching strategies and resources. Others are weak and do not consider the ages and abilities of pupils, including those with special educational needs and/or disabilities (SEND).  The school’s ‘hidden’ curriculum and approach to personal, social, health and economic (PSHE) education is stronger than other parts of the curriculum. The ‘hidden’ element includes a specific dynamic and sensitive approach to meeting the social and emotional needs of pupils. This approach is used to both assess pupils and provide targeted strategies to help meet their individual personal needs. Teachers’ plans cover a wide variety of topics that support pupils in developing life skills, as well as learning about life in modern Britain and how to keep themselves safe.  Leaders are acutely aware that many of their pupils arrive at the school with significant gaps in their education due to exclusion or extended periods away from

p.1

Main inspection findings

school. Leaders have prioritised literacy and numeracy across the curriculum. Reading is to be part of their strategy. A library of appropriate children’s literature is being built. Paragraph 2(2)(e), 2(2)(e)(i), 2(2)(e)(ii), 2(2)(e)(iii)  Although the PSHE curriculum contains elements of careers education, the proprietors have not developed a clear careers strategy, especially for those pupils who will attend the school on a full-time basis.  The proprietors have not planned for the provision of careers guidance that is presented in an impartial manner. Paragraphs 3, 3(a), 3(b), 3(c), 3(d), 3(e), 3(f), 3(g), 3(h), 3(i), 3(j), 4  The assessment framework lacks clarity about how it will be implemented. Assessment will be too infrequent to provide sufficient information for teachers to use when planning their lessons. In addition, baseline assessments are unlikely to provide enough information about pupils’ prior learning.

p.1

Main inspection findings

 Policies and plans for the curriculum show that leaders intend to ensure that pupils show respect for people who have protected characteristics, as defined in the Equality Act 2010.  Leaders have considered how they intend to monitor the quality of teaching. They are aware of the need to use a wide range of evidence to check the impact of teaching on learning over time, such as through the scrutiny of pupils’ work.  The standards in part 1 are unlikely 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)  The school’s documentation shows that personal development, the promotion of fundamental British values and pupils’ involvement in the community are curriculum priorities.  A project approach to some subjects has been used effectively by leaders as part of

p.2

Main inspection findings

their alternative provision.  Leaders aim to help pupils to become confident, curious, creative and capable children and young people, who are open to learning and equipped to deal with life’s ups and downs. The school’s policies stress the importance of enabling pupils to distinguish between right and wrong, accept responsibility for their behaviour and to contribute positively to the lives of others.  Leaders plan to offer enrichment activities which will include visits to a local sculpture park and a maths trail. In addition, sporting activities such as football and basketball will be offered.  When external speakers visit the school, leaders will make appropriate checks. The speakers will be accompanied by staff members to ensure that pupils receive a balanced view of what is being presented.  The standards in Part 2 are likely to be met. Part 3. Welfare, health and safety of pupils Paragraph 7, 7(a), 7(b)

p.2

Main inspection findings

 The proprietors are keen to rapidly establish a strong safeguarding culture in the school. A detailed safeguarding policy is in place. This has been updated recently to take account of the latest government guidance. It has a useful section about local safeguarding risks.  A separate ‘Prevent’ duty policy is clear and stresses equality, diversity and community cohesion.  The proprietors have a strong awareness of the impact of COVID-19 (coronavirus) and its implications for safeguarding. A COVID-19 risk assessment has been produced and the school has taken comprehensive actions to ensure that there is a safe learning environment.  Three staff have received designated safeguarding leader training. The person with overall responsibility is knowledgeable, experienced and fully aware of local risks.  The school maintains close contact with relevant agencies, such as children’s social care. There is a secure system in place for staff to record any concerns. Staff are

p.3

Main inspection findings

vigilant and receive regular safeguarding training. Paragraphs 9, 9(a), 9(b), 9(c), 10  There is an appropriate behaviour policy in place. Leaders have high expectations of behaviour. There is also an anti-bullying policy in place.  A system is in place to monitor the behaviour of all pupils closely. This will include any bullying incidents, and leaders will have an overview of these. Information will be shared with the proprietors appropriately. Paragraphs 11, 12, 13, 14, 15  There is an appropriate health and safety policy in place which is complemented by a comprehensive monitoring process. The school has a contract with a company that provides health and safety expertise.  A first-aid policy is in place and there is a system for recording any accidents that take place. The school currently has two qualified first aiders, and aims to have three.  Appropriate checks of fire alarms, emergency lighting, fire extinguishers and fire exits

p.3

Main inspection findings

take place regularly. Fire drills will also take place so that pupils and staff know what to do in an emergency. There is a trained fire warden and some staff are already trained as fire marshals.  The proprietors are aware of the legal requirement to maintain a school admission and attendance register. There are plans in place to ensure that they comply. Paragraph 16, 16(a), 16(b)  Using advice from a commercial company, the proprietors have developed a clear risk assessment policy together with a suite of relevant risk assessments.  Risk assessments carefully identify hazards and control measures. These include risks associated with premises, pupils’ behaviour and educational visits.  The standards in Part 3 are likely to be met. Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 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), 20(6), 20(6)(a), 20(6)(a)(i), 20(6)(a)(ii),

p.3

Main inspection findings

20(6)(b), 20(6)(b)(i), 20(6)(b)(ii), 20(6)(c)  The proprietors have established systems to ensure that all appropriate checks are carried out on staff that are employed, before they take up their posts.  The proprietors do not expect to employ supply staff at the school. 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(6)  There is a single central register in place. All recruitment checks are recorded correctly.  Section 128 checks about the suitability of those in management positions were made during this inspection.  The standards in Part 4 are likely to be met. Part 5. Premises of and accommodation at schools Paragraph 23(1), 23(1)(a), 23(1)(b), 23(1)(c)  The premises belong to a community football club. The school has negotiated the sole use of the building during school hours. The proprietors currently use these facilities

p.4

Main inspection findings

for an alternative education provision which will be succeeded by the proposed school when it is registered with the Department for Education (DfE). The site is fenced and secure.  There are suitable toilet and washing facilities for the sole use of pupils in the school.  Spacious changing rooms, which contain showers and toilets, are available for pupils to use. In addition, there are two, smaller changing and showering rooms which could be used when greater privacy might be appropriate. Paragraph 24(1), 24(1)(a), 24(1)(b), 24(2)  There is a suitable medical room available for the short-term care or examination of injured pupils. This room has a sink and is close to a toilet.  Medication can be safely locked in a nearby office. Paragraphs 25, 26, 27, 27(a), 27(b)  The premises are maintained well, and consideration is made for the health and safety of pupils. The site is clean and bright. Each classroom has sufficient lighting

p.4

Main inspection findings

and the acoustic conditions are such that lessons can run alongside each other without interruption.  External lighting is provided to ensure that people can safely enter and leave the school premises. Paragraph 28(1), 28(1)(a), 28(1)(b), 28(1)(c), 28(1)(d), 28(2), 28(2)(a), 28(2)(b)  The school provides bottled water for pupils to drink. In addition, drinking water can be obtained from the kitchen.  The water supply in the toilets is working and the toilets are flushable. The temperature of the water for handwashing does not pose a scalding risk to pupils. Soap and hand dryers are provided. Paragraph 29(1), 29(1)(a), 29(1)(b)  Pupils will have access to an outside space for them to socialise at breaktimes and lunchtimes.  There are a number of football pitches which will be available for the school to use. At the moment, these are temporarily unavailable as contractors are installing artificial turf. However, these spaces will be available by the time the school plans to open.

p.4

Main inspection findings

 The standards in Part 5 are likely to be met. Part 6. Provision of information Paragraph 32(1), 32(1)(a), 32(1)(b), 32(1)(c), 32(1)(f), 32(1)(g), 32(1)(h), 32(1)(i), 32(3), 32(3)(a), 32(3)(b), 32(3)(c), 32(3)(d), 32(3)(e), 32(3)(f)  Most of the required policies are available to parents via the school’s website. Where policies are not there, they can be obtained from the school. The proprietors are working to ensure that all the required policies are online.  There is no admission policy.  The proprietors intend to publish particulars of previous years’ academic performance on the school’s website.  The proprietors have documents in place which show how pupils’ progress information will be reported to parents.  The proprietors intend to publish inspection reports on the school’s website, so that they are available to parents.  There is a policy in place which relates to the support to be provided for pupils with

p.5

Main inspection findings

SEND. However, there is no information available about the support that may be offered to pupils who speak English as an additional language. Paragraph 32(2), 32(2)(a), 32(2)(b), 32(2)(b)(ii), 32(2)(d)  The contact information for the proprietors is available to parents on request and on the school’s website  There is currently no governing body. Plans are in place to establish a management committee which will have a role similar to that of a governing body.  The standards in Part 6 are unlikely 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 proprietors have ensured that a comprehensive complaints policy is in place and accessible to parents. Timescales are clearly mapped out alongside explanations of each stage of the complaints procedure.  The complaints policy is available to parents upon request and will also be available

p.5

Main inspection findings

on the school’s website.  The standards in Part 7 are 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)  The proprietors are keen to improve the lives of young people who currently struggle in mainstream education settings. They have a clear vision and a particularly strong understanding of how to meet the personal development needs of the learners who will attend the school.  There is no governing body in place at the moment. However, the proprietors have plans to establish a management committee to act as critical friends and advisors shortly after the school opens. They have identified a chair-designate and are currently recruiting other local professionals with appropriate knowledge and experience.  The proprietors intend to build a school that has a strong focus on English and mathematics. They plan to develop pupils’ social and emotional skills through activities

p.5

Main inspection findings

both across the curriculum and through individual mentoring sessions. They believe that they can bring about significant improvements in behaviour and engagement with learning in a short time.  Leaders understand the importance of ensuring that the school meets the independent school standards but have not demonstrated the skills and knowledge to ensure that they can be met consistently. Several policies required minor changes during the inspection in order to meet some standards.  Leaders are committed to pupils’ well-being and the creation of a safeguarding culture in the school. They have a particularly good awareness of the risks that young people face in the local area.  The standards in Part 8 are unlikely to be met. Schedule 10 of the Equality Act 2010  The proprietors have not ensured that there is a suitable plan in place to improve access to the curriculum, physical environment and written materials for pupils with a

p.6

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.7

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.8

Proposed school details

Proprietor The Wells Academy Yorkshire Ltd

p.8

Proposed school details

Joint Headteachers David Hill and Jo Hill

p.8

Proposed school details

Annual fees (day pupils) £60 – £120 per day

p.8

Proposed school details

Date of previous standard inspection Not previously inspected

p.8

recommendation

Age range of pupils n/a 11 to 16 11 to 16 Number of pupils on the school roll n/a 30 30

p.8

School’s current position School’s proposal

Gender of pupils n/a Mixed Number of full-time pupils of compulsory school age n/a Up to 10 Number of part-time pupils n/a Up to 20

p.8

School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities n/a Up to 30

p.9

School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan n/a Up to 5

p.9

School’s current position School’s proposal

Of which, number of pupils paid for by a local authority with an education, health and care plan n/a Up to 5

p.9

School’s current position School’s proposal

Number of full-time equivalent teaching staff n/a 3

p.9

School’s current position School’s proposal

Number of part-time teaching staff n/a 0

p.9

Information about this proposed school

 The Wells Academy Yorkshire, based in Pontefract, will be an independent day school for boys and girls aged between 11 and 16 years. The school plans to open in January 2021. The school will be based in premises that are owned by a local football club.  The school’s vision is ‘to create a friendly, nurturing environment where young people can succeed, learn and thrive without boundaries to learning or obstacles that they may encounter in a mainstream setting’.  The school will not have a religious ethos.  The school does not intend to use any alternative education provision or have any additional off-site units.  The school proposes to mainly cater for pupils with behavioural, emotional and social development needs. A small number are expected to have education, health and care plans.  The school will mainly admit pupils on a part-time basis. A smaller number may be admitted on a full-time basis. Pupils will be dual registered with a commissioning

p.9

Information about this proposed school

school. The total number of pupils on roll at the school will not exceed 30.

p.9

Information about this inspection

 This inspection was carried out during the COVID-19 pandemic of 2020. Some of the inspection was conducted remotely. This was to reduce social contact during the COVID-19 outbreak.  This first pre-registration inspection was commissioned by the DfE, following the proprietor’s application to open an independent day school.  The inspection was conducted with two days’ notice.  I held a number of video meetings with the proprietors. I also met with the chair- designate of the proposed management committee.  I reviewed documents and policies associated with the independent school standards. I conducted a tour of the school building and outside space. The proprietors currently operate an alternative education provision on the same site. This will close when the proposed independent school opens.

p.10

Inspection team

Steve Rogers, lead inspector Ofsted Inspector

p.10

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.

p.11

Part 1. Quality of education provided

 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 social, physical and aesthetic and creative education; – 2(2)(b) that pupils acquire speaking, listening, literacy and numeracy skills; – 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.

p.11

Part 1. Quality of education provided

 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 to their ability so that they increase their understanding and develop their skills in the subjects taught; – 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(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.

p.11

Part 6. Provision of information

 32(3) The information specified in this sub-paragraph is- – 32(3)(a) particulars of the school’s policy on and arrangements for admissions, misbehaviour and exclusions; – 32(3)(b) particulars of educational and welfare provision for pupils with EHC plans and pupils for whom English is an additional language.

p.11

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. 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.12

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.

p.13

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 .

p.13

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 looked after children, safeguarding and child protection.

p.13

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 .

p.13

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 .

p.13

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

p.13