East Hall School

East Hall School The Calf House, East Hall Farm, St Pauls Walden, Hitchin, Hertfordshire SG4 8DJ

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Main inspection findings

Part 1. Quality of education provided Paragraph 2(1), 2(1)(a), 2(1)(b), 2(1)(b)(i), 2(1)(b)(ii), 2(2), 2(2)(a), 2(2)(b), 2(2)(d), 2(2)(d)(i), 2(2)(d)(ii), 2(2)(e), 2(2)(e)(i), 2(2)(e)(ii), 2(2)(f), 2(2)(g), 2(2)(h), 2(2)(i)  The proprietorial body has applied to the Department for Education (DfE) for full-time education for 11 to 16-year-old pupils with social, emotional and mental health (SEMH) needs. Leaders plan for pupils to arrive at 9.30am and leave at 3.15pm each Monday to Thursday. On Fridays, pupils will arrive for 9.30am and leave at 2pm. There are 19 hours planned in the timetable for the taught curriculum.  The curriculum has not been thought through well enough. Too often policies and schemes of work have not been adapted for this school. Schemes of work are not available for all subjects. It is not clear what will be taught for each subject and in each year group.  The balance of academic learning and therapeutic provision has not been well

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Main inspection findings

considered. Some subjects, such as geography, history and music, are to be offered as self-interest projects or modules which are optional for all pupils in key stages 3 and 4. There is no provision for physics and chemistry to be taught on site. It is unclear what pupils will be learning in these subjects.  Where there are a few schemes of work in place, they do not show how the curriculum will be adapted to meet the differing special educational needs (SEN) and ages of pupils who are likely to attend. There are no plans for how leaders will develop speaking and reading skills for pupils.  There is no coherent policy or plan for pupils’ personal, social, health and economic (PSHE) education. Pupils will receive much of their personal and social education through equine studies and dog therapy. Leaders intend for pupils to attend the alternative provision, which they run as a separate company, on the farm site. They

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Main inspection findings

do not have a cohesive plan of how the therapeutic provision supports pupils’ learning in PSHE education in the proposed school.  The arrangements for pupils’ access to up-to-date careers guidance are not developed well enough. Leaders have not planned how to meet pupils’ needs for the next stage of their education or employment.  This standard is unlikely 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  The proprietorial body is in the process of recruiting a senior leader to the school leadership team who has experience of managing pupils with SEN. No further appointments have currently been made. The proprietors are certain that they can recruit three part-time teaching staff who have the ability to teach the full range of subjects and age ranges as well as meeting pupils’ individual needs. They intend to recruit some learning support staff.  None of the members of the proprietorial body have educational experience or

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Main inspection findings

expertise. They are reliant on their recruitment process to employ staff who can provide quality teaching and instruction for all subjects in the curriculum.  Curriculum plans are not developed or thought through well enough to help teachers to plan and deliver the curriculum effectively.  Some resources are available and suitable for use, such as individual tables where pupils will work. Other resources to support teaching, such as reading materials and electronic devices, had not been purchased at the time of this pre-registration inspection.  Leaders intend to assess pupils when they start to gain an understanding of pupils’ needs. It is unclear how they will use the information to plan a curriculum which leads to the recognised qualifications that leaders say they will offer. Leaders are unsure about the content or requirements of academic qualifications such as GCSEs. They do not have a coherent plan to help pupils achieve academic success.

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Main inspection findings

 It is not clear how pupils’ performance over time will be evaluated. Leaders have not built the requirements of the formal qualifications into curriculum plans and schemes of work well enough. The proprietorial body does not have the expertise to monitor and evaluate the quality of education.  These standards are unlikely to be met.

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Main inspection findings

Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5, 5(a), 5(b), 5(b)(i), 5(b)(ii), 5(b)(iii), 5(b)(iv), 5(b)(v), 5(b)(vi), 5(b)(vii), 5(b)(viii), 5(c), 5(d), 5(d)(i), 5(d)(ii), 5(d)(iii)  The directors have a wealth of experience and expertise in providing for pupils’ personal and social development through their work in their alternative provision. They have a clear determination to help and improve young people’s confidence, self- esteem, emotional and mental well-being.  Their vision does not translate into a clear plan for actively promoting all the aspects of pupils’ spiritual, moral, social and cultural (SMSC) development. In particular, there are no plans for developing pupils’ cultural knowledge and understanding.  Pupils will spend extensive time learning outdoors, participating in equine studies, dog therapy and a programme of learning which supports exploration and risk taking.

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Main inspection findings

These learning opportunities will be used to enrich the curriculum. Leaders intend for pupils from the school to participate fully in the outdoor environment in an alternative provision which they run on the same site.  Most of pupils’ SMSC development will be through the PSHE programme. There is no scheme of work to outline how this subject will be taught. Leaders are unable to demonstrate how they will weave the current approaches in their alternative provision into a cohesive curriculum plan for the school.  This standard is unlikely to be met.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraph 7, 7(a), 7(b)  Leaders’ assessment of risk is not robust enough to provide confidence that pupils’ welfare, health and safety have been properly considered. There are policies and procedures that relate to building relationships between adults and vulnerable young people which could put pupils and staff in situations of high risk. The proprietors were unaware of the potential impact of their procedures on keeping pupils safe.  The proprietorial body does not know the requirements of Keeping Children Safe in Education 2020 (KCSIE) well enough. There are too many welfare and safety policies that are not relevant to the proposed school. Leaders do not use their own risk assessment matrix accurately or effectively to identify and mitigate risks.  Leaders have considered the current COVID-19 (coronavirus) pandemic in the arrangements to keep pupils safe on site.

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Main inspection findings

 The standard is unlikely to be met. Paragraph 9, 9(a), 9(b), 9(c)  The written policy for managing pupils’ behaviour is not fit for purpose. The policy is written for a residential setting. The sanctions for misbehaviour are not appropriate for a day school and could not be implemented effectively.  There is no positive handling policy. Leaders say that they do not want to use restraint. They want to make use of the local authority behaviour management training. This training was not in place at the time of this pre-registration inspection.  Pupils’ SEMH needs have not been considered sufficiently in developing the behaviour policy.  Leaders have a book to record incidents.  The standard is unlikely to be met. Paragraph 10  The written policy for anti-bullying gives staff information on preventing bullying. The policy sufficiently addresses bullying based on prejudice. It also identifies the needs

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Main inspection findings

and vulnerabilities of pupils with SEN.  The standard is likely to be met. Paragraph 11  The written policy for health and safety is not fit for purpose. The policy includes confusing information regarding first aid and contradicts the first-aid administration policy. It is unclear which is accurate.  The proprietorial body commissioned a recent health and safety audit. This was an internal audit carried out by the author of the health and safety policies. The audit failed to identify the weaknesses in the risk assessments, first-aid policies or fire evacuation procedures.  The standard is unlikely to be met. Paragraph 12  There is one fire marshal. The training for this position is for a different setting to the proposed school.  The fire risk assessment has no actions included and little detail to help staff in the event of a fire evacuation. Fire evacuation procedures and responsibilities are unclear.

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Main inspection findings

 The standard is unlikely to be met.  Paragraph 13  The written policy for administering first aid is not for the proposed school. The information in the policy is inaccurate. Training records were not produced to show that leaders and staff are trained to carry out the various medical procedures outlined in this policy.  Leaders intend to purchase a lockable first-aid cabinet and a fridge for storing prescribed medicines. At the time of this pre-registration inspection, these purchases had not been made.  A first-aid kit is in place.  The standard is unlikely to be met. Paragraph 14  Leaders say they will operate a ratio of one staff member to four pupils. In other documents the ratio is one staff member to three or two pupils. Given the SEMH needs of pupils who will attend the proposed school, leaders do not have a well- considered plan for appropriate staffing ratios. It is unclear how staff will be deployed

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Main inspection findings

effectively.  Many policies are not fit for purpose for staff to be able to perform their roles well.  The induction arrangements for staff fail to mention the need to read and understand the school’s behaviour policy.  The standard is unlikely to be met. Paragraph 15  Leaders are unaware of their duties and procedures for reporting children missing education. They do not understand the requirements of the admissions register and when and how pupils can be removed from the admissions register.  An attendance register is in place.  The standard is unlikely to be met. Paragraph 16, 16(a), 16(b)  Risk assessments are in place. However, it is unclear how leaders evaluate risk and many risk assessments are confusing or inaccurate. Some risk assessments, such as those relating to pupils absconding from school, are incomplete, while others relate to a residential provision and therefore not to this school.

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Main inspection findings

 Risk assessments are not adapted well for the school. There is an early years risk assessment in place where no early years provision is planned. The age range of pupils is 11 to 16 years.  Leaders say they have comprehensive risk assessments in place for individual pupils, but no examples were provided during this pre-registration inspection.  Leaders have written procedures which introduce potential safeguarding and welfare risks to both pupils and staff. These include a procedure for physical contact between adults and pupils and another for care practices for pupils. Both procedures have not been carefully considered regarding the risks posed.  There are no risk assessments for the scientific, physical, aesthetic and creative aspects of the curriculum.  The standard is unlikely 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) Paragraph 19(2), 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) 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)  Leaders are starting to make checks when they employ staff. Currently, there is a recruitment process underway for a senior leadership position. Most of the appropriate checks are being made. No Disclosure and Barring Service (DBS) check had been obtained at the time of the pre-registration inspection.  There are no prohibition from teaching checks and no section 128 management checks in place, where these should have been carried out.

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Main inspection findings

 The chair of the proprietorial body has been checked by the DfE in line with requirements. The other two directors have not been suitably checked. No section 128 management checks and no DBS checks were in place at the time of this pre- registration inspection.  Leaders intend to appoint staff and not use supply staff.  The standards are unlikely 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)(viii), 21(3)(b), 21(5), 21(5)(a), 21(5)(a)(i), 21(5)(a)(ii), 21(5)(b), 21(5)(c), 21(6  There is a single central register in place.  Leaders do not understand some of the required safer recruitment checks, such as the prohibition from teaching check. This check is included on the single central register but was not carried out as part of the recent recruitment process.  There is no reference to section 128 management checks on the school’s record of

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Main inspection findings

checks. These checks have not been carried out for directors and other leaders in the proposed school.  The standard is unlikely to be met.

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Main inspection findings

Part 5. Premises of and accommodation at schools  The building is a converted calf house.  The internal accommodation comprises: ꟷ one large classroom ꟷ a kitchen area at the entrance of the building ꟷ toilet facilities ꟷ a communal area which is to be used as a dining facility ꟷ a school office ꟷ a multi-functional room incorporating the medical care accommodation.

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Main inspection findings

 The external premises of the proposed school comprise: ꟷ fenced areas around the proposed school with benches and tables ꟷ a security gate into the proposed school ꟷ security gates into the car park areas ꟷ access to fields for play.

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Main inspection findings

Paragraph 23(1), 23(1)(a), 23(1)(b), 23(1)(c), 23(2)  There are three unisex toilets in separate cubicles which lock from the inside. One toilet is for staff, visitors and for persons who are disabled. Two are for the sole use of pupils. All toilets are accessed from the entrance area.  There are no shower or changing room facilities. Leaders plan to offer physical education (PE) off site at sports centres for the first year of the school opening. There are shower and changing room facilities at these sports centres. Leaders intend for pupils to use these facilities.  The standard is likely to be met. Paragraph 24(1), 24(1)(a), 24(1)(b), 24(2)  Medical accommodation is provided in a room where occasional counselling meetings may also be held.  There is a bed that will be made available for short-term medical care. Leaders have ensured there is access to water. The toilet is very close to the room.

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Main inspection findings

 The standard is likely to be met. Paragraph 25  There are many concerns as detailed in the section for the welfare, health and safety of pupils.  Suitable training of leaders and staff is not in place. Many policies and practices for health and safety do not relate to this proposed school.  The standard is unlikely to be met. Paragraph 26 Paragraph 27, 27(a), 27(b)  The classroom is suitable to allow activities to take place, without undue noise. Lighting, ventilation and acoustics are suitable.  There is external lighting provided to ensure people can safely enter and leave the premises.  The standard is likely to be met. Paragraph 28(1), 28(1)(a), 28(1)(b), 28(1)(c), 28(1)(d), 28(2), 28(2)(a), 28(2)(b)  Leaders plan to provide drinking water in water coolers. Drinking water is provided in the kitchen area and is labelled as such.  The hot water in the kitchen area presents a scalding risk to pupils. The tap is easily

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Main inspection findings

accessible to pupils.  The pupils’ toilets have no hot water available.  The standard is unlikely to be met. Paragraph 29(1), 29(1)(a), 29(1)(b)  There is suitable outside space for pupils to sit and play. Additional playing space is provided on the farm site.  PE is included in the timetable and leaders intend to provide this subject in a local sports centre.  The standard is likely to be met.

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Main inspection findings

Part 6. Provision of information Paragraph 32(1), 32(1)(a), 32(1)(b), 32(1)(c), 32(1)(d), 32(1)(e), 32(1(f), 32(1)(g), 32(1)(h), 32(1)(i), 32(1)(j), 32(2), 32(2)(a), 32(2)(b), 32(2)(b)(ii), 32(2)(c), 32(2)(d), 32(3), 32(3)(a), 32(3)(b), 32(3)(c), 32(3)(d), 32(3)(e), 32(3)(f), 32(3)(g), 32(4), 32(4)(a), 32(4)(b), 32(4)(c)  There is no website for the proposed school. Leaders intend to have a website for the proposed school, but this was not set up at the time of the pre-registration inspection.  A prospectus is available for parents and includes information about the curriculum, teaching and learning.  There are no arrangements in place to report to parents about the progress of pupils. The information in the prospectus about pupils’ qualifications is inconsistent with the curriculum policies and the intentions of leaders.  The standard is unlikely to be met.

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Main inspection findings

Part 7. Manner in which complaints are handled Paragraph 33, 33(a), 33(b), 33(c), 33(d), 33(e), 33(f), 33(g), 33(h), 33(i), 33(i)(i), 33(i)(ii), 33(j), 33(j)(i), 33(j)(ii), 33(k)  There is a complaints policy in place, but it does not include all the required arrangements for the handling of complaints.  The principal of the proposed school is also a director and chair of the proprietorial body. The complaints policy is not bespoke to this school. It is unclear who a parent would contact if they had a complaint about the principal.  The policy states that there is to be an independent person involved in a formal complaint. The policy has not been adapted to show how such a person would be found.  The policy lacks a statement regarding the confidentiality of complaints.  The standard is unlikely to be met.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraph 34(1), 34(1)(a), 34(1)(b), 34(1)(c)  The proposed school is not ready to open. There is still a lot to do. The principal and the other two directors have a clear ethos, intention and passion to work with pupils with SEN and who have social, emotional and mental health needs. They have expertise and many years of experience in providing a therapeutic approach through their alternative provision.  The chair of the proprietorial body is the principal and has experience of running the alternative provision but no educational experience. There are no leaders or staff currently employed who have educational experience. Leaders have not thought through how their vision and values will become a reality.  Leaders have commissioned additional consultative support to help them through the pre-registration process. They have not checked the policies well enough for

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Main inspection findings

themselves. Many of the leaders’ stated practices and intentions are not reflected in the written policies. Some of the policies are from other schools and do not reflect the proposed school.  All members of the proprietorial body are new to leading and managing a school. They have limited knowledge of the requirements of the independent school standards. There is much to do to meet the requirements relating to the quality of education and pupils’ welfare and safeguarding arrangements. Too many standards are unlikely to be met.  The standard is unlikely to be met. Schedule 10 of the Equality Act 2010  There is no accessibility plan.

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Compliance with regulatory requirements

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

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Proposed school details

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

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Proposed school details

School status Independent special school

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Proposed school details

Chair of the proprietorial body Joanne Richardson

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Proposed school details

Email address joanne.richardson@easthallschool.org

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Proposed school details

Date of previous standard inspection Not previously inspected

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n

Age range of pupils n/a 11ꟷ16 none Number of pupils on the school roll n/a 12 none

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School's current position School's proposal

Gender of pupils n/a Mixed Number of full-time pupils of compulsory school age n/a 12

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School's current position School's proposal

Number of part-time pupils n/a Not yet determined

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School's current position School's proposal

Number of pupils with special educational needs and/or disabilities n/a Not yet determined

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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 n/a Not yet determined

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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 n/a Not yet determined

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School's current position School's proposal

Number of full-time equivalent teaching staff n/a 1

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School's current position School's proposal

Number of part-time teaching staff n/a 3

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School's current position School's proposal

Number of staff in the welfare provision n/a Not yet determined

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Information about this proposed school

 The proprietorial body seeks registration with the DfE for an independent special school to cater for pupils between the ages of 11 and 16 years.  The proprietorial body seeks permission to provide education for up to 12 pupils with social, emotional and mental health needs. Most will have an education, health and care plan or will be looked after by the local authority. Pupils are likely to be placed by the local authority.  The proprietorial body, East Hall School Ltd, consists of three directors; Joanne Richardson who is chair of the proprietorial body and also the principal of the proposed school, Johanna Osborn and Sarah Ilaria Northe.  The school proposes to provide full-time education for pupils as a day school. Pupils will access therapeutic provision from Learning to Listen which is an alternative provision. Learning to Listen is a separate company which is owned and run by the principal of the proposed school.

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Information about this proposed school

 The proposed site also includes an outdoor environment that is currently used to provide the separate alternative provision to pupils who may be at risk of exclusion from mainstream school.

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Information about this inspection

 This is the first pre-registration inspection of the proposed school. The inspection was conducted at the request of the DfE to consider the school’s application to open an independent special school registered for pupils aged 11 to 16 years. The school is currently not operating.  Two inspectors visited the proposed school to undertake a tour of the premises with relevant staff and check employment and safeguarding arrangements. Socially distanced meetings were held with leaders.  Meetings were held with the proprietorial body, who, along with the principal, have oversight of the curriculum planning, the quality of education and the welfare of pupils.  The inspectors scrutinised school policies relating to the independent school standards, documentation relating to the curriculum and the single central register of employment checks.  A telephone call was held with a representative of the local authority.

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Inspection team

Kim Hall, 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.  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)(d) personal, social, health and economic education;

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Part 1. Quality of education provided

– 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.  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(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

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Part 1. Quality of education provided

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; – 3(h) utilises effective strategies for managing behaviour and encouraging pupils to act responsibly.  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(b)(iv) enables pupils to acquire a broad general knowledge of and respect for public institutions and services in England; – 5(b)(v) ensures 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)(vii) encourages 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.

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Part 3. Welfare, health and safety of pupils

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

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Part 3. Welfare, health and safety of pupils

administered in a timely and competent manner by the drawing up and effective implementation of a written first aid policy.  14 The standard in this paragraph is met if the proprietor ensures that pupils are properly supervised through the appropriate deployment of school staff.  15 The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the Education (Pupil Registration) (England) Regulations 2006[13].  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)(b) no such person carries out work, or intends to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act, or any disqualification, prohibition or restriction which takes effect as if contained in either such direction.  20(6) The standard in this paragraph is met in relation to an individual ("MB"), not being the Chair of the school, who is a member of a body of persons corporate or unincorporate named as the proprietor of the school in the register or in an application to enter the school in the register, if- – 20(6)(a) MB- – 20(6)(a)(i) is not barred from regulated activity relating to children in accordance with section 3(2) of the 2006 Act where that individual is or will be engaging in activity which is regulated activity within the meaning of Part 1 of Schedule 4 of that Act; and

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

– 20(6)(a)(ii) does not carry out work, or intend to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition or restriction which takes effect as if contained in either such direction; – 20(6)(b) subject to sub-paragraphs (7) to (8), the Chair of the school makes the following checks relating to MB- – 20(6)(b)(i) where relevant to the individual, an enhanced criminal record check; – 20(6)(b)(iii) where, by reason of MB's living or having lived outside the United Kingdom, obtaining an enhanced criminal record certificate is not sufficient to establish MB's suitability to work in a school, such further checks as the Chair of the school considers appropriate, having regard to any guidance issued by the Secretary of State; – 20(6)(c) subject to sub-paragraph (8), where the Secretary of State makes a request

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

for an enhanced criminal record check relating to MB countersigned by the Secretary of State to be made, such a check is made.  21(1) The standard in this paragraph is met if the proprietor keeps a register which shows such of the information referred to in sub-paragraphs (3) to (7) as is applicable to the school in question. – 21(3)(a)(iii) a check was made to establish whether S is subject to any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition or restriction which takes effect as if contained in such a direction; – 21(3)(b) in relation to each member of staff ("S"), whether a check was made to establish whether S is subject to a prohibition order or an interim prohibition order, including the date on which such check was completed.  21(6) The information referred to in this sub-paragraph is, in relation each member ("MB") of a body of persons named as the proprietor appointed on or after 1st May

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

2007, whether the checks referred to in paragraph 20(6)(b) were made, the date they were made and the date on which the resulting certificate was obtained.

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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.  28(1) The standard in this paragraph is met if the proprietor ensures that- – 28(1)(b) toilets and urinals have an adequate supply of cold water and washing facilities have an adequate supply of hot and cold water; and – 28(1)(d) the temperature of hot water at the point of use does not pose a scalding risk to users.

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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 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- – 33(f) where the parent is not satisfied with the response to the complaint made in accordance with sub-paragraph (e), makes provision for a hearing before a panel appointed by or on behalf of the proprietor and consisting of at least three people who were not directly involved in the matters detailed in the complaint; – 33(g) ensures that, where there is a panel hearing of a complaint, one panel member is independent of the management and running of the school; – 33(k) provides that correspondence, statements and records relating to individual complaints are to be kept confidential except where the Secretary of State or a body conducting an inspection under section 109 of the 2008 Act requests access to them.

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Part 8. Quality of leadership in and management of schools

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

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Part 8. Quality of leadership in and management of schools

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

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Part 8. Quality of leadership in and management of schools

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

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Part 8. Quality of leadership in and management of schools

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

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Part 8. Quality of leadership in and management of schools

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Part 8. Quality of leadership in and management of schools

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

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Part 8. Quality of leadership in and management of schools

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

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