Isle Study Centre Ltd

School pre-registration inspection report

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Isle Study Centre Ltd 28 Hollingsworth Lane, Epworth, Doncaster, DN9 1EY

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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)(h), 2(2)(i)

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Main inspection findings

 The school’s curriculum strategy is centred on a themed approach to teaching and learning but it is underdeveloped.  There is no clear rationale for the curriculum. It is currently planned to be centred on the completion of units from an external commercial scheme. Curriculum planning is disorganised. As a result, teachers following the schemes of work that have been developed are likely to give pupils a disjointed experience. The planned curriculum does include a range of subject, areas including literacy and numeracy.  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. There is no provision for linking with commissioning schools to ensure that part-time pupils have a ‘seamless’ curriculum experience.  The curriculum documentation does not consider the needs of pupils with special

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Main inspection findings

educational needs and/or disabilities (SEND).  The headteacher has plans to deliver part of the curriculum at a nearby forest school. Yet, there is no information about the content and quality of provision as this school is yet to open.  The headteacher also plans to deliver some physical education at local leisure facilities. However, the necessary arrangements have not yet been made and there is no guarantee about availability for the sole use of the school.

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Main inspection findings

Paragraph 2(2)(e), 2(2)(e)(i), 2(2)(e)(ii), 2(2)(e)(iii)  The school’s plans for careers education and guidance are limited. There is no provision for pupils to receive impartial guidance. Paragraph 3, 3(a), 3(b), 3(c), 3(d), 3(e), 3(f), 3(g), 3(h), 3(i), 3(j), 4  Teachers will not have sufficient information in order to plan effectively, and consequently pupils’ progress will be limited. The proposed assessment framework will not provide sufficient information to enable teachers to plan effective lessons. There is no provision in the assessment framework for the overall evaluation of pupils’ performance.  Plans are in place to tailor the curriculum to meet individual pupils’ needs in line with education, health and care (EHC) plans. However, other than the headteacher’s experience, the school does not yet have tools and strategies in place to identify, assess and meet the needs of pupils with SEND on an ongoing basis.

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Main inspection findings

 There is a library of books which would be mainly suited to pupils with well-developed reading skills. The headteacher intends to build a wider range of literature suitable for younger and weaker readers. There are no clear plans in place to support children who do not yet read well.  There is no clear personal, social, health and economic curriculum other than the completion of commercially produced units. Limited consideration has been given to learning about life in modern Britain and about how pupils can keep themselves safe.  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 proprietor has not considered how to promote pupils’ spiritual, moral, social and cultural development comprehensively. The school aims to create a happy,

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Main inspection findings

challenging, stimulating, kind and caring environment but this is not reflected in the school’s plans.  A brief statement about the development of British values has been developed but there are no details to show how these will be promoted through the school.  There are some plans for engagement with the local community, but these fall short of enabling pupils to gain knowledge and understanding about public institutions and different cultural traditions or be able to distinguish between right and wrong.  When external speakers visit the school, the headteacher will make appropriate checks. However, there is no policy in place to ensure that pupils receive a balanced view of what is being presented.  The standards in Part 2 are unlikely to be met Part 3. Welfare, health and safety of pupils Paragraph 7, 7(a), 7(b)  The safeguarding policy is brief and lacks clarity. There is insufficient detail and

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Main inspection findings

several areas of safeguarding practice such as online safety, children missing from education and fulfilling the ‘Prevent’ duty are not addressed. The ‘Prevent’ duty was added, along with a commitment to induction training, during the inspection, as was some information about warning signs. There are few details about how pupils will be taught safeguarding in the curriculum. The revised version still does not take into consideration all relevant safeguarding issues and the most recent government guidance.  There is no trained designated safeguarding lead. There are no details about how leaders will monitor the effectiveness of the policy.  Safeguarding procedures are partly in place and some training has been undertaken. There is a strong commitment to training.  Safer recruitment procedures are in place, although no one has been trained in safer recruitment.

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Main inspection findings

 The behaviour policy is weak because it provides little detail about how the policy is to be implemented. There has been insufficient consideration about physical restraint. Policy around exclusion does not clearly explain when exclusion is an appropriate sanction and the school’s responsibilities should a pupil be excluded. There has been no consideration about how leaders will monitor the effectiveness of the policy.  The school’s policy in relation to bullying lacks content. The policy gives no detail about different types of bullying, for example cyber bullying. It does not show how the school will promote anti-bullying. There has been no consideration about how leaders will monitor the effectiveness of the policy.

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Main inspection findings

 The health and safety policy does not address a number of issues such as electrical safety. There is no named person responsible for reporting accidents and incidents at work (RIDDOR). The policy does not indicate how the school will regularly monitor the school environment to ensure that it is safe.  There is no fire risk assessment. Compliance with many aspects of the fire regulations have not been considered, such as regular fire drills, record keeping and provision of fire safety information.  There is no first aid policy. There is a first aid kit but there are no trained first aiders as training has been delayed as a result of the COVID-19 (coronavirus) pandemic. There is no appointed person for first aid.  Medicines can be stored securely but there is no policy about the administration of medicines.  There is an admissions policy, but the admissions register did not contain the required details at the start of the inspection. This was remedied during the inspection. The

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Main inspection findings

attendance policy makes no reference to the codes to be used and there is no information about how attendance will be monitored.

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Main inspection findings

 The risk assessment process is weak because it does not explain how assessments are made or their importance. Consequently, the assessments made are of limited use. They contain insufficient details about the control measures that the school would use to reduce the risk of harm resulting from an activity.  The standards in Part 3 are unlikely to be met. 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(3), 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)(c)  The proprietors have established systems to ensure that most of the appropriate checks are carried out on staff who are employed before they take up their posts. However, checks on the suitability of those taking part in the management of the school (section 128 checks) have not been made.

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Main inspection findings

 The proprietors do not expect to employ supply staff at the school.

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Main inspection findings

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)

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Main inspection findings

 There is a single central register in place.  The register was amended during this inspection to include section 128 checks when they are made. All recruitment checks are now recorded correctly.  The standards in Part 4 are unlikely to be met. Part 5. Premises of and accommodation at schools Paragraph 22, 23(1), 23(1)(a), 23(1)(b), 23(1)(c)

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Main inspection findings

 The school is situated mainly in a large conservatory at the back of a detached family home. There is access through a side gate which can be locked. There is a back garden which provides social space, and which is surrounded by a secure fence. There is a separate utility room/kitchen and toilet for pupils’ use. The school rooms are separated from the family home by locked doors.  There is a suitable toilet with washing facilities for the sole use of pupils in the school.  There are no changing or showering facilities. The school plans to make use of local leisure facilities but these arrangements have yet to be finalised.

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Main inspection findings

Paragraph 24(1), 24(1)(a), 24(1)(b), 24(1)(c), 24(2)

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Main inspection findings

 There is no room for the short-term care of sick and injured pupils.  Medication can be safely locked in the headteacher’s office within the house.

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Main inspection findings

 The premises are maintained well, and consideration is made for the health and safety of pupils. The teaching area is clean and bright. It has sufficient lighting, and the acoustic conditions are such that lessons can run without interruption. 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 can be obtained from the kitchen. Jugs are available so that fresh water can be brought into the teaching area.  The water supply in the toilet is working and the toilet is flushable. The temperature of the water for handwashing does not pose a scalding risk to pupils. The inspector initially found the water temperature to be too high, but this was rectified during the inspection. Soap and paper towels are provided. Paragraph 29(1), 29(1)(a), 29(1)(b)  Pupils will have access to an outside garden space for them to socialise at breaktimes and lunchtimes.  Pupils will be able to access local fields for physical education. However,

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Main inspection findings

arrangements for physical education activities at local leisure facilities have yet to be arranged.  The standards in Part 5 are unlikely 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(1)(j), 32(3), 32(3)(a), 32(3)(b), 32(3)(c), 32(3)(d), 32(3)(f)

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Main inspection findings

 There is no school website and so information for parents is made available on request to the headteacher.  Policies relating to the curriculum, behaviour and exclusions, bullying, health and safety, and complaints have not been developed sufficiently that they would provide useful information for parents. There is no first aid policy.  The proprietor intends to publish particulars of previous years’ academic performance and make this available on request.  The proprietor has documents in place which show how pupils’ progress information will be reported to parents. However, the current limitations of the assessment framework will reduce the value of these documents.  The proprietor intends to make inspection reports available to parents.  There is a policy in place which relates to the support to be provided for pupils with SEND. However, there is no information available about the support that may be

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Main inspection findings

offered to pupils who speak English as an additional language.

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Main inspection findings

Paragraph 32(2), 32(2)(a), 32(2)(b), 32(2)(b)(ii), 32(2)(d)

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Main inspection findings

 The contact information for the proprietor is available to parents on request.  There is no 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 proprietor has produced a complaints policy which only partly meets the relevant independent school standards.  The policy does not create an opportunity for the creation of a panel hearing where one member is independent of the management and running of the school. In addition, there is no provision for a written record to be kept of complaints.  The standards in Part 7 are unlikely 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)

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Main inspection findings

 The proprietor, who is also the headteacher, is keen to improve the lives of young people with SEND who currently struggle in mainstream education settings.  The proprietor intends to build a school that has bespoke learning plans for each pupil which address individual special educational needs. A significant proportion of the tuition provided is expected to be on a 1:1 basis.  There is no governing body. However, the proprietor intends to appoint a suitably qualified person to act as a critical friend and adviser.  The proprietor plans to develop pupils’ social and emotional skills through activities both across the curriculum and through individual mentoring sessions. Through these bespoke programmes for pupils, the proprietor aims to support pupils’ personal development and develop life skills through the provision of a calm and supportive environment.  Although the proprietor understands the importance of ensuring that the school meets

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Main inspection findings

the independent school standards, the plans and policies for the school are significantly underdeveloped. In particular, there is a need to complete planning of the curriculum, and preparation and planned provision for pupils with SEND is very limited.  The school is to be established as a separate part of a family home. However, the limited space means that the proprietor has difficulty in meeting some of the requirements for school premises, such as the provision of a medical room.  The proprietor has started a programme of continuing professional development for staff. Those who have been appointed have completed some training about safeguarding and also special educational needs. The current pandemic has meant that some planned training, such as about first aid, has been delayed.  The proprietor has expressed a commitment to pupils’ well-being and the creation of a safeguarding culture in the school. However, policy development is incomplete and

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Main inspection findings

there is insufficient 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 school has not produced an accessibility plan.  This requirement is unlikely to be met.

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Compliance with regulatory requirements

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

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Proposed school details

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

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Proposed school details

School status Independent special school

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Proposed school details

Date of previous standard inspection Not previously inspected

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recommendation

Age range of pupils N/A 11–16 11–16 Number of pupils on the school roll N/A 3 3

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recommendation

Reason for inspector’s recommendation  The premises are small and there is only sufficient classroom space for a maximum of three pupils at any one time. However, some or all of the pupils could be part-time. Therefore, the total number on the school roll could be up to 15.

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School’s current position School’s proposal

Gender of pupils N/A [Boys/Girls/Mixed] Number of full-time pupils of compulsory school age N/A Up to 3

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities N/A Up to 15

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan N/A Up to 15

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School’s current position School’s proposal

Of which, number of pupils paid for by a local authority with an education, health and care plan N/A Up to 15

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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 0

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Information about this proposed school

 Isle Study Centre Ltd will be an independent day school for boys and girls aged between 11 and 16 years.  The school aims ‘to guide and mentor young people to help them obtain important life skills as they move into early adulthood’.  The school will not have a religious ethos.  The school intends that pupils will attend a new forest school in Epworth for part of their curriculum experience. This school has not yet opened.  The school does not intend to have any additional off-site units.  The school proposes to cater for pupils with SEND. Most are expected to have education, health and care plans. Most pupils will have behavioural, emotional and social development needs.

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Information about this inspection

 This inspection was carried out during the COVID-19 (coronavirus) pandemic. 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 Department for Education, following the proprietor’s application to open an independent school.  Prior to the inspection, the proprietor changed the name of the school from Isle Education and Training to Isle Study Centre Ltd.  The inspection was conducted with two days’ notice.  The inspector held a number of video meetings with the proprietor.  The inspector reviewed documents and policies associated with the independent school standards.  The inspector conducted a tour of the school building and outside space.

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Inspection team

Steve Rogers, lead inspector Ofsted 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(2)(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that– – 2(2)(e)(i) is presented in an impartial manner; – 2(2)(e)(ii) enables them to make informed choices about a broad range of career options; and – 2(2)(e)(iii) helps to encourage them to fulfil their potential; – 2(2)(h) that all pupils have the opportunity to learn and make progress; and – 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and

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Part 1. Quality of education provided

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 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.  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

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Part 1. Quality of education provided

provided to parents or national norms, or to both, is in place.

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

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

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

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

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

– 5(d)(iii) in the promotion at the school, including through the distribution of promotional material, of extra-curricular activities taking place at the school or elsewhere.

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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.  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.  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

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Part 3. Welfare, health and safety of pupils

written health and safety policy.  12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005[12].  13 The standard in this paragraph is met if the proprietor ensures that first aid is administered in a timely and competent manner by the drawing up and effective implementation of a written first aid policy.  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)(a) MB– – 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;  21(3) The information referred to in this sub-paragraph is– – 21(3)(a)(iii) a check was made to establish whether S is subject to any direction made

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

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.

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Part 5. Premises of and accommodation at schools

 23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that– – 23(1)(c) suitable changing accommodation and showers are provided for pupils aged 11 years or over at the start of the school year who receive physical education.  24(1) The standard in this paragraph is met if the proprietor ensures that suitable accommodation is provided in order to cater for the medical and therapy needs of pupils, including– – 24(1)(a) accommodation for the medical examination and treatment of pupils; – 24(1)(b) accommodation for the short term care of sick and injured pupils, which includes a washing facility and is near to a toilet facility.  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.

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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)(b) the information specified in sub-paragraph (3) is made available to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector, the Secretary of State or an independent inspectorate; – 32(1)(c) particulars of the arrangements for meeting the standard contained in paragraph 7 are published on the school’s internet website or, where no such website exists, are provided to parents on request.  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; – 32(3)(c) particulars of the policy referred to in paragraph 2;

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Part 6. Provision of information

– 32(3)(d) particulars of arrangements for meeting the standards contained in paragraphs 9, 10, 11 and 13; – 32(3)(f) details of the complaints procedure referred to in paragraph 33, and the number of complaints registered under the formal procedure during the preceding school year.

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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(h) allows for a parent to attend and be accompanied at a panel hearing if they wish; – 33(i) provides for the panel to make findings and recommendations and stipulates that a copy of those findings and recommendations is–

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Part 7. Manner in which complaints are handled

– 33(i)(i) provided to the complainant and, where relevant, the person complained about; and – 33(i)(ii) available for inspection on the school premises by the proprietor and the head teacher; – 33(j) provides for a written record to be kept of all complaints that are made in accordance with sub-paragraph (e) and– – 33(j)(i) whether they are resolved following a formal procedure, or proceed to a panel hearing; and – 33(j)(ii) action taken by the school as a result of those complaints (regardless of whether they are upheld); and – 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

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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

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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