Worcestershire Education and Skills

School pre-registration inspection report

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Main inspection findings

Part 1. Quality of education provided Paragraph 2(1)(b)(ii), 2(2)(a), 2(2)(d), 2(2)(d)(i), 2(2)(d)(ii), 2(2)(e), 2(2)(e)(i), 2(2)(e)(ii), 2(2)(e)(iii), 2(2)(i), 3(b), 3(g), 3(h), 3(i), 3(j), 4  The proprietor and leaders have developed a suitable curriculum policy. Schemes of work are likely to provide a breadth of experiences for pupils in a range of subjects. Leaders are planning to ensure that pupils access a range of subjects, giving them experience in linguistic, mathematical, scientific, technological, human and social, physical, and aesthetic and creative education. Schemes of work are interwoven with reference to fundamental British values.  The scheme of work for personal, social, health and economic education is based on level 1 accreditation. The scheme has regard for the protected characteristics set out in the Equality Act 2010. Leaders plan to engage external providers to complement the teaching of relationships and sex education, such as visiting speakers and theatre

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Main inspection findings

companies.  Leaders are planning for pupils to gain impartial careers advice and guidance through visits to careers events, participation in careers workshops and visits to local colleges. Pupils will also be supported to develop their employment-related skills via a ‘moving on’ plan.  Leaders have ensured that they have a suitable framework for assessment. They plan to assess pupils’ capabilities in English and mathematics as soon as pupils join the school. The policy sets out how and when assessment is intended to be used, and how this information will be shared with pupils and parents and carers. Paragraph 2(1), 2(1)(a), 2(1)(b), 2(1)(b)(i), 2(2), 2(2)(b), 2(2)(f), 2(2)(g), 2(2)(h), 3, 3(a), 3(c), 3(d), 3(e), 3(f)  While leaders recognise that pupils will have wide-ranging needs relating to their special educational needs and/or disabilities (SEND), as well as possible gaps in their learning, leaders have not given enough thought to how curriculum content will be

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Main inspection findings

mapped out over time. It is not clear what pupils are expected to achieve at key transition points, such as the end of a key stage, which may lead to lower expectations for pupils. The content in the schemes of work is over-reliant on accredited course specifications, regardless of pupils’ age. Leaders have not thought about how content will need to be adapted for different ages. For example, in relationships and sex education, content planned to be taught appears to be the same for pupils in Year 7 as that for pupils in Year 13.  The content of schemes of work for English, including the approach to reading and writing, is disjointed. Leaders have not considered how pupils with gaps in their learning, specifically early readers, will be supported to improve their reading skills. Leaders do not have a clear enough understanding of how pupils can be supported to learn to read and develop their phonics knowledge to become more fluent readers.

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Main inspection findings

 Leaders have not articulated the curriculum offer for pupils who will be above compulsory school age, showing how it will be more appropriate to the needs of older pupils.  None of the tutors employed to work with the pupils is a qualified teacher, and so tutors are reliant on the schemes of work being sequenced appropriately to enable pupils to make progress. Leaders say that tutors are given the chance to complete a teaching and learning qualification, but not all tutors take up this opportunity. As a result, some tutors may not have the necessary skills to meet the specific needs of the pupils they intend to support.  Leaders have ensured that accreditation is available at a range of levels, from entry level 1 to level 2 qualifications. However, some subjects such as science, history and geography can only be studied as an entry-level qualification. As a result, pupils working at higher levels in English and mathematics may not have the opportunity to

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Main inspection findings

gain a wider set of qualifications at a level of which they are capable.  The proprietor has accumulated large amounts of resources, furniture and equipment from another school site, stored in three of the potential teaching areas. As a result, the school is not yet set up to enable pupils to learn on site. It was not possible to judge whether resources were of a good quality and range and were suited to the needs of the pupils.  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(c), 5(d), 5(d)(i), 5(d)(ii), 5(d)(iii)  The proposed school’s spiritual, moral, social and cultural (SMSC) policy sets out clearly how pupils will be helped to develop in these areas, usually through the curriculum for personal, social and health education. Leaders intend that pupils will learn about how to recognise and challenge discrimination and prejudice, for example.  As soon as pupils join the school, leaders intend to ensure that pupils will gain knowledge and understanding of all the protected characteristics set out in the Equality Act 2010. For example, pupils will be expected to complete a range of activities based on the protected characteristics as part of their induction to the school.  Leaders have ensured that all aspects of British values thread through the school’s

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Main inspection findings

curriculum plans. They have also planned visits in the local community to develop pupils’ understanding further, such as to the local magistrates’ court and places of worship.  Although pupils will mainly be supported on a one-to-one basis, leaders recognise that pupils will need to have opportunities to work together, learning to regulate their behaviour in the company of other pupils.  Leaders have set out in the SMSC policy their expectations of how members of staff are expected to behave, in upholding the teachers’ standards and not undermining any British values.  All of the standards in Part 2 are likely to be met.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraph 7, 7(a), 7(b), 9, 9(a), 9(b), 9(c), 10, 11, 14  The proposed school has a comprehensive safeguarding policy, which refers to the most recent government guidance. The policy recognises the specific risks that the pupils the school intends to cater for are likely to face. It sets out actions that staff can take to reduce these risks and protect pupils.  Leaders have a good understanding of their safeguarding responsibilities and have completed appropriate designated safeguarding lead and safer recruitment training. They have established an electronic system on which staff will be able to report any safeguarding, welfare and behaviour concerns and sanctions about a pupil. They understand the local arrangements for escalating any concerns about pupils’ welfare, and procedures to follow if there are concerns about a member of staff.  Leaders intend that when pupils join the school, they will complete induction activities

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Main inspection findings

aimed to help them understand how to keep themselves safe. Activities include learning how to stay safe online, how to share a concern, and keeping safe from radicalisation and extremism. Pupils will also be provided with a list of helpful contacts to external agencies such as Childline.  The proposed school’s behaviour policy is centred on the principles of respect for self and others. It sets out clearly the behaviours that will not be tolerated. Leaders plan to use a points-based system to promote and encourage pupils’ good behaviour.  The proposed school’s anti-bullying policy recognises the many different forms that bullying can take. Leaders have made it clear that any type of bullying is unacceptable. They also note that pupils with SEND may have additional vulnerabilities. The high staff-to-pupil ratio should ensure that pupils are supervised appropriately. Paragraph 12, 13, 15, 16, 16(a), 16(b)

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Main inspection findings

 The proposed school’s health and safety policy is suitable. Regular checks are being carried out on the building, such as water tests and fire safety checks. The proprietor commissioned a fire risk assessment of the premises in November 2020. Several significant findings were identified, and the proprietor has acted swiftly to ensure that these have been addressed. As a result, there is now appropriate fire signage, and evacuation procedures displayed around the school. Some staff members have completed fire safety training.  The first-aid policy sets out arrangements for first aid for the proposed school. Leaders have committed to training all staff members in first aid, as they intend for staff to spend most of the time out in the local community with the pupils.  Leaders plan to use an electronic management system for recording attendance. They understand the Department for Education (DfE) codes that should be used. Leaders

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Main inspection findings

intend to use a paper-based book to record pupil admissions to the school.  Leaders are in the process of training all staff in writing risk assessments. Several risk assessments have been completed. For example, leaders have assessed the potential risks when working with pupils in the local community, highlighting to staff the procedures that need to be followed should a pupil abscond. If assessments are understood and procedures adhered to, risks are likely to be reduced.  All of the standards in Part 3 are likely to be met.

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Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors Paragraph 18(2), 18(2)(a), 18(2)(b), 18(2(c), 18(2)(c)(i), 18(2)(c)(ii), 18(2)(c)(iii), 18(2)(c)(iv), 18(2)(d), 18(2)(e), 18(3), 19(2), 19(2)(a), 19(2)(a)(i), 19(2)(a)(i)(aa), 19(2)(a)(i)(bb), 19(2)(a)(i)(cc), 19(2)(a)(i)(dd), 19(2)(a)(ii), 19(2)(b), 19(2)(c), 19(2)(d), 19(2)(d)(i), 19(2)(d)(ii), 19(3), 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), 21(1), 21(2), 21(3), 21(3)(a), 21(3)(a)(i), 21(3)(a)(ii), 21(3)(a)(iii), 21(3)(a)(iv), 21(3)(a)(v), 21(3)(a)(vi), 21(3)(a)(vii), 21(3)(a)(viii), 21(3)(b), 21(5), 21(5)(a), 21(5)(a)(i), 21(5)(a)(ii), 21(5)(b), 21(5)(c), 21(6)  The proprietor has ensured that appropriate pre-employment checks have been carried out on staff and governors. Staff who have been identified to work at the proposed school are currently employed at the proprietor’s other school, West

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Main inspection findings

Midlands Education and Skills. Information has been transferred to the proposed school’s single central register.  Leaders have no plans to employ supply staff at the school, but were able to talk about the checks that they would carry out before a member of supply staff engaged in work at the school.  All of the standards in Part 4 are likely to be met.

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Main inspection findings

Part 5. Premises of and accommodation at schools Paragraph 23(1), 23(1)(a), 23(1)(b), 24(1), 24(1)(a), 24(1)(b), 24(2), 25, 26, 27, 27(a), 27(b), 28(1), 28(1)(a), 28(1)(b), 28(1)(c), 28(1)(d), 28(2), 28(2)(a), 28(2)(b)  The proposed school comprises five classrooms, two offices, a kitchen and dining area, pupils’ toilets and a medical room on the ground floor. One of the rooms is equipped for pupils to study bricklaying, and painting and decorating. Leaders are planning to set up a hair and beauty facility in another room. On the first floor, there are staff toilets and additional rooms that leaders are considering using for small- group work or meetings. At the time of the inspection, three of the five rooms were full of large amounts of furniture and equipment. Asbestos survey photographs show that furniture and equipment have been stored at the school since May 2020. Leaders are planning to donate much of this to charity shops.

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Main inspection findings

 The toilet facilities, with hot and cold running water and handwashing facilities, are suitable for pupils’ use. The hot water does not pose a risk of scalding.  The premises are in a reasonable state of repair, but additional work is needed to address some ceiling damage. The proprietor plans to change the external signage of the proposed school as the previous school’s name is still on the building. The proprietor also plans to relocate the medical room, as the current facility does not have any handwashing facilities. Leaders confirmed that all the remedial works are planned to start in the week after the inspection. If this work is completed successfully, the standard relating to medical accommodation is likely to be met.  Drinking water, clearly labelled, is available at several points around the building. Leaders also plan to provide pupils with water bottles when they are working in the local community.

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Main inspection findings

 Classrooms are well lit and benefit from some natural light. Most are carpeted, which contributes to good acoustics. The proposed school is situated on a street that has ample external street lighting, enabling safe entry to, and exit from the school.  These standards in Part 5 are likely to be met. Paragraph 23(1)(c), 29(1)(a)  Leaders recognise that they do not have suitable space at the premises to enable pupils to engage in physical education. Neither do they have any shower facilities. They have plans to enable pupils to access these facilities at local gyms and leisure centres.  These standards are likely to be met. Paragraph 29(1), 29(1)(b)  The proposed school does not have any external space to enable pupils to play outside.  These standards are not 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)(f), 32(1)(g), 32(1)(h), 32(1)(i), 32(1)(j), 32(2), 32(2)(a), 32(2)(b), 32(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), 2(3)(f), 32(3)(g)  Leaders plan to publish all the required information on a website, should they be successful in their registration. It is available in paper form.  An up-to-date safeguarding policy is available on request, along with other policies such as those relating to the curriculum, exclusions and admissions.  Leaders are aware of the process for reviewing pupils’ education, health and care (EHC) plans and the requirement to share relevant information with the local authority that funds each school place.  Leaders provided an example of a proposed report to parents. It includes information about a pupil’s educational progress and attainment, attendance, attitude and

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Main inspection findings

behaviour.  All of the standards in Part 6 are likely 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)  The proposed school has a suitable complaints policy. It ensures that complaints can be considered initially on an informal basis, but can be escalated if necessary. The policy contains a flowchart that illustrates the different steps leaders will take when handling a complaint. This is likely to be useful to parents.  All of the standards in Part 7 are likely to be met.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraph 34(1)(c)  The proprietor and leaders are committed to establishing a school for pupils with SEND in the local area. They have a good understanding of their responsibilities in terms of safeguarding and health and safety, and have accessed appropriate training. They recognise that pupils are likely to have faced difficulties and disruption to their education. They are committed to improving pupils’ emotional health and well-being.  This standard is likely to be met. Paragraph 34(1), 34(1)(a), 34(1)(b)  Although the headteacher is receiving monitoring support from the headteacher of the proprietor’s other school, the leadership team is inexperienced. Its members have not had any training in educational leadership or special educational needs. The chair of the governing body is experienced in the running of independent schools. Both he and

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Main inspection findings

the proprietor accept that new leaders will need further support in the running of the proposed school.  The proprietor and leaders are not giving sufficient attention to ensuring that all pupils receive a good quality of education, well matched to their individual needs and ages.  The proprietor and leaders have not ensured that all the independent school standards are likely to be met consistently and continually, particularly in relation to Part 1 of the standards. The proprietor has not ensured that the standard relating to the provision of outdoor space for pupils to play outside is likely to be met.  These standards are not likely to be met. Schedule 10 of the Equality Act 2010  Leaders have developed a suitable accessibility plan that complies with schedule 10 of the Equality Act 2010.

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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

Proprietor Worcestershire Education and Skills

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recommendation

Age range of pupils Not applicable 11–19 years 11–19 years Number of pupils on the school roll Not applicable 25 25

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School’s current position School’s proposal

Gender of pupils Not applicable Mixed Number of full-time pupils of compulsory school age Not applicable 20

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School’s current position School’s proposal

Number of part-time pupils Not applicable 0 Number of pupils with special educational needs and/or disabilities Not applicable 25

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan Not applicable 25

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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 Not applicable 25

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 17

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School’s current position School’s proposal

Number of part-time teaching staff Not applicable 0

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School’s current position School’s proposal

Number of staff in the welfare provision Not applicable 0

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Information about this proposed school

 Worcestershire Education and Skills (WEAS) is based in a converted industrial unit near the centre of Worcester. The property is owned by the chair of the governing body.  The proposed school intends to cater for pupils who have a range of social, emotional and mental health needs and associated learning difficulties. They are likely to have experienced disruption in their education and may have been permanently excluded from their previous school.  It is likely that all pupils will have an education, health and care plan.  It is intended that some pupils who currently attend the proprietor’s other school, West Midlands Education and Skills, will transfer to WEAS, if the proposed school is closer to their home.  Referrals to the proposed school are likely to come from local authorities or other schools.  The proposed school will not have a religious ethos.  Leaders of the proposed school do not intend to use any alternative providers.

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Information about this inspection

 This inspection was commissioned by the DfE during the COVID-19 (coronavirus) pandemic, to determine whether the proposed school is likely to meet the independent school standards if it is given permission to open. The inspection lasted for two days and included a site visit, as well as meetings on the telephone or via video calls. This is the proposed school’s first inspection.  Leaders submitted the majority of documentation electronically for scrutiny, including a wide range of curriculum plans and schemes of work. The lead inspector scrutinised other documentation on site, including policies, training records, risk assessments and the school’s single central register of pre-employment checks on staff, governors and the proprietor.  The lead inspector toured the school with the headteacher and the headteacher’s mentor, maintaining social distancing at all times.  The lead inspector had face-to-face meetings with the proposed school’s headteacher,

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Information about this inspection

mentor headteacher and the chair of the governing body. She spoke to the proprietor and deputy headteacher via video call. She met with the headteacher in her capacity as senior lead for safeguarding.

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Inspection team

Deb Jenkins, 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)(b) that pupils acquire speaking, listening, literacy and numeracy skills; – 2(2)(g) where the school has pupils above compulsory school age, a programme of activities which is appropriate to their needs; – 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

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Part 1. Quality of education provided

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(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.

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Part 5. Premises of and accommodation at schools

 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)(b) pupils to play outside.

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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. 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 1231, 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

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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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