Richkins Education

Richkins Education 5-7 Waltham House, St Mary's Terrace, Mill Lane, Guildford, Surrey GU1 3TZ

p.1

Main inspection findings

Part 1. Quality of education provided Paragraph 2(1)–2(2)(b), 2(2)(d)–2(2)(d)(ii), 2(2)(h)–2(2)(i)  The proprietor has not provided a written policy on the curriculum. Schemes of work are incomplete and not appropriate.  The proposed curriculum has not been designed to meet the specific needs of the types of pupils who the proprietor intends to admit to the school. For example, the curriculum takes no account of the fact that many pupils may have large gaps in their knowledge and skills.  The proprietor does not have a scheme of work in place to teach pupils about personal, social, health and economic (PSHE) education. There are plans to include relevant topics in the PSHE curriculum. These plans are not fully ready. Paragraph 3–3(j)  No documentation is available to explain how the curriculum will be taught. Nor has the proprietor considered how pupils will make good progress through a curriculum.

p.1

Main inspection findings

For example, plans submitted showed an intention for pupils to study each subject, including English and mathematics, for only a small part of each year. It is unlikely that pupils would make good progress through a curriculum in this way.  There are no structures in place to ensure that teachers plan lessons well and incorporate effective teaching methods and activities. Leaders’ early thinking about teaching methods and activities is not well developed enough.  There is a behaviour policy that clearly sets out the school’s ethos, which includes that pupils act responsibly. However, this policy does not set out how staff will manage pupils’ behaviour.  Leaders agree that they have further work to do to ensure that teaching is effective in the proposed school. Paragraph 4  Leaders have done some initial thinking about how pupils’ wider development might be assessed with reference to the school’s aims. However, they acknowledge that

p.1

Main inspection findings

these early ideas are not fully formed. In addition, it is not clear how teachers will assess pupils’ learning in a range of subjects.  The proposed school is unlikely to meet all of the requirements of this part of the independent school standards.

p.2

Main inspection findings

Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5–5(d)(iii)  The proprietor and the non-executive director are aware of the potential challenges faced by pupils with special educational needs and/or disabilities (SEND) for them to be successful in future life. They are able to articulate some broad ideas and examples of how they will work with pupils to help their personal development and prepare them for life in modern Britain. However, there is no firm plan to ensure that all aspects of spiritual, moral, social and cultural development are embedded across the curriculum.  Based on the evidence presented during this inspection, the proposed school is unlikely to meet all of the requirements of this part of the independent school standards.

p.2

Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 7–7(b)  Two safeguarding policies were submitted during the inspection. The first did not have due regard for the latest government guidance. The second is more detailed and better aligned with government guidance. However, it does not consider contextual safeguarding issues associated with the types of pupils the school plans to admit.  Leaders intend for staff to have appropriate and regular safeguarding training and for there to be a trained designated safeguarding lead. There are secure plans in place for regular safeguarding training to be provided, but not yet for how the designated safeguarding lead training will be delivered.  Leaders have not yet recruited any staff for the school. The non-executive director demonstrated a secure knowledge of the appropriate checks to be made when recruiting staff safely. However, currently, leaders have not undertaken safer

p.2

Main inspection findings

recruitment training.  Leaders understand the principles of how safeguarding concerns should be reported and logged. Leaders intend to purchase a system to help staff do this. However, there are currently no secure plans in place for this aspect of safeguarding.  The proposed school site is not currently safe. There are no appropriate risk assessments in place. For example, the proposed playground is not a secure and safe place for pupils to play in, and there is no fire safety evacuation plan in place. Paragraphs 9–10  The behaviour policy considers many of the specific needs of pupils in this school. However, it mentions using pastoral roles that leaders do not currently plan to employ. Leaders have reconsidered their approach to rewards and sanctions since writing the policy. They acknowledge that there is more work to do to establish a secure approach to managing pupils' behaviour.  The approach to dealing with bullying described in the behaviour policy does not align

p.2

Main inspection findings

with the approach outlined in the ant-bullying strategy. Paragraphs 11–13  There is a health and safety policy in place. The document makes reference to aspects of health and safety that leaders should be aware of. It does not make specific reference to the particular health and safety risks of this setting. For example, the first-aid policy incorporated in the health and safety policy is not specific or detailed enough to suit the setting.  The proprietor has undertaken training to enable him to oversee health and safety in the school. However, plans to ensure pupils’ welfare, health and safety on the proposed premises are not well developed enough. For example, there are no proper risk assessments in place, including for the safe evacuation of pupils in the event of a fire. Paragraph 14  Leaders demonstrated that they have considered how pupils would be properly supervised through the appropriate deployment of school staff. For example, they plan

p.3

Main inspection findings

for each classroom to have one teacher and one teaching assistant as a minimum, and for there to be several adults in the playground during break times. This standard is likely to be met. Paragraphs 15–16(b)  Leaders understand the importance of keeping secure admissions and attendance registers. However, they were not clear about the detail that should be recorded in these registers. In addition, there is no attendance policy in place. Therefore, it is not possible to say whether these documents will be maintained in accordance with legal requirements.  There is reference to risk assessment in the health and safety policy. However, there is no proper risk assessment policy in place. During the inspection, the proprietor completed a risk assessment relating to the use of the stairs. However, other necessary risk assessments have not been carried out on the building, proposed activities in the building or any activities that may take place off site.

p.3

Main inspection findings

 School leaders have not ensured that the proposed school is likely to meet all of the requirements in this part of the independent school standards.

p.3

Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2)–18(3), 19(2)–19(3), 20(6)–20(6)(c), 21(1)–21(7)(b)  The non-executive director demonstrates a secure understanding of safer recruitment procedures. Leaders intend to carry out all the necessary pre-employment checks on staff and to record these on a single central register. Appropriate checks will also be carried out on people who are appointed to governance roles.  Leaders demonstrate a secure understanding of the appropriate checks to use when employing supply staff or using supply agencies.  School leaders have ensured that the standards in Part 4 are likely to be met.

p.3

Main inspection findings

Part 5. Premises of and accommodation at schools Paragraphs 23(1)–23(1)(c)  There are suitable toilet facilities available for pupils. Separate toilets are available for boys and girls. These are for the sole use of pupils. Paragraph 24(1)–24(1)(b)  Leaders have identified a room that might provide for the medical and therapy needs of pupils. However, this room has not been equipped to provide for these needs. There is no washing facility in the room. Paragraphs 25–29(1)(b)  The site has been recently refurbished with new carpets and lighting. However, lighting in some classrooms was not bright enough. The proprietor was unable to demonstrate if external lighting works. The proprietor was unable to demonstrate if the heating works or if there is hot water on site. There are no locks on sash windows, which presents a safety risk for pupils on high floors.  The acoustics in the premises are appropriate for the activities which normally take

p.4

Main inspection findings

place in a school.  There are suitable drinking water facilities provided. These are clearly marked, readily accessible and separate from the toilet facilities.  There is space outside that leaders intend to be both for cars to drop off and pick up pupils at the start and end of the day, and for pupils to play in and use for physical education during the day. Currently, this space is not safe for pupils to use because it is open to the road, and contains a sharp, unsafe dip in level which pupils could fall into. It is not clear whether the space will be large enough for pupils to play games in once leaders have made the changes that they intend in order to keep pupils safe from cars and the road.  Based on the evidence presented during this inspection, school leaders have not ensured that the proposed school is likely to meet all of the requirements in this part of the independent school standards.

p.4

Main inspection findings

Part 6. Provision of information Paragraph 32(1)–32(1)(d), 32(1)(f)–32(1)(j), 32(2)–32(4)(c)  Appropriate contact details for the school, the proprietor and proposed governing body are available to parents on the school’s website. This website sets out the school’s ethos and aims.  Policies and procedures for safeguarding, behaviour, anti-bullying, admissions, curriculum, first aid, English as an additional language, complaints and assessment are not fully developed. Leaders intend to publish on the school website any Ofsted inspection reports and any decisions made by the Secretary of State about the school.  The non-executive director demonstrates secure knowledge of how to report income and expenditure to a local authority, and of the information required by a local authority to support the annual review of education, health and care (EHC) plans.  School leaders have not ensured that the proposed school is likely to meet all of the

p.4

Main inspection findings

requirements in this part of the independent school standards.

p.5

Main inspection findings

Part 7. Manner in which complaints are handled Paragraph 33(a)–33(k)  The complaints policy contains information relating to how a parent can make a complaint on an informal and formal basis. It sets out a formal procedure for the complaint to be made in writing. The complaints policy does not set out clear timescales for every stage of the complaints process. The policy does not set out the correct procedures for a formal panel hearing, including that there should be three people on the panel, one of whom is independent of the management and running of the school. There is no mention of the right for a parent to be accompanied if they wish.  The policy does not clearly state that written findings will be made available to the complainant and the person being complained about, or that the information will be retained in a written record, that is kept available for inspection by the proprietor, headteacher, the Secretary of State or inspectors, or whether it was resolved during a

p.5

Main inspection findings

formal procedure or panel hearing. The policy does not mention confidentiality.  School leaders have not ensured that the proposed school is likely to meet all of the requirements in this part of the independent school standards.

p.5

Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraph 34(1)–34(1)(c)  The sole proprietor and the non-executive director have set out to open a school for pupils with SEND with the right intentions, and with some knowledge of pupils’ specific needs and vulnerabilities. However, they have no experience of running a school and do not know the independent school standards well enough.  Leaders have not thought through how this school will operate. They have not considered the specific steps they will need to take to meet the independent school standards and protect the welfare of the pupils they will potentially admit.  Leaders were unprepared for the rigour of this inspection. Policies they provided lack clarity and are not consistently representative of leaders’ current thinking about how they wish to run the school. They do not show proper consideration for the needs of the type of pupil the school intends to cater for. Some are not yet in existence, such

p.5

Main inspection findings

as the curriculum policy.  Plans to recruit staff and a governing body are in the very early stages. There are no convincing plans of how a governing body would hold the school to account for its work.  School leaders have not ensured that Part 8 is likely to be met.

p.5

Main inspection findings

Schedule 10 of the Equality Act 2010  None of the school’s proposed policies or procedures are likely to contradict the requirements of this act. However, no accessibility plan has been produced. Therefore, based on the evidence presented during this inspection, Schedule 10 of the Equality Act 2010 is unlikely to be met.

p.6

Compliance with regulatory requirements

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

p.7

Proposed school details

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

p.8

Proposed school details

School status Independent special school

p.8

Proposed school details

Annual fees (day pupils) £40,000–£50,000

p.8

Proposed school details

Date of previous standard inspection Not previously inspected

p.8

recommendation

Age range of pupils Not applicable 5–11 5–11 Number of pupils on the school roll Not applicable 25 25

p.8

School's current position School's proposal

Gender of pupils Not applicable Mixed Number of full-time pupils of compulsory school age Not applicable 25

p.9

School's current position School's proposal

Number of part-time pupils Not applicable 0

p.9

School's current position School's proposal

Number of pupils with special educational needs and/or disabilities Not applicable 25

p.9

School's current position School's proposal

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

p.9

School's current position School's proposal

Of which, number of pupils paid for by a local authority with an education, health and care plan Not applicable 25

p.9

School's current position School's proposal

Number of full-time equivalent teaching staff Not applicable 7

p.10

School's current position School's proposal

Number of part-time teaching staff Not applicable 0

p.10

Information about this proposed school

 The proposed school is to be situated in a four-storey building in central Guildford. The floors are linked by a set of steep stairs with an adult-height bannister. The accommodation consists of six larger rooms, each suitable for a class of up to five pupils, and a small number of additional rooms suitable to be used for smaller groups, offices and a proposed medical space. There are associated toilet facilities. The building would be for the sole use of the school.  The proprietor proposes using the limited outside space as a drop-off area and playground.  The proposed school will cater for primary-aged pupils with social, emotional and mental health needs, and those with autism spectrum disorder. It is intended that all pupils will have an EHC plan.

p.10

Information about this inspection

 This inspection was commissioned by the Department for Education (DfE) during the COVID-19 (coronavirus) pandemic of 2021. Some of the inspection was conducted remotely. This was due to the changes made to inspection activity during this period of the COVID-19 outbreak.  I met with the proprietor and a non-executive director at the proposed school premises. This aspect of the inspection required a short on-site visit to determine whether some aspects of the independent school standards are likely to be met.  I held further discussions with the proprietor and a non-executive director remotely. We discussed the vision for the school and how they intended to operate the school.  I looked at a wide range of documentation, including behaviour and safeguarding policies and curriculum information.  This was the first pre-registration inspection commissioned by the DfE. The inspection was commissioned to determine whether the school is likely to meet the independent

p.11

Inspection team

Catherine Old, lead inspector Her Majesty's Inspector

p.11

Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if- – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and – 2(1)(b) the written policy, plans and schemes of work- – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan; and – 2(1)(b)(ii) do not undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.

p.12

Part 1. Quality of education provided

 2(2) For the purposes of paragraph (2)(1)(a), the matters are- – 2(2)(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education; – 2(2)(b) that pupils acquire speaking, listening, literacy and numeracy skills; – 2(2)(d) personal, social, health and economic education which- – 2(2)(d)(i) reflects the school's aim and ethos; and – 2(2)(d)(ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act[9]; – 2(2)(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

p.12

Part 1. Quality of education provided

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 experiences of life in British society.

p.12

Part 1. Quality of education provided

 3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; – 3(b) fosters in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for themselves; – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; – 3(e) demonstrates good knowledge and understanding of the subject matter being taught; – 3(f) utilises effectively classroom resources of a good quality, quantity and range;

p.12

Part 1. Quality of education provided

– 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; – 3(i) does not undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs; and – 3(j) does not discriminate against pupils contrary to Part 6 of the 2010 Act.

p.13

Part 1. Quality of education provided

 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.

p.13

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

p.13

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

p.13

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.

p.14

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.

p.14

Part 3. Welfare, health and safety of pupils

 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; and – 9(c) a record is kept of the sanctions imposed upon pupils for serious misbehaviour.

p.14

Part 3. Welfare, health and safety of pupils

 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.

p.14

Part 3. Welfare, health and safety of pupils

 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.

p.14

Part 3. Welfare, health and safety of pupils

 12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005.

p.14

Part 3. Welfare, health and safety of pupils

 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.

p.14

Part 3. Welfare, health and safety of pupils

 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.

p.14

Part 3. Welfare, health and safety of pupils

 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.

p.14

Part 5. Premises of and accommodation at schools

 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; and – 24(1)(c) where a school caters for pupils with complex needs, additional medical accommodation which caters for those needs.

p.14

Part 5. Premises of and accommodation at schools

 24(2) The accommodation provided under sub-paragraphs (1)(a) and (b) may be used for other purposes (apart from teaching) provided it is always readily available to be used for the purposes set out in sub-paragraphs (1)(a) and (b).

p.15

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.

p.15

Part 5. Premises of and accommodation at schools

 27 The standard in this paragraph is met if the proprietor ensures that- – 27(a) the lighting in each room or other internal space is suitable, having regard to the nature of the activities which normally take place therein; and – 27(b) external lighting is provided in order to ensure that people can safely enter and leave the school premises.

p.15

Part 5. Premises of and accommodation at schools

 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; – 28(1)(d) the temperature of hot water at the point of use does not pose a scalding risk to users.

p.15

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)(a) physical education to be provided to pupils in accordance with the school curriculum; and – 29(1)(b) pupils to play outside.

p.15

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(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; – 32(1)(g) any information reasonably requested in connection with an inspection under section 109 of the 2008 Act which is required for the purposes of the inspection is

p.15

Part 6. Provision of information

provided to the body conducting the inspection and that body is given access to the school's admission and attendance registers.

p.16

Part 6. Provision of information

 32(3) The information specified in this sub-paragraph is- – 32(3)(a) particulars of the school's policy on and arrangements for admissions, misbehaviour and exclusions; – 32(3)(b) particulars of educational and welfare provision for pupils with EHC plans and pupils for whom English is an additional language; – 32(3)(c) particulars of the policy referred to in paragraph 2; – 32(3)(d) particulars of arrangements for meeting the standards contained in paragraphs 9, 10, 11 and 13; – 32(3)(e) particulars of the school's academic performance during the preceding school year, including the results of any public examinations; – 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.

p.16

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(b) is made available to parents of pupils; – 33(c) sets out clear time scales for the management of a complaint; – 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

p.16

Part 7. Manner in which complaints are handled

wish; – 33(i) provides for the panel to make findings and recommendations and stipulates that a copy of those findings and recommendations is- – 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.

p.16

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 .

p.17

Part 8. Quality of leadership in and management of schools

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

p.18

Part 8. Quality of leadership in and management of schools

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

p.18

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.

p.18

Part 8. Quality of leadership in and management of schools

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

p.18

Part 8. Quality of leadership in and management of schools

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

p.18

Part 8. Quality of leadership in and management of schools

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

p.18