Frobel Independent School

School pre-registration inspection report

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Main inspection findings

Part 1. Quality of education provided All paragraphs  Leaders are committed to providing a broad range of subjects based on the national curriculum. They aim to enable pupils to go on to further study and fulfil their potential. Leaders have included all the required areas of experience and subject plans are in place. The school has specialist accommodation for practical science and information and communication technology.  Subject plans refer to a range of resources. However, these resources are not in place. At present, there are only the resources used by the tuition centre. These are limited in scope and focused on GCSE examinations. The school library contains appropriate literature, but the range is limited.  The careers programme is well planned. Leaders have used published guidance and established benchmarks to evaluate the provision. All pupils will have access to a careers adviser.  The headteacher has a clear vision for how the curriculum will be delivered and the

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Main inspection findings

support and training that staff will need to do this effectively. There are systems in place so that leaders can check teachers’ planning and the progress that pupils make in learning and remembering more subject content. This includes pupils who speak English as an additional language and pupils with special educational needs and/or disabilities (SEND).  The requirements in this part are unlikely to be met.

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Main inspection findings

Part 2. Spiritual, moral, social and cultural development of pupils All paragraphs  Leaders’ plans promote pupils’ spiritual, moral, social and cultural development effectively. This includes fundamental British values, the public institutions of Britain and the democratic process. All pupils will study citizenship.  The focus on pupils’ personal development supports pupils’ understanding of good behaviour, anti-bullying and equalities, including the protected characteristics.  Leaders’ policies and curriculum plans are comprehensive and detailed. These are supported by a range of other documentation, such as plans for enrichment activities, a focused ‘days-off’ timetable, assemblies and tutor time.  The requirements in this part are likely to be met.

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Main inspection findings

Part 3. Welfare, health and safety of pupils All paragraphs  Leaders do not apply their safeguarding training and knowledge to all aspects of the proposed school. Leaders have not assessed and acted on the risks posed by the multi-use site and the unsuitability of the outside space. This puts pupils at risk of harm.  In addition, associated with these features of the site, leaders have not considered the supervision of pupils on- and off site. Risk assessments are not in place.  Leaders are taking steps to develop a culture of safeguarding in other aspects of their work. Leaders have clear procedures in place to train staff and to record and report concerns about pupils’ welfare. Leaders know where to go for advice and understand the need to work with the local authority. Leaders can assess the local risks of radicalisation and extremism to pupils.  The behaviour and anti-bullying policies meet requirements. These policies are

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Main inspection findings

focused on the welfare of pupils, and expectations of staff are clear. Recording systems are ready.  Leaders have ensured that the admissions and attendance registers are ready for use. Leaders understand how to code absence. They know how to follow up with the local authority when pupils leave the school.  Health and safety records, including checks on fire extinguishers and fire alarms and other checks, are in place.  The requirements in this part are unlikely to be met.

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Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors All paragraphs  Leaders are knowledgeable about safer recruitment. The headteacher has completed the necessary training and knows the process from advertising through appointment to staff induction. Leaders understand the guidance and how to use it to ensure that all the pre-employment checks on staff are completed and recorded.  The requirements in this part are likely to be met. Part 5. Premises of and accommodation at schools All paragraphs  The school does not have changing rooms and suitable showers for pupils. There is one shower in an outside building. This is not suitable and has no internal entrance from the building.  The school’s outside space is not suitable for the planned number of pupils. Leaders intend to use a nearby park and leisure centre, but have not taken steps to make these arrangements. Leaders also suggested that they could stagger breaktimes for

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Main inspection findings

different year groups, but timetables do not reflect this.  Other independent school standards in this part are likely to be met. The school has a suitable medical room with a sink and access to toilets. There is drinking water available for pupils, suitable toilets and washing facilities. The building is well maintained.  The requirements in this part are unlikely to be met.

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Main inspection findings

Part 6. Provision of information All paragraphs  The school has produced suitable information for parents and carers and made the documentation available to them through the school website. The website is comprehensive and detailed.  The requirements in this part are likely to be met.

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Main inspection findings

Part 7. Manner in which complaints are handled All paragraphs  Leaders have prepared a policy for managing complaints. The documentation meets requirements.  The requirements in this part are likely to be met.

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Main inspection findings

Part 8. Quality of leadership in and management of schools All paragraphs  There are systemic weaknesses in leadership and management. These arise from the use and nature of the school site and the lack of formal arrangements for governance.  The school site will be shared with an after-school tuition centre and an examination centre. Leaders have not considered how to manage the multi-use site and keep pupils safe at different times of the day and during examination times.  Leaders have not considered how to draw up and manage documentation, such as risk assessments, that are common to the different organisations. This puts pupils at risk of harm.  Leaders have not considered the limitations of the outside space. Leaders say that they intend for pupils to use the local park and leisure centre. However, they have not taken steps to get contracts and firm bookings. They have not considered how pupils

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Main inspection findings

will be supervised.  During the inspection, in an attempt to meet the independent school standards, the proprietor obtained a booking with a leisure centre. However, leaders have not taken time to consider all the aspects, such as choice of sports, travel, timetabling and risk management.  The proprietor has not made suitable arrangements for governance to hold the headteacher to account and fulfil their responsibilities for safeguarding. The proprietor can describe the skills he would want governors to have and how he intends to link them to subject areas. However, he has made no progress in vetting and appointing governors, developing terms of reference or setting up committees for the governing body.  There are some strengths in leadership. The headteacher and the proprietor have a clear vision for the school and what they want pupils to experience and achieve. They have reviewed the IT systems needed to run the school and are improving them.

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Main inspection findings

They are enthusiastic and focused on finding solutions to any problems they encounter.  The requirements in this part are unlikely to be met.

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Main inspection findings

Schedule 10 of the Equality Act 2010  Leaders have put an accessibility plan in place.  These requirements are likely 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

Proprietor Frobel Independent School Limited

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Proposed school details

Annual fees (day pupils) To be confirmed

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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 75 75

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School’s current position School’s proposal

Gender of pupils N/A Mixed Number of full-time pupils of compulsory school age N/A 75 Number of part-time pupils N/A 0

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities N/A To be confirmed

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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 To be confirmed

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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 To be confirmed

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School’s current position School’s proposal

Number of full-time equivalent teaching staff 1 To be confirmed

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School’s current position School’s proposal

Number of part-time teaching staff 0 To be confirmed

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School’s current position School’s proposal

Number of staff in the welfare provision 0 0

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Information about this proposed school

 Frobel Independent School intends to register as an independent day school. It is in the London Borough of Barking and Dagenham.  The school intends to cater for pupils aged 11 to 16 years.  The school plans to occupy the building at 67–73 Longbridge Road, Barking. This was formerly a parade of shops that has been converted for educational use.  The proprietor is also the founder and director of Frobel Learning, which is a tuition centre and an examination centre, and Saein Club Barking, which is a childcare provision. All the organisations are registered at the address of the proposed school.  The school does not have a governing body.

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Information about this inspection

 This was a pre-registration inspection. It was the school’s first pre-registration inspection.  The inspection was conducted with two days’ notice.  Most of the inspection was carried out remotely because of COVID-19 (coronavirus) restrictions. The proprietor and headteacher met with inspectors. Inspectors scrutinised documentary evidence.  An inspector made a site visit to check the standards in Part 5 and some in Part 3.

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Inspection team

Janet Hallett, lead inspector Her Majesty’s Inspector

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Part 1. Quality of education provided

 3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school–

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Part 1. Quality of education provided

– 3(f) utilises effectively classroom resources of a good quality, quantity and range

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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–

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Part 3. Welfare, health and safety of pupils

– 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school

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Part 3. Welfare, health and safety of pupils

 14 The standard in this paragraph is met if the proprietor ensures that pupils are properly supervised through the appropriate deployment of school staff.

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Part 3. Welfare, health and safety of pupils

 16 The standard in this paragraph is met if the proprietor ensures that–

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Part 3. Welfare, health and safety of pupils

– 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

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Part 3. Welfare, health and safety of pupils

– 16(b) appropriate action is taken to reduce risks that are identified.

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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–

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Part 5. Premises of and accommodation at schools

– 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.

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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–

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Part 5. Premises of and accommodation at schools

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

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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–

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Part 8. Quality of leadership in and management of schools

– 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently;

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Part 8. Quality of leadership in and management of schools

– 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and

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Part 8. Quality of leadership in and management of schools

– 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 1231, 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

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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