More Than Ed Independent School

School pre-registration inspection report

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More Than Ed Independent Special School Cherry Tree Court, Woodfield Park, Weston Road, Balby, Doncaster, South Yorkshire DN4 8QN

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Main inspection findings

Part 1. Quality of education provided Paragraphs 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)(h), 2(2)(i), 3, 3(a), 3(b), 3(c), 3(d), 3(e), 3(f), 3(g), 3(h), 3(i), 3(j), 4  The proprietor’s vision for the proposed school is that it will ‘create a culture of nurture, confidence and self-worth where children can grow’. The proposed school is for pupils with special educational needs and/or disabilities (SEND). The proposed school will cater for pupils with social, emotional, and mental health needs. Some pupils may have a diagnosis of autism spectrum disorder and/or additional learning, sensory or communication needs.  The proprietor has ensured there is a curriculum policy in place. This policy reflects the ethos of the proposed school and the needs of the pupils that may join the school.  The curriculum is ambitious. The subjects taught will be English, mathematics,

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Main inspection findings

science, humanities, art and design, design technology, physical education and personal, social and health education (PSHE). In Year 10 and Year 11, pupils will also be able to follow vocational courses. Pupils will have therapeutic programmes to meet their emotional, social and sensory needs.  The headteacher is an experienced teacher who has worked in mainstream and specialist settings. She has developed long- and medium-term plans for each proposed subject and year group. These plans show the journey a pupil will take through each subject. The headteacher is aware of the need to keep these curriculum plans under review. She knows how to adapt them to meet the needs of the pupils who may join the proposed school.  The timetable reflects the needs of the pupils who may join the school. For example, the school day begins with pupils being collected from home by school staff. Staff will use the handover from home and the journey to school to settle pupils, so they are

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Main inspection findings

ready for learning. Teachers will build sensory breaks and communication support sessions into subject lessons. The therapeutic programmes take place in the afternoon. These programmes include yoga, movement, art and music therapy. Staff have learning resources and equipment that supports the proposed curriculum.  The headteacher is aware of the wide range of needs, some unidentified, that pupils may have when they join the school. The headteacher has clear plans for how she will collect information from parents and carers and local authority commissioners on pupils before they join the proposed school. She has a set of tests ready for pupils to do once they have settled into the school. These tests will help staff identify any help that pupils may need to improve their language and number skills.  School leaders expect to cater for pupils who may have missed a lot of education before joining the proposed school. Staff are particularly aware of the importance of

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Main inspection findings

supporting pupils to become confident readers. The proprietor has appointed a literacy coordinator who is trained in the teaching of phonics. This person will identify any gaps in pupils’ phonics knowledge. She will lead staff in the teaching of reading and help pupils catch up quickly through additional phonics lessons.  The proprietor has appointed a speech and language therapist. She will check pupils’ spoken language skills. She will design activities to help pupils improve their communication and understanding.  The headteacher has written an assessment policy. The policy explains how staff will check what pupils know and can do. School leaders will review pupils’ progress against short-term targets on a weekly basis. Staff will review pupils’ progress towards longer-term goals each term. Paragraph 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)  The headteacher has developed a well-planned PSHE programme. Key ideas and

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Main inspection findings

topics are revisited as pupils get older. For example, pupils find out about the world of work from when they join the school. In Year 3, teachers focus on the jobs people do. In Year 10, teachers cover employability skills and employment law.  The proprietor has ensured pupils have access to independent careers advice. There is information on the proposed school’s website which explains what is on offer to pupils and parents. The proprietor has invested in a specialist careers adviser. This adviser is from a local special school academy trust. She will meet regularly with pupils and provide one to one guidance sessions.  The PSHE curriculum teaches pupils about tolerance, respect for others and active citizenship. The headteacher has also built the teaching of protected characteristics into curriculum plans.  The headteacher has produced a policy for sex and relationships education (SRE). The main teaching of SRE is in the PSHE lessons and there are elements of SRE in the

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Main inspection findings

subject plan for science. The headteacher will gather parents’ views on the school’s plans for sex and relationships education as part of the admission process.  The proprietor has ensured that the standards in this part are likely 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)  The proprietor has written a policy that explains how the school will support pupils’ spiritual, moral, social and cultural (SMSC) development. The policy describes SMSC development under six themes. These themes are discovery, safety, uniqueness, health, exploration and celebration. The headteacher has woven these SMSC themes into the plans for each subject on the taught curriculum.  The PSHE curriculum has a topic called ‘Living in the wider world’. This topic includes lessons on rules, laws and understanding others. The proposed school is within easy

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Main inspection findings

walking distance of civic and community partners. These include the ambulance service, a community garden, a training agency and a sports club. School leaders plan to work with these neighbours to support pupils’ personal development. Paragraph 5(c), 5(d), 5(d)(i), 5(d)(ii), 5(d)(iii)  The headteacher has identified a range of speakers who will come into school from the local community These speakers will help pupils learn about different people’s views. The proprietor has clear expectations of anyone who comes to give a talk in the school. Visiting speakers must sign to say they agree to follow the school’s protocols. The protocols explain how staff will work with visiting speakers to safeguard pupils.  The proprietor has ensured that the standards in this part are likely to be met. Part 3. Welfare, health and safety of pupils Paragraph 7, 7(a), 7(b)  The proprietor has ensured there is a safeguarding policy in place. The policy is

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Main inspection findings

compliant with current statutory guidance. School leaders have produced a booklet on safeguarding for parents and pupils that complements the policy.  The proprietor will provide staff with training in child protection and safeguarding when they join the school. Staff who are already in post have completed this training. There is a designated safeguarding lead (DSL) and deputy DSL in the school who have received enhanced training. The DSL already works closely with the local safeguarding partnership. She is well placed to get help for pupils and families if the proposed school opens.  The school’s mission is to provide nurture and build pupils’ confidence and sense of self-worth. The school’s timetable and staffing plans show that pupils will have time to build positive relationships with staff. Pupils will have someone to talk to if they need help. Paragraphs 9, 9(a), 9(b), 9(c), 10  The school’s positive behaviour policy reflects the skills and knowledge of school

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Main inspection findings

leaders. They communicate their plans for trauma informed approaches and positive behaviour strategies well.  There is an anti-bullying policy for staff to follow. It explains what bullying is and how staff will help pupils learn to be considerate of others.  The proprietor body has invested in a management information system that will be used to record any incidents of concerning behaviour and the steps taken to address these. Paragraphs 11, 12, 13, 14, 15  The health and safety policy explains the regulatory requirements that must be followed by all school staff. There is a health and safety lead who monitors the implementation of this policy. He is also responsible for ensuring the control of hazardous substances and the reporting of any injuries or diseases to the required authority.  The fire risk assessment has been done by a trained assessor. It is a very thorough assessment of the potential fire risks and the actions the proprietor must take to

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Main inspection findings

reduce these risks.  The fire safety equipment is ready to use. The proprietor has contracted a specialist agency to service and renew this equipment. The headteacher has put a system in place for practising and recording fire drills. The headteacher is aware that some pupils may require a personal emergency evacuation plan.  The first-aid policy explains what training staff will complete and what is expected of staff if a pupil requires first aid. Staff already in post are trained in first aid. There are well-stocked, first-aid boxes in the medical room and around the school.  The proprietor has a staffing plan that shows there will be a high ratio of staff to pupils. The proprietor has a clear view of the staff required for the pupils at the proposed school.  The headteacher is aware of the information that must be recorded on an admissions register. The headteacher has set up a register that is ready to use if the school

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Main inspection findings

opens. The headteacher has a system in place for recording pupils’ attendance at the proposed school. Paragraph 16, 16(a), 16(b)  There is a risk assessment policy in place. This policy explains what is expected of staff and what support they will get from school leaders to reduce any likely risks. The risk assessment policy includes a template for staff to complete when they do a risk assessment. The policy has a list of risk assessments that are already in place for staff to follow. These include risk assessments for slips, trips and falls, the management of hazardous substances and home-to-school transport.  The headteacher will complete an individual risk assessment on any pupils who join the school. She will complete this in partnership with parents at the point of admission.  The proprietor has ensured that the standards in this part are likely to be met. Part 4. Suitability of staff, supply staff, and proprietors

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Main inspection findings

Paragraphs 18(1), 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), 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)  School leaders have attended training in safer recruitment. They are clear about their responsibilities when recruiting staff.  The headteacher has ensured that all pre-employment checks are completed before staff start work at the school.  The chair of the proprietor board has ensured that checks have been completed on members of the board and governors of the proposed school in line with current government guidance. Paragraphs 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), 21(5), 21(5)(a), 21(5)(a)(i), 21(5)(a)(ii), 21(5)(c)  The proprietor does not anticipate using supply staff. However, the headteacher

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Main inspection findings

knows how to carry out all the necessary checks on staff from an employment agency. 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)  The proprietor has a single central register that records all checks completed on staff, members of the board and governors.  The proprietor has ensured that the standards in this part are likely to be met. Part 5. Premises of and accommodation at schools Paragraphs 25, 26, 27, 27(a), 27(b)  The school building and outdoor areas are peaceful and designed for the needs of the pupils likely to join the school. The rooms are light, airy and well decorated. There are spaces set aside for one-to-one work and larger areas for practical therapy sessions.  The emergency evacuation routes are clearly signed and have emergency lights.  The outdoor areas have perimeter fencing and external lighting.

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Main inspection findings

Paragraphs 23(1), 23(1)(a), 23(1)(b), 23(1)(c), 23(2), 24(1), 24(1)(a), 24(1)(b), 24(2)  There are toilets, including an accessible one, on each main corridor. Each toilet is in a single, separate room, with its own wash basin. The toilets are clearly marked for staff or pupils.  Pupils will use a neighbouring sports club for some physical education lessons. This facility is within easy walking distance. The facilities include a large space dedicated to indoor running, rowing and cycling machines, along with two squash courts, a boxing studio and an outdoor gym. There are private showers for the pupils to use after their lessons. The headteacher has ensured there is a risk assessment in place for walking to and using this facility.  The medical room is spacious and well equipped. There is a bed, a wash basin and easy access to a toilet close by. Paragraph 28(1), 28(1)(a), 28(1)(b), 28(1)(c), 28(1)(d), 28(2), 28(2)(a), 28(2)(b)

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Main inspection findings

 The proprietor has installed water coolers around the school. Pupils will have access to drinking water when needed.  The hot water in the wash basins is kept at a safe temperature. Paragraph 29(1), 29(1)(a), 29(1)(b)  The school building is single storey and surrounded by leafy gardens. Each classroom area has a door on to its own large garden for play and outdoor learning.  The proprietor has ensured that the standards in this part are likely to be met. 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(2)(b)(ii), 32(2)(c), 32(2)(d), 32(3), 32(3)(a), 32(3)(b), 32(3)(c), 32(3)(d), 32(3)(e), 32(3)(f), 32(3)(g)  The vision and ethos of the school comes across clearly on the school website. The headteacher has ensured that all required policies are either on the website or available upon request.

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Main inspection findings

 The contact details for the headteacher, the chair of the proprietor group and the chair of governors are on the website.  The school’s admission policy is accessible from the school’s website. The proprietor has also written a ‘Purpose of Intent’ document to send to referrers and local authorities. This document gives detailed information on what the proposed school offers to pupils. The proprietor has a letter for commissioners that explains the fees. The cost of a place covers all education, therapy, food and transport.  The proprietor plans to put a link on the school’s website to any published inspection reports. The proprietor is aware of the need to publish any notices or restrictions imposed by the Department for Education (DfE).  There is no information about pupils’ academic performance as the school is not open. However, the headteacher intends to put this information on the school’s website

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Main inspection findings

when appropriate in the future. The headteacher is aware that, if pupils’ numbers are low, she needs to be careful about publishing information that could identify individuals.  The headteacher has designed a template for an annual report for parents and referrers. The headteacher will hold termly review meetings with parents. Pupils’ education, health and care plans (EHC plan) will be reviewed annually. There are policies in place that explain how pupils with SEND and pupils with English as an additional language will be supported.  The proprietor has ensured that the standards in this part are likely 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 written a complaints policy. The complaints policy is available from the school’s website.  The policy explains how to lodge a complaint, the timeline for a response and how to

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Main inspection findings

move to the next stage of the complaints process if this is needed.  The policy states that a complainant can bring a supporter to a meeting if they wish. The proprietor has ensured there is an independent, impartial panel for hearing complaints if this should be necessary.  The proprietor knows the importance of keeping an accurate record of any complaints and the action taken in response.  The proprietor has ensured that the standards in this part are likely 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)  The chair of the proprietor board and the headteacher are experienced school leaders. They have both worked in mainstream schools and specialist settings.  The proprietor group has a shared commitment to improving the life chances of pupils at the proposed school. It has a very clear view of the academic and therapeutic provision it will offer these pupils. The arrangements for safeguarding reflect the

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Main inspection findings

additional vulnerabilities of pupils who may join the school.  School leaders have produced a robust set of policies. These policies reflect the ethos and mission of the proposed school. The policies are informed by a thorough understanding of the independent school standards.  The proprietor group have a secure set of skills in school leadership and management. There is a director of operations in post. He has a background in surveying and buildings management. He brings additional leadership capacity and expertise to the management of health and safety in the school. The proprietor group pay for specialist advice on human resources.  The proprietor currently meets with school leaders on a weekly basis. The proprietor has set up a governing body to bring additional support and challenge to the school. The governors meet with the headteacher and the chair of the proprietor board monthly. The governors will receive a formal report from the headteacher at their

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Main inspection findings

monthly meetings. The chair of governors is also the safeguarding governor.  The proprietor group has key staff already in post. If it gets permission to open the school, it expects to admit pupils from September 2021. It has a realistic plan for the recruitment and training of additional staff between now and then. The proprietor’s business plan reflects the expressions of interest from local authority commissioners.  The proprietor has ensured that the standards in this part are likely to be met. Schedule 10 of the Equality Act 2010  The proprietor group is aware of its duties under the Equality Act 2010. It has written an accessibility policy which is supported by a plan for continued improvements. The proprietor recognises the importance of keeping the school’s accessibility plan under review.  The proprietor’s policy on equality and diversity explains how school staff will promote equality and protect the rights of the individual.

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Compliance with regulatory requirements

The school is likely to meet the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.

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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 More Than Education Independent School Ltd Chair Mrs Karen Holmes

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Proposed school details

Email address karen.holmes@morethaned.co.uk

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Proposed school details

Date of previous standard inspection Not previously inspected

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recommendation

Age range of pupils Not applicable 7 to 16 7 to 16 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 25 Number of part-time pupils Not applicable 0

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School’s current position School’s proposal

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 6

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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 12

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Information about this proposed school

 The proposed school is in Balby, a suburb of Doncaster.  The proposed school will meet the needs of pupils with social, emotional and mental health needs. Pupils may also have a diagnosis of autism spectrum disorder and/or additional learning, sensory or communication needs.  Pupils who attend the school will have an EHC plan.  The proposed school will cater for pupils aged seven to 16.  The proposed school does not intend to use alternative provision.

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Information about this inspection

 This pre-registration inspection was commissioned by the DfE.  This was the second pre-registration inspection of the proposed school. The first pre- registration inspection took place in March 2021.  The proposed school was not operating at the time of the inspection.  The inspection took place with two days’ notice.  The inspector analysed school documents covering all the independent school standards.  The inspector met with the chair of the proprietor board, the headteacher and the director of operations.  The inspector spoke to the chair of the governing body and the lead governor for SEND.  The inspector checked the school buildings and outdoor areas. The inspector also visited the sports facility that the proposed school intend to use.

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Inspection team

Patricia Head, lead inspector Her Majesty’s Inspector 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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Inspection team

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Inspection team

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Inspection team

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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Inspection team

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Inspection team

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Inspection team

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