ISP School

School pre-registration inspection report

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ISP School Battle Glengorse Estate, Glengorse, Battle TN33 0TX

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Main inspection findings

Part 1. Quality of education provided Paragraph 2(1)–2(2)(i)  The school aims to offer ‘a safe, calm and nurturing learning environment in which pupils are supported to reach their potential’. Leaders are ambitious that pupils with special educational needs and/or disabilities (SEND) should be supported and enabled to achieve as well as other pupils wherever possible.  The subjects the school will offer are likely to cover the breadth of learning required by the independent school standards. These subjects include English, mathematics, science, art, history, geography, physical education, computing and food technology. Some of these subjects may be taught together as part of themes or ‘topics’. There is a prominent place for phonics, early reading and personal, social and health education (PSHE).  The proprietor has ensured that a curriculum policy and plans are in place. However, leaders are also required to produce detailed plans that set out what pupils will be

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Main inspection findings

taught throughout each year (schemes of work). Based on curriculum documents they presented, leaders were not able to evidence that suitable schemes of work are in place. Curriculum plans presented for inspection did not set out the detail of what pupils will be taught across all subjects. For example, it is not clear how pupils’ understanding of poetry might develop as they study its ‘structure and form’ across several years in the curriculum.  Leaders aim to base their curriculum on what they have found works in another school the proprietor has already established. Leaders described how longstanding members of staff work closely together when deciding precisely what to teach to make sure that it builds on what has been taught and learned before. However, the proprietor’s director of education acknowledges that the context is different when setting up a new school with new staff. Available curriculum documents do not provide

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Main inspection findings

enough detail about what the school intends pupils to learn.  The curriculum policy, existing plans and discussions with leaders, all provide positive evidence about other underlying requirements in this part. For example, meeting the needs of pupils with SEND, including their social, emotional and mental health needs, is likely to be paramount. Leaders can articulate clear ways the school will promote an understanding of fundamental British values and respect for others with particular regard to the protected characteristics, as outlined in the Equality Act 2010.  It is likely that the broad areas outlined in PSHE plans will be supportive of pupils’ personal development. The school’s underlying ethos and approach threads consistently through all proposals. Leaders have taken account of the most recent statutory guidance about sex and relationships education. However, topics like ‘personal care and health’ have no underpinning scheme of work or sufficiently

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Main inspection findings

detailed plans of what will be taught.  Careers advice and guidance is likely to meet requirements. Leaders have considered how this work will develop as pupils get older. Helpful sessions have been added to the curriculum aimed at improving pupils’ future employability. Pupils will be provided with opportunities to work at different qualification levels, including GCSE and functional skills. Paragraphs 3–3(j), 4  The proprietor plans to employ qualified and experienced teachers only. New starters will be subject to a probation period before their appointment is confirmed. Leaders will provide support and training for teachers. The proprietor’s director of education believes strongly that supporting staff will help them, in turn, do their best for pupils. Leaders plan a system of performance management, including observing teachers and providing feedback. The intention is to create an open culture where teachers meet

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Main inspection findings

regularly to share practice and ideas.  Leaders have devised a framework for assessing pupils’ progress. They have chosen to prioritise assessing how pupils’ skills are developing using school-devised ‘steps assessments’. Assessment will also take account of targets in pupils’ education, health and care plans (EHC plan). Leaders are keen to involve parents and carers as much as possible in their child’s education and have thoughtful plans about how to succeed.  It is unlikely that all the standards in this part will be met. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5–5(d)(iii)  The school wishes to offer a ‘holistic, therapeutic’ approach to education. Leaders are keen to enable pupils to thrive by promoting positive relationships, self-discipline, self- esteem and resilience.  Leaders are very mindful of the complex needs and situations of likely prospective pupils. They are experienced in working with pupils who have experienced trauma and

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Main inspection findings

who may only be able to show how they feel through their actions. Leaders see developing pupils emotionally and socially as an essential component to enable successful academic learning.  To support pupils’ personal development, there will be a focus on helping pupils recognise and understand their feelings, giving pupils the strategies to respond to and the words to communicate these. Proposed behaviour management approaches are grounded in helping pupils understand the concepts of ‘reflection’ and ‘repair’ when things have gone wrong. Adults will be trained to understand this cycle of managing behaviour and about how to coach pupils to operate successfully as ‘citizens in a world that can be difficult’.  Part of leaders’ vision is the determination to remove ‘life-limiting barriers’. Leaders expect that many prospective pupils will likely feel used to being excluded from many experiences, either because of their previous conduct or their own anxieties. The

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Main inspection findings

school plans an array of trips, visitors, activities and experiences to help overcome these obstacles.  The promotion of British values will likely be embedded through the school’s work and ethos. These principles will also be taught directly, for example through PSHE. Leaders plan to convene a school council with representatives from each class and involve pupils in appointing new staff.  It is likely that the standard in this part will be met. Part 3. Welfare, health and safety of pupils Paragraph 7–7(b)  The proposed safeguarding policy is informed by the latest statutory guidance. It sets out suitable arrangements for training staff, including at the point of induction. Detailed sections within the policy set out a wide range of specific risks and considerations which may affect pupils’ safety or welfare.  Leaders speak readily and confidently about the challenges of safeguarding pupils with SEND and social, emotional and mental health difficulties. The proprietor and

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Main inspection findings

leaders have much experience running other provisions for pupils similar to those likely to be offered places.  Evolving plans indicate that leaders will use an online system for record-keeping. Leaders recognise that the proposed safeguarding policy should be updated to ensure that it accurately reflects the school’s intended practice.  Leaders have made contact with local safeguarding leaders. They understand the local arrangements with other agencies for working together to safeguard pupils.  The proprietor is mindful of the need to ensure that the new headteacher, once appointed, has the required designated safeguarding lead training before assuming this responsibility. Paragraphs 9–9(c), 10  If implemented consistently and effectively, the proposed behaviour and anti-bullying policies, strategies and procedures are likely to help leaders achieve their aims.  The behaviour policy sets out the positive ethos and culture which leaders wish to

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Main inspection findings

create. It includes lists of both rewards and sanctions which are reasonable and fair. The policy places a helpful focus on the types of behaviour that will help or prevent pupils from learning well.  The anti-bullying policy sums up the school’s belief and intended approach for pupils and parents by stating: ‘The ISP School Battle believes pupils have the right to feel safe and happy. Bullying of any kind undermines these rights and makes life miserable for all those affected.’ The policy takes a firm stance that any form of bullying is ‘entirely unacceptable’ and ‘must be dealt with firmly, swiftly and carefully’. Paragraphs 11, 12, 13, 14, 15, 16–16(b)  Suitable health and safety, first-aid and risk assessment policies are in place and likely to be fit for purpose. A variety of relevant forms and templates should support staff to ensure that assessments, plans and records regarding the welfare, health and safety

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Main inspection findings

of pupils are of sufficient quality.  Leaders have not completed a full risk assessment that identifies and addresses all potential risks present for pupils when using the grounds. In the risk assessments that have been written, they have identified steps required to reduce certain risks, for example in relation to large windows and the ‘dipping pool’. The necessary work to reduce these risks is not yet complete.  The proprietor has commissioned the landlord to manage requirements for health and safety checks, including fire safety and the maintenance of the building. The approach being taken to this work is thorough and well documented. The headteacher and proprietor will continue to play an important role in the oversight of these checks and that all relevant standards are continually met.  Provision for attendance and admissions registers is likely to meet requirements.  Leaders have carefully considered supervision of pupils, ensuring that arrangements

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Main inspection findings

are in keeping with the school’s ethos but ensure pupils’ safety.  It is unlikely that all the requirements of the standards in this part will be met. 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 proprietor’s human resources department is experienced at completing all the necessary safeguarding checks of the suitability of adults. It will provide this service for the school.  The single central register is in place and is likely to meet requirements. Systems are in place to ensure that the headteacher retains oversight of these important processes.  It is likely that all of the requirements in this part will be met. Part 5. Premises of and accommodation at schools Paragraphs 23(1)–23(1)(c), 24(1)–24(2), 25, 26, 27–27(b), 28(1)–28(2)(b), 29(1)– 29(1)(b)  The proposed school will occupy a large, period building within substantial, well-kept

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Main inspection findings

grounds. It has benefited from extensive refurbishment and has been renovated to a high standard. The premises are clean, well-lit and acoustically sound throughout.  The building includes a large number of rooms over three floors. There is ample space for the proposed number of pupils. The generous accommodation will facilitate dedicated space for groups of different sizes and for different activities. There is additional space for offices, meeting areas, a kitchen, reception area and storage.  Separate toilet facilities are available for boys, girls and staff, including shower facilities. The hot water does not present a scalding risk. All cold water outlets are mains and the necessary drinking water labels are ready to be fitted.  The plan, before opening, is to renovate a room to provide short-term accommodation for sick or injured pupils. The proprietor proposes to install a toilet adjacent to this

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Main inspection findings

room. In the meantime, there is already another suitable room that would be likely to meet requirements.  Despite the high quality of renovation and maintenance, until the work that is planned for windows and to the pool area, and all necessary risk assessments, are complete the health and safety of pupils are unlikely to be assured.  It is unlikely that all the standards in this part will be met. Part 6. Provision of information Paragraph 32(1)–32(4)(c)  The proposed school’s website shows all the required information. This includes space to add details of the headteacher when this appointment is confirmed. Leaders are clear about the additional information they will need to add once the school has been operating for a year, for example about academic performance.  Leaders plan to produce termly reports for parents detailing their children’s attainment and progress, with a full report annually. Provision also exists for the required

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Main inspection findings

reporting to local authorities that fund pupils’ places.  A special educational needs coordinator (SENCO) is included in the proposed staffing structure. The SENCO will oversee arrangements for annual reviews and that all required information is provided.  It is likely that all the requirements of the standard in this part will be met. Part 7. Manner in which complaints are handled Paragraph 33–33(k)  The school has a suitable written complaints procedure published on its website. It is informed by guidance from the Department for Education (DfE) that draws a distinction between a ‘concern’ and a ‘complaint’, providing opportunity for concerns to be resolved promptly and informally wherever possible. The policy also sets out reasonable timeframes and arrangements for formal complaints procedures.  The policy advocates an approach of encouraging people to raise concerns early and of the school ‘learning lessons’ from issues that are raised. This approach indicates a

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Main inspection findings

positive culture around this aspect of the school’s work.  It is likely that the requirements of this standard will be met. Part 8. Quality of leadership in and management of schools Paragraph 34(1)–34(1)(c)  At this time, the school is not able to demonstrate that it is likely to meet all requirements. Nonetheless, overall, the proposed arrangements, policies and procedures for the new school reflect positively on leaders and managers.  The proprietor is confident that remaining work to make the premises and grounds safe will be complete within six weeks.  Proposed systems and structures for the leadership, management and governance of the school are likely to support it to fulfil its statutory requirements and achieve its aims.  The proprietor and leaders demonstrate a sound knowledge and understanding of the independent school standards. The proprietor has extensive experience running successful registered provision for vulnerable young people.

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Main inspection findings

 An interim governing body is in place to support the development and opening of the new school. These interim arrangements draw on the experienced governing body at the proprietor’s other established school. Leaders intend to set up the school’s own local governing body using the same model once the school opens.  It is likely that the standard in this part will be met. Schedule 10 of the Equality Act 2010  The school has an equality policy which refers to the accessibility plan. Leaders have written the plan to cover ongoing work in preparation for the school’s opening. At that point, they intend to revisit the plan and update it.

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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 Integrated Services Programme

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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 60 60

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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 60 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 60

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School’s current position School’s proposal

Of which, number of pupils an education, health and care plan Not applicable 60

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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 60

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 11

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School’s current position School’s proposal

Number of part-time teaching staff Not applicable 0

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Information about this proposed school

 The school intends to cater wholly for pupils with SEND. All pupils will have an EHC plan and their places will be funded by a local authority.  Leaders plan that the school will specialise in providing education for pupils with social, emotional and mental health difficulties, as well as communication and interaction, and cognition and learning needs. Pupils may well have associated conditions such as autism spectrum disorder and/or sensory or physical needs.  The proposed school’s mission statement is ‘to provide each pupil with a diverse and appropriate education in a safe, supportive environment that promotes self-discipline and engagement, inspires learning and encourages aspiration and achievement’.  The proprietor, Integrated Services Programme (ISP), runs another similar school in Teynham, Kent. ISP is also part of the wider Polaris Community.  The school will be housed in a large, period building set within the extensive grounds

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Information about this proposed school

of the Glengorse Estate just outside Battle. Other tenants occupy some of the other premises on the estate.

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Information about this inspection

 The purpose of this inspection was to check whether the school is likely to meet the Education (Independent School Standards) Regulations 2014, if the DfE decides to register it. It was the school’s first pre-registration inspection.  The inspector discussed and reviewed all relevant proposals and plans for the new school with ISP’s regional education director and the headteacher and special educational needs coordinator from ISP Teynham. He spoke on the telephone with the chair of the proprietor body. The inspector toured the premises with the landlord.  Before and during the onsite visit, the inspector scrutinised a wide range of policies, documents and records presented by the proprietor as evidence of the school’s likelihood to meet the independent school standards.

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Inspection team

Clive Dunn, 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-

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Part 1. Quality of education provided

– 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

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Part 1. Quality of education provided

– 2(1)(b) the written policy, plans and schemes of work-

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Part 1. Quality of education provided

– 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan; and

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Part 1. Quality of education provided

– 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.

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Part 1. Quality of education provided

 2(2) For the purposes of paragraph (2)(1)(a), the matters are-

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Part 1. Quality of education provided

– 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;

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Part 1. Quality of education provided

– 2(2)(b) that pupils acquire speaking, listening, literacy and numeracy skills;

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Part 1. Quality of education provided

– 2(2)(c) where the principal language of instruction is a language other than English, lessons in written and spoken English, except that this matter does not apply in respect of a school which provides education for pupils who are all temporarily resident in England and which follows the curriculum of another country;

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Part 1. Quality of education provided

– 2(2)(d) personal, social, health and economic education which-

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Part 1. Quality of education provided

– 2(2)(d)(i) reflects the school’s aim and ethos; and

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Part 1. Quality of education provided

– 2(2)(d)(ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act[9].

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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- – 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

 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.

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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; and

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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. 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

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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