Dorset NEETs

School pre-registration inspection report

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Dorset NEETs Unit 3, Burraton Yard, Poundbury, Dorchester, Dorset DT1 3GR

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Main inspection findings

Part 1. Quality of education provided Paragraph 2(1), 2(1)(a), 2(1)(b) and 2(1)(b)(i)  Leaders have a written curriculum policy. Alongside this, they have some schemes of work in place. For example, they have ‘overview’ plans that set out what they expect pupils to learn in key stages 3 and 4. However, these are not sufficiently detailed and do not take account of all the subjects that pupils need to learn.  Leaders, including the headteacher, do not have sufficient knowledge of the different subjects to enable them to design and implement a coherent curriculum. For example, despite references to geography topics in their plans, this subject is not well planned or sequenced. As a result, pupils are unlikely to know and remember more through the school’s planned curriculum.  The curriculum does not consider the different starting points of pupils well enough, particularly given the likelihood of pupils having missed previous education or special

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Main inspection findings

educational needs and/or disabilities (SEND). Consequently, pupils are unlikely to get off to a good start or be able to catch up quickly, including in reading, writing and mathematics.  This standard is unlikely to be met Paragraph 2(2)(a) and 2(2)(b)  Curriculum plans are weak. They do not take enough account of the breadth of learning that pupils are likely to need. As a result, it is unlikely that pupils will acquire enough deep knowledge needed to be successful learners.  Leaders have not given enough thought to the full range of pupils’ learning and the experiences that they are likely to need, including linguistic, mathematical, scientific, technological, human and social, physical and aesthetic, and creative education. This is likely to hold pupils back, particularly those with SEND.  The requirements in these paragraphs are unlikely to be met. Paragraph 2(2)(e), 2(2)(e)(i) – (iii)  Leaders have a few ideas as to how they might provide work experience and develop

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Main inspection findings

pupils’ careers. However, their plans are not sufficiently developed to give confidence that pupils would be able to access accurate, up-to-date and impartial careers guidance. Consequently, pupils may be disadvantaged in getting the right support to fulfil their potential or move successfully onto the next steps in their lives.  The requirements in these paragraphs are unlikely to be met. Paragraph 2(2)(g) and (h)  Leaders’ plans are not sufficiently developed to support older pupils and students above compulsory school age to have the opportunities they are likely to need to be successful for further education, employment or training. Leaders have not yet considered the range of qualifications that the school may be able to offer.  The requirements in these paragraphs are unlikely to be met. Paragraph 3, 3(a),(c),(d),(e),(f) and (g)  Leaders’ lack of clear curricular intentions means that pupils are unlikely to acquire

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Main inspection findings

new knowledge and make good progress across the range of subjects, in all key stages.  The proposed school lacks the depth of expertise needed to teach subjects to an acceptable standard. For example, leaders do not have plans in place for reading recovery, including how to teach primary-aged phonics, should this be required. Consequently, pupils who have fallen behind are unlikely to catch up.  Leaders have not considered the requirements of the whole curriculum. Therefore, teaching methods, activities and lessons are not likely to be good enough to teach the full range and needs of the pupils. For example, it is not clear how technology and computing, or the sciences, may be taught effectively on a day-to-day basis.  There is currently limited capacity for expert teaching to meet the demands of a high- quality curriculum, except for outdoor education and some aspects of a physical education programme.

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Main inspection findings

 Where leaders do not have a good understanding of what they expect pupils to learn, they have not yet taken the right steps to consider what, or how, teachers will accurately assess pupils’ knowledge. As a result, assessment is likely to be weak in most subjects.  This standard is unlikely to be met. Paragraph 4  Leaders have not agreed a framework for assessing pupils’ performance or progress, including summative assessments to benchmark or track pupils’ progress. Therefore, leaders will not know what pupils need to help them learn well. However, leaders are confident in implementing some aspects of pupils’ education, health and care (EHC) plans, including for those pupils currently attending the provision.  This standard is unlikely to be met. Paragraph 2(1)(b)(ii), 2(2)(d)(i) – (ii) and 2(2)(i)  Despite the concerns outlined above, leaders have a strong desire to help pupils, including those who have experienced difficulties in mainstream education or other

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Main inspection findings

schools.  Curriculum plans and schemes of work demonstrate a firm commitment to providing a relevant and appropriate personal, social, health and economic (PSHE) education. For example, a myriad of well-planned outdoor activities, including raft building and outdoor pursuits, are aimed at motivating pupils and restoring their self-esteem and confidence.  Leaders have clear aims and an ethos that is likely to encourage respect for other people, including those with the protected characteristics set out in the Equality Act 2010.  Leaders clearly articulate a vision for how they intend to help pupils are tolerant and accepting of others. Schemes of work are linked to a core framework for PSHE education, which includes the promotion of individual rights and freedoms.  The requirements in these paragraphs are likely to be met. Paragraph 3(b),(h),(i) and (j)  Leaders’ plans are likely to encourage pupils to be resilient and teach them how to be

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Main inspection findings

successful in different situations. Leaders demonstrate a secure understanding of the kinds of challenges that pupils will have when they arrive at the school, including those with social, emotional and mental health (SEMH) needs. As a result, leaders have appropriate expectations and the expertise to manage pupils’ behaviour well.  Leaders have given due consideration as to how they might support pupils in managing their own behaviour. Behaviour systems and positive rewards are likely to help pupils make the right decisions, and to be well supported at those times when they are struggling to cope.  The curriculum is unlikely to undermine fundamental British values.  The requirements in these paragraphs are likely to be met.  Overall, however, the standards 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 Paragraph 5 –5(d)(iii)  Leaders have a clear vision for running the school. The promotion of pupils’ spiritual, moral, social and cultural development is given high priority. This is likely to ensure pupils are well supported to make good choices and develop their self-confidence and personal skills.  Although leaders do not have a written PSHE education policy, they do have clear expectations and a model PSHE education curriculum, as a minimum framework. British values are central to this plan, which includes teaching about different world religions, cultures and beliefs. For example, plans include visits to a local mosque. This is likely to benefit pupils and enable them to acquire healthy views for life in modern Britain.  Leaders clearly emphasise the importance of promoting life skills to help pupils be as well prepared for life beyond the school gates as possible. For example, there are

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Main inspection findings

carefully planned events to promote pupils’ personal, social and emotional development, including trips to use local amenities and learn how to travel safely.  Leaders prioritise social and emotional development so that pupils will have opportunities to appreciate others and understand what it takes to be considerate citizens. The PSHE education programme clearly encourages respect for all, including paying particular regard to the protected characteristics, as set out in the Equality Act 2010.  Staff are keen to engage pupils in healthy debate about political issues, in a non- partisan way. Adults are likely to explore themes to help pupils learn right from wrong, including understanding radicalisation and extremism.  Leaders have established links with other organisations to help pupils learn about civil and criminal law in England. For example, there are plans for the local constabulary to visit the school and provide lessons for pupils.

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Main inspection findings

 The standard in this part is likely to be met.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraph 7, 7(a) and (b)  The proprietor ensures that there is an up-to-date safeguarding and child protection policy. This is written in accordance with the latest government guidance, including ‘Keeping children safe in education’, 2020. However, leaders are not implementing all aspects of this appropriately to guarantee pupils’ safety.  Leaders do not have a good enough understanding of how to complete prohibition checks for staff and leaders under section 128 of the 2008 Act. They are confused between these checks and the function of the Disclosure and Barring Service(DBS) and the children’s barred list. As a result, the proprietor does not know how to check the eligibility of those applying to work in the school. This poses a potential risk to pupils.  This standard is unlikely to be met. Paragraph 13  The proprietor has not ensured that the school has a written first-aid policy. As a

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Main inspection findings

result, it is likely to be difficult to ensure that first aid is consistently administered in a timely and competent manner.  This standard is unlikely to be met. Paragraph 15  Leaders do not have agreed admission arrangements, including the tracking of pupils’ onwards destinations, or how to record pupils’ daily attendance. The lack of systems, or a firm understanding of the importance of these, puts pupils at risk.  This standard is unlikely to be met. Paragraph 9 – 10  The proprietor ensures that there is a written behaviour management policy. This sets out sanctions and the expectations for managing pupils’ behaviour. Staff are likely to seek positive outcomes and to be trained in appropriate de-escalation techniques. The headteacher is also booked onto a course for positive handling and physical restraint, although he recognises that such actions are a last resort.  Leaders are likely to implement the behaviour policy appropriately.

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Main inspection findings

 Leaders also have effective anti-bullying policies and strategies in place. Appropriate plans for effective staff involvement mean pupils are likely to be well supported to prevent bullying from happening.  These standards are likely to be met. Paragraphs 11 – 12  The proprietor has written policies for implementing health and safety measures appropriately. These include site maintenance and promoting the well-being of pupils, staff and visitors. Health and safety policies comply with the range of requirements for managing risk on the site, including managing asbestos, legionnaire’s disease and storing hazardous chemicals.  Leaders are likely to promote all aspects of pupils’ personal safety, including their mental health. For example, leaders are keen to work alongside other agencies and external experts to access the right kinds of ongoing support for pupils, such as the child and adolescent mental health services.

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Main inspection findings

 Leaders take reasonable and practicable steps to reduce the risk of COVID-19 (coronavirus) transmission. They comply with published government guidance, which includes testing and reporting any potential symptoms to the authorities.  The proprietor operates the current provision in line with the Regulatory Reform (Fire Safety) Order 2005. For example, the headteacher is in ongoing dialogue with the Dorset and Wiltshire fire service, who have helped to complete a full fire risk assessment. Leaders also ensure that the maintenance and checks of equipment, including alarms and extinguishers, fully meet requirements. The site complies with regulations for safe exit and evacuation to the outside.  These standards are likely to be met. Paragraphs 14, 16, 16(a) and (b)  Pupils, including those using the provision currently, are properly supervised throughout the day. The proprietor expects pupils to have one-to-one or two-to-one

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Main inspection findings

adult supervision throughout the day, as part of their EHC plans.  Leaders ensure that there are a range of relevant risk assessments in place for pupils and activities. For example, pupils who go on excursions have the activity fully risk assessed, including supervision, transportation and transition arrangements, and physical/environmental factors, as well as any known risks associated with an EHC plan.  Risk assessments take full account of pupils with SEND, including those with an EHC plan and SEMH needs.  The headteacher plans to hold daily staff briefing sessions to ensure that pupils’ individual risk assessments are checked and revised, in order to be as responsive as possible to the pupils’ needs. Leaders intend to have a very small number of pupils, whom they expect to know well.  These standards are likely to be met.  Overall, however, the standards in this part are unlikely to be met.

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Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2), 18(2)(b), 21(1), 21(3) and 21(3)(a)(iii)  Leaders do not demonstrate the knowledge needed to ensure that the single central record (SCR) is reliably maintained. Leaders lack of understanding of prohibition checks means that they are not likely to maintain an SCR that meets requirements.  These standards are unlikely to be met. Paragraphs 18(2)(a), 18(2)(c) – 20(8)(c), 21(2), 21(3)(a) – 21(3)(a)(ii), 21(3)(a), 21(3)(a)(i) and (ii), 21(3)(a)(iv) – 21(3)(a)(viii), 21(3)(b), 21(4), 21(5)(a) – (c), 21(1)(6) – (8)  Aside from the issues relating to the prohibition checks for staff and leaders, the proprietor has implemented a model template to meet the requirements of the independent school standards. This will be used for maintaining a record of those who run, or work in, the school.  The proprietor does not intend to use any agency or supply staff in the school.

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Main inspection findings

Teachers’ absence is expected to be covered by members of staff, including those already on the SCR.  The SCR makes provision to record other relevant checks, including for an enhanced DBS check of the chair or named person operating the school.  Leaders ensure that the SCR is maintained in a legible and electronic version. It is readily accessible for those needing to use or view it.  The requirements in these paragraphs are likely to be met.  Overall, however, the standards in this part are unlikely to be met.

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Main inspection findings

Part 5. Premises of and accommodation at schools Paragraph 24(1), 24(1)(a) – (c)  The small site, being a single room with a toilet, does not make suitable provision for the medical or therapeutic needs of pupils. As a result, pupils who need emergency attention are not likely to benefit from the care to which they would be entitled.  This standard is unlikely to be met. Paragraph 25  The proposed school site is being operated on a short-term lease arrangement. It is not fit for purpose as a school.  Although the property is relatively new and in good condition, the entrance runs straight out to a car park. The lack of a perimeter fence and gates means it is not only difficult to keep others out, but there is also a concern about the welfare of pupils, particularly those who may run from the school, immediately into a car park.  This standard is unlikely to be met. Paragraph 23(1), 23(1)(a) – 23(2)

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Main inspection findings

 The accommodation has a toilet which may be used appropriately for the sole use of pupils. It is clean and well maintained.  Although the site does not have showering facilities, leaders have plans to ensure that those pupils aged 11 years or over who have engaged in physical activity can use local facilities or be taken home to shower immediately at the end of the school day.  This standard in is likely to be met. Paragraph 26 – 29(1)(b)  The proposed school site has appropriate facilities for acoustic and sound insulation.  The site is well lit, both indoors and outside. There is sufficient light for the school’s intended activities, as well as to enter and leave the premises safely.  The school is served from the mains water supply. There are appropriate washing facilities. The site has running hot and cold water. Hot water is regulated by a thermostat and does not present a scalding risk.  All facilities and amenities are on the ground level and accessible to all users.

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Main inspection findings

 The proposed school does not have its own outdoor space. However, there is a park and other local facilities adjacent for ready access. This provides ample space for a variety of games, recreation and the delivery of physical education, as part of the school’s curriculum.  The standards in these paragraphs are likely to be met.  Overall, however, the standards in this part are unlikely to be met.

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Main inspection findings

Part 6. Provision of information Paragraph 32(1), 32(1)(b), 32(1)(g), 32(3), 32(3)(a),(b) and (d)  Leaders are unlikely to be able to provide relevant information about pupils’ admission or attendance register for inspection. Current weaknesses in leaders’ understanding and implementation of these are likely to hamper the availability, and reliability, of this information.  Leaders have not taken into account the full extent of information required to register as a school. Documentation relating to admissions and exclusions is not yet complete. As a result, prospective parents and carers, and other stakeholders, such as local authorities, would not be able to access all of the information needed to make a decision about using the school.  Leaders do not have a vision or written statement about how they intend to operate for pupils who speak English as an additional language.  This standard is unlikely to be met.

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Main inspection findings

Paragraphs 32(1)(a),(f),(h) – (k), 32(2)(a) – 32(2)(d), 33(3)(c),(e) – (g), 32(4), 32(4)(a) – (c)  The proprietor intends to use a website upon successful registration, to make all relevant information readily available and accessible for parents. However, much of the required information is not yet published, such as the school’s ethos, address and contact details of the proprietor.  The proprietor is currently updating and reviewing the school’s website to upload the required information.  The school has a written complaints policy available for parents.  The requirements in these paragraphs are likely to be met.  However, the standards in this part are unlikely to be met, overall.

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Main inspection findings

Part 7. Manner in which complaints are handled Paragraph 33, 33(f) – (k)  Leaders have published a written complaints policy. However, this is not drafted in accordance with the independent school standards. The policy does not make provision for a hearing to be held before a panel, should the need for this arise. Leaders have not considered how they would be able to implement a panel that must consist of at least three people who were not directly involved in the complaint.  The policy does not make provision for one member of the panel to be independent of the running of the school. As a result, local routes to investigate a complaint fairly, and to hear it with due impartiality, are not in place.  The complaints policy does not allow for parents to attend an independent hearing panel, or that the findings will be kept confidential, unless otherwise requested by the Secretary of State or a body conducting and inspection under section 109 of the 2008

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Main inspection findings

Act. Consequently, the proposed school does not have a compliant complaints policy or a process to hear complaints appropriately.  The standard in this paragraph is not likely to be met. Paragraph 33(a) –(e)  The policy is in writing and can be made available to parents. It contains clear timescales, including for complaints made on an informal and formal basis.  The requirements in these paragraphs are likely to be met.  Overall, however, the standard in this part is unlikely to be met.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraph 34(1)(a) – (c)  Leaders, who are also the directors and teachers, are unlikely to have effective systems and routines in place to ensure rigour and accountability in their work. For example, there are currently no plans to introduce measures for holding school leaders to account. This raises questions about the quality and effectiveness of the leadership and management, should the school open.  The leadership team is restricted to just two individuals. The capacity of the school has significant weaknesses. For example, roles and responsibilities for governance, as well as those for leading the curriculum and the quality of education, have not yet been considered. There are no terms of reference to help drive school improvement or check how well the school is doing to tackle identified weaknesses.  There are no firm plans in place for school improvement, including subject leader

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Main inspection findings

action plans. Curriculum plans and schemes of work are under-developed and lack detail.  Leaders do not have a clear sense of what is required to run an independent special school. As a result, pupils are unlikely to achieve as well as they reasonably could, particularly given those with an EHC plan.  The directors of the company do not demonstrate good skills and knowledge appropriate to their roles so that the independent school standards are likely to be consistently met.  Leaders are unlikely to promote the well-being of pupils consistently. Their lack of understanding to implement some aspects of ‘Keeping children safe in education’, particularly to complete appropriate recruitment checks, presents the highest level of concern.  The standard in this part is unlikely to be met overall.

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Main inspection findings

Schedule 10 of the Equality Act 2010  Leaders do not have a formal accessibility plan in place.

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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

Type of school Other independent special school

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Proposed school details

Date of previous standard inspection Not previously inspected

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Provider already operating

Number of pupils of compulsory school age 2 Number of pupils of compulsory school age who have an education, health and care plan, or who are looked after by a local authority Total hours operating as a school per week 12

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Provider already operating

Total hours of teaching provided per week 12

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recommendation

Age range of pupils 11 –17 11 –17 11 –17 Number of pupils on the school roll 2 6 0

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recommendation

Reason for inspector's recommendations  Restrictions due to the size and configuration of the site mean that the school is unlikely to operate safely as a school and in full compliance with the independent school standards.

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School's current position School's proposal

Gender of pupils Mixed Mixed Number of full-time pupils of compulsory school age 0 6

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School's current position School's proposal

Number of pupils with special educational needs and/or disabilities 2 6

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School's current position School's proposal

Of which, number of pupils with an education, health and care plan 2 6

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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 2 6

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School's current position School's proposal

Number of full-time equivalent teaching staff 2 2

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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

 The proposed school is located in Dorchester, Dorset.  Dorset local authority is currently using the provider as an alternative provision for pupils with an EHC plan. These pupils are on short-term and reduced timetables, so the provision does not currently meet the definition of an independent school.  The school intends to admit pupils with complex SEND, particularly those with SEMH challenges. Some pupils may have autistic spectrum disorder. All pupils who attend the school are likely to have an EHC plan.  The two directors of the proposed school would also have leading roles as teachers and headteacher of the school. Both directors have previous experience of working with pupils with SEND.  Dorset NEETs is currently operating as an alternative provision for two pupils. The age range of this provision is for pupils from 11 to 17 years, most of whom have an SEMH diagnosis. The inspector was unable to speak with any pupils during the inspection,

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Information about this proposed school

due to pupils being on their summer holidays. As a result, no teaching was formally observed as part of the inspection process. The first pupil admission was in July 2021.

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Information about this inspection

 This pre-registration inspection was commissioned by the Department for Education to evaluate the provider’s readiness to open as a school. The inspector checked all relevant independent school standards.  The inspector evaluated a range of evidence, including policies and plans relating to each part of the independent school standards. The inspector scrutinised health and safety documentation, including the safeguarding and child protection policy. The inspector checked the school’s staff recruitment and vetting processes, and the SCR.  The inspector undertook a tour of the school, accompanied by the directors, to evaluate the suitability of the school’s premises for the purposes of being a special school.  The inspector met with both directors, who will also be the main teachers of the school.  This was the first pre-registration inspection of Dorset NEETs.

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Inspection team

Stewart Gale, lead inspector Her Majesty's Inspector

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if- – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and – 2(1)(b) the written policy, plans and schemes of work- – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan; and  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)(e) for pupils receiving secondary education, access to accurate, up-to-date

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Part 1. Quality of education provided

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 options; and – 2(2)(e)(iii) helps to encourage them to fulfil their potential; – 2(2)(g) where the school has pupils above compulsory school age, a programme of activities which is appropriate to their needs; – 2(2)(h) that all pupils have the opportunity to learn and make progress; and  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(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

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Part 1. Quality of education provided

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; – 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;  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.

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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- – 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.  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.  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[13].

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Part 4. Suitability of staff, supply staff, and proprietors

 18(2) The standard in this paragraph is met if- – 18(2)(b) no such person carries out work, or intends to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act, or any disqualification, prohibition or restriction which takes effect as if contained in either such direction;  21(3) The information referred to in this sub-paragraph is- – 21(3)(a)(iii) a check was made to establish whether S is subject to any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition or restriction which takes effect as if contained in such a direction;

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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.  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 6. Provision of information

– 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 provided to the body conducting the inspection and that body is given access to the school's admission and attendance registers;  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)(d) particulars of arrangements for meeting the standards contained in paragraphs 9, 10, 11 and 13.

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

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Part 7. Manner in which complaints are handled

– 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.

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school- – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; 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 1231, or email enquiries@ofsted.gov.uk .

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Part 8. Quality of leadership in and management of schools

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

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Part 8. Quality of leadership in and management of schools

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

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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

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 .

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

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Part 8. Quality of leadership in and management of schools

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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