Worcestershire Education and Skills

School pre-registration inspection report

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Worcestershire Education and Skills 9-11 Carden Street, Worcester WR1 2AT

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1)(b)(ii), 2(2)(a), 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), 2(2)(i), 3(b), 3(h), 3(i), 3(j), 4  The proprietor has a strong vision for the proposed school. He aims to offer a second chance to pupils who struggle to engage with education in mainstream settings. Leaders intend to adapt the curriculum around pupils’ interests. They say that building trust and respect between pupils and staff is crucial for their proposed pupils. In this way, the proprietor intends to motivate pupils to apply themselves to their studies.  The proposed schemes of work offer pupils experience in linguistic, mathematical, scientific, technological, human and social, physical, and aesthetic and creative education. Leaders intend to offer accredited vocational qualifications, such as bricklaying and carpentry.  The intended curriculum is underpinned by a commitment to respect for all and equal

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Main inspection findings

opportunities. It is planned that each lesson will start with a short input on the theme of equality and diversity. Leaders have ensured that the planned curriculum would not undermine fundamental British values.  The proposed behaviour policy emphasises positive encouragement and rewards for pupils’ good behaviour, attendance and progress. Leaders aim to ensure that pupils learn in a calm and respectful atmosphere.  Similarly, personal, social, health and economic (PSHE) education schemes of work reflect leaders’ commitment to equality and respect for all. Pupils will learn about the protected characteristics, as set out in the Equality Act 2010. Leaders plan to deliver sex and relationships education through PSHE lessons. These curriculum plans are likely to help to prepare pupils for life in modern Britain.  Leaders intend that pupils will receive impartial careers information, advice and guidance through careers events and visits to local colleges. This is likely to support

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Main inspection findings

pupils to make informed choices about their next steps and encourage pupils to fulfil their potential.  Leaders have put in place an appropriate framework for regular reporting on pupils’ progress and well-being to parents and relevant others. This references the school’s own assessment criteria alongside the assessment criteria for relevant qualifications.  These standards are likely to be met. Paragraphs 2(1), 2(1)(a), 2(1)(b), 2(1)(b)(i), 2(2), 2(2)(b), 2(2)(g), 2(2)(h), 3, 3(a), 3(c), 3(d), 3(e), 3(f), 3(g)  Leaders have put in place an appropriate curriculum policy. However, the schemes of work do not sufficiently take into account the ages, aptitudes and needs of all pupils, particularly those with education, health and care plans (EHC plans).  Curriculum plans in many subjects are over reliant on the specifications of accredited courses. In subjects such as geography and art and design, curriculum plans are not

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Main inspection findings

clearly sequenced to enable pupils to build on what they have learned previously. In many of the schemes of work, pupils are required to research, investigate or debate a topic with independence. Pupils attending the school are unlikely to succeed in such open-ended tasks without significant support from suitably qualified staff.  Leaders intend to deploy qualified teachers from the sister school, West Midlands Education and Skills (WMES), to teach pupils studying subjects at GCSE. However, subjects studied at entry level and levels 1 and 2 would be taught by personal tutors, the majority of whom are not qualified teachers. Without carefully sequenced curriculum plans, tutors are unlikely to have the necessary expertise to assess pupils’ progress and adapt and implement the curriculum effectively to meet their individual needs.  Currently, there are plans to offer only a limited number of subjects at GCSE. For older

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Main inspection findings

pupils with the potential to study at a more advanced level, the curriculum would not be sufficiently ambitious. For post-16 pupils, the range of subjects offered is limited. Leaders explained that they would design a bespoke curriculum for each individual pupil, bringing in teachers with the necessary subject expertise. However, as most subjects are only offered at entry level or levels 1 and 2, most pupils would be inadequately prepared to study at higher levels. In this way, the curriculum lacks ambition.  Leaders intend to deliver functional skills qualifications in English and mathematics. It is likely that many pupils attending the school will have gaps in their learning, particularly in reading. Leaders were not able to explain how they would ensure that phonics would be taught effectively. Leaders confirmed that currently no staff have the necessary training to deliver phonics sessions. Despite their commitment to

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Main inspection findings

improving pupils’ reading, the reading books currently available would not adequately support struggling readers.  These standards are unlikely 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), 5(c), 5(d), 5(d)(i), 5(d)(ii), 5(d)(iii)  Pupils at the proposed school are likely to benefit from a comprehensive curriculum offer to support their spiritual, moral, social and cultural development. Pupils are likely to gain an understanding of diverse faiths and communities through visits to places of worship and from learning in the community.  Curriculum plans include mini learning opportunities at the start of every session, to learn about and revise topics such as radicalisation and the fundamental British values of democracy and the rule of law. By revisiting these topics regularly, leaders plan to

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Main inspection findings

embed and deepen pupils’ understanding over time.  Leaders recognise that pupils need time to socialise with their peers so that they can learn to regulate their behaviour and get along with others. Leaders have built time into the school day to allow pupils to socialise when they are on site.  These standards are likely to be met. Part 3. Welfare, health and safety of pupils Paragraphs 7, 7(a), 7(b), 9, 9(a), 9(b), 9(c), 10  The proposed school’s safeguarding policy is clearly written and consistent with the most up-to-date government guidance. The policy provides guidance for staff on the likely vulnerabilities of their pupils and the risks posed to them by the local area. The policy is available to prospective parents on request.  Current leaders understand their responsibilities in terms of safeguarding, including the requirement to report staff to the disclosure and barring service when necessary.

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Main inspection findings

Leaders plan to deliver safeguarding training to staff during induction and regular top- up training throughout the year. At least three senior WMES staff currently deployed to Worcestershire Education and Skills (WEAS) are qualified safeguarding designated senior leads. Leaders plan to appoint permanent safeguarding staff if registration is approved.  The planned behaviour policy is underpinned by a points-based reward system that is likely to promote positive behaviour. The proposed school’s anti-bullying policy makes it clear that bullying will not be tolerated. Leaders are committed to ensuring all pupils feel safe and may use permanent exclusion as a last resort to tackle bullying issues.  These standards are likely to be met. Paragraphs 11, 12, 13, 14, 15, 16, 16(a), 16(b)  The proposed school has a suitable health and safety policy. Leaders have ensured that the proposed school complies with the Regulatory Reform Fire Safety Order

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Main inspection findings

(2005). Fire safety equipment checks, servicing and escape route procedures are completed and recorded regularly. Fire exits are clearly signposted and not obstructed.  There is a suitable policy in place for the administration of first aid. First-aid materials are available throughout the school.  Leaders propose to ensure that all pupils are supervised on a one-to-one basis. An electronic admissions and registration system is in place to record pupils’ attendance.  An appropriate risk assessment policy is in place. Leaders have in place risk assessments identifying potential risks to pupils and mitigating actions, for example when pupils are learning in a community setting.  These standards are likely to be met. Part 4. Suitability of staff, supply staff, and proprietors Paragraph 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)

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Main inspection findings

 At the time of this inspection, there were no staff employed directly at the proposed school. However, some staff from WMES are currently deployed to WEAS. Leaders have ensured that all pre-employment checks have been carried out and relevant staff details are recorded on the proposed school’s single central record.  These standards are likely to be met. 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), 19(3), 21(5), 21(5)(a), 21(5)(a)(i), 21(5)(a)(ii), 21(5)(b), 21(5)(c)  Leaders stressed that it is unlikely they will employ any supply staff at the proposed school because this would be destabilising for pupils who are likely to need continuity and to build trusting relationships with staff. However, they are aware of the requirements for them to check that the necessary pre-employment checks have been

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Main inspection findings

completed by the relevant employment agency.  These standards are likely to be met. 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)  The proprietor has ensured that a record is kept of all pre-employment checks carried out on staff at the time of their appointment. This includes checks of identity, qualifications, right to work in the UK, enhanced criminal record checks and whether any applicants are subject to a teaching ban.  These standards are likely to be met. Part 5. Premises of and accommodation at schools Paragraphs 23(1), 23(1)(a), 23(1)(b), 23(1)(c), 24(2), 26, 27(a), 27(b), 28(2)(a), 28(2)(b), 29(1)(a)  The proposed school building has suitable toilet facilities in individual, self-contained cubicles that can be accessed at any time of the school day by both boys and girls.

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Main inspection findings

 Although the school does not have showers for pupils’ use after physical education (PE) lessons, leaders intend to teach PE at a local sports centre, where pupils will be able to shower and change if necessary.  Classrooms in the proposed school are adequately lit. Adequate outdoor lighting is provided at the entrance and fire escapes.  Classrooms and informal spaces provide sufficient acoustic conditions for the activities that are likely to take place there.  These standards are likely to be met. Paragraph 24(1), 24(1)(a), 24(1)(b)  Leaders intend to meet pupils’ medical and therapy needs in a corner of the recreation room. This space will not be timetabled but will be in use at breaks and lunchtimes. Therefore, it will offer limited privacy for medical and therapy needs at these times.  Leaders have set up a first-aid station in a corridor outside a toilet. The treatment couch has very limited space alongside it, through which the toilet would need to be

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Main inspection findings

accessed. However, this space would not allow adults sufficient room to treat pupils. Treatment could potentially be hampered by the lack of space.  The first-aid station is also open to the corridor. Therefore, pupils would not be afforded the necessary privacy.  These standards are unlikely to be met. Paragraph 25  Leaders have repaired a ceiling identified at the previous pre-registration inspection as a potential health and safety issue. However, during this inspection, two classrooms were identified as having worn and warped ceiling panels, which could pose a potential health and safety risk to pupils. In addition, in the same rooms, electrical cables are not securely tethered to the structure of the building. Should the cables become dislodged, they could present a potential health and safety risk to pupils sitting below.  This standard is unlikely to be met. Paragraphs 28(1), 28(1)(a), 28(1(b), 28(1)(c), 28(1)(d), 29(1), 29(1)(b)

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Main inspection findings

 Each toilet cubicle has running water, which is clearly labelled as not drinking water.  Separate drinking water facilities are available in the kitchen. Drinking water taps are clearly labelled.  It was not possible at the time of this inspection to check the water temperature in the toilet cubicles because the boiler had been switched off for a long period of time. Therefore, it was not possible to ascertain whether the temperature of the hot water would represent a scalding risk to pupils.  Leaders have not ensured that suitable outdoor space is provided for pupils to play outside. At the previous pre-registration inspection, the school did not meet this independent school standard. Despite leaders’ efforts, none of the proposed alternative outdoor spaces would be suitable because pupils’ safety could not be assured.  These standards are unlikely 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)(e), 32(1)(f), 32(1)(g),

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Main inspection findings

32(1)(j), 32(2), 32(2)(a), 32(2)(b), 32(2)(b)(i), 32(2)(d), 32(3), 32(3)(a), 32(3)(b), 32(3)(c), 32(3)(d), 32(3)(f), 32(3)(g)  Leaders have ensured that the required information for parents is available on request. The proposed school does not yet have a website. If successful in the application for registration, the school website will go live and leaders plan to upload these documents, as well as contact details for the proprietor.  The proposed school has a suitable safeguarding policy which is compliant with current government guidance. A copy of this and other policies, such as complaints, curriculum, behaviour, exclusions and anti-bullying, are available on request.  Arrangements to provide regular reports to parents are in place. Leaders shared an example report template which will include information for parents about pupils’ attendance, behaviour and progress.  These standards are likely to be met.

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Main inspection findings

Paragraph 32(1)(h), 32(1)(i)  Leaders were unable to demonstrate how they would provide annual accounts of income and expenditure where a pupil’s place at the school is funded by a local authority, including for pupils who have EHC plans.  These standards are unlikely 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 proposed school’s complaints policy sets out a three-step process to escalate complaints should the issue not be resolved at an informal level. The policy includes appropriate timelines within which leaders intend to investigate and resolve complaints. The policy allows parents the right to be accompanied by a representative should they need to attend an independent appeals panel.  These standards are likely to be met. Part 8. Quality of leadership in and management of schools

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Main inspection findings

Paragraph 34(1)(c)  Leaders’ commitment to promoting and developing pupils’ well-being is evident. They intend to offer a second chance for pupils who have been or are likely to be excluded from mainstream schools. The proprietor has committed significant resources to realise his vision.  Leaders understand their responsibilities in terms of safeguarding and have plans in place to ensure that all staff will be appropriately trained in safeguarding and to support pupils’ mental health and well-being.  This standard is likely to be met. Paragraph 34(1), 34(1)(a), 34(1)(b)  The proprietor and leaders have not ensured that all the independent school standards are likely to be met consistently and continually. Leaders have been unable to resolve the lack of outdoor space and have failed to ensure that the fabric of the building does not pose a risk to pupils’ safety and welfare.  The proposed leaders lack the necessary capacity and experience to ensure that

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Main inspection findings

pupils receive a good quality of education. They have not ensured that curriculum plans are well matched to pupils’ needs, particularly in relation to reading.  These standards are unlikely to be met. Schedule 10 of the Equality Act 2010  Leaders have put in place an appropriate accessibility plan which would ensure that the proposed school would comply with schedule 10 of the Equality Act 2010.

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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

Headteacher Jessica Butler (Acting headteacher)

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Proposed school details

Date of previous inspection 3 to 4 February 2021

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recommendation

Age range of pupils Not applicable 9 to 25 9 to 25 Number of pupils on the school roll Not applicable 40 40

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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 40

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School’s current position School’s proposal

Number of part-time pupils Not applicable 0 Number of pupils with special educational needs and/or disabilities Not applicable 40

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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 40

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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 40

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 40

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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 0

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Information about this proposed school

 The proposed school, if successful in its application, will become the sister school to the existing Walsall-based school, West Midlands Education and Skills.  WEAS intends to cater for pupils who have special educational needs and/or disabilities, specifically pupils with social, emotional, mental health needs and associated learning difficulties. Prospective pupils are likely to have had disruptions to their education previously and may have been excluded from their previous school.  All pupils are likely to have EHC plans.  All pupils are likely to be referred to the proposed school by local authorities or other schools, who are likely to fund the provision.  If successfully registered, it is proposed that some pupils who are already enrolled at WMES will transfer to WEAS if it is closer to their home.  The proposed school will not have a religious ethos.  Leaders do not intend to use any alternative provision.

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Information about this inspection

 This inspection was commissioned by the Department for Education (DfE) to determine whether the proposed school is likely to meet the independent school standards if it is approved to open. The inspection lasted for one day on site. This is the proposed school’s second pre-registration inspection. The first pre-registration took place on 3 to 4 February 2021.  The DfE has issued a warning notice under Section 97 of the Education Act to the proprietor of the proposed school to investigate whether the school is operating illegally and without registration.  Prior to the inspection, the inspector reviewed a wide range of documents submitted with the application to the DfE by the proprietor, including curriculum plans, schemes of work and policies. Previous inspection reports and commissioning documents were also considered.  During the inspection, the inspector scrutinised a range of documents, including

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Information about this inspection

audits and reports into health and safety, fire risk management and general maintenance of the building. During a tour of the school with a senior member of staff, the inspector checked the proposed school building for compliance with the relevant independent school standards. The inspector visited a local park with a senior member of staff to assess its use as an outdoor space for the proposed school.  The inspector met with the proprietor, as well as staff from the sister school, WMES, including the senior leader for quality improvement; the headteacher of WMES who is also the acting headteacher of WEAS; and the senior leader for health and safety for both WMES and WEAS.  The inspector held meetings with leaders to discuss health and safety compliance, safeguarding, curriculum, pupil progress and reporting to parents and local authorities.

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Inspection team

Jane Spilsbury, 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.

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

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Part 1. Quality of education provided

– 2(2)(g) where the school has pupils above compulsory school age, a programme of activities which is appropriate to their needs;

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Part 1. Quality of education provided

– 2(2)(h) that all pupils have the opportunity to learn and make progress. –  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school-

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Part 1. Quality of education provided

– 3(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;

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Part 1. Quality of education provided

– 3(c) involves well planned lessons and effective teaching methods, activities and management of class time;

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Part 1. Quality of education provided

– 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons;

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Part 1. Quality of education provided

– 3(e) demonstrates good knowledge and understanding of the subject matter being taught;

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Part 1. Quality of education provided

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

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Part 1. Quality of education provided

– 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress.

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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-

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Part 5. Premises of and accommodation at schools

– 24(1)(a) accommodation for the medical examination and treatment of pupils;

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Part 5. Premises of and accommodation at schools

– 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

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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 5. Premises of and accommodation at schools

 28(1) The standard in this paragraph is met if the proprietor ensures that-

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Part 5. Premises of and accommodation at schools

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

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Part 5. Premises of and accommodation at schools

 29(1) The standard in this paragraph is met if the proprietor ensures that suitable outdoor space is provided in order to enable-

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Part 6. Provision of information

 32(1) The standard about the provision of information by the school is met if the proprietor ensures that-

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Part 6. Provision of information

– 32(1)(h) where a pupil wholly or partly funded by a local authority (except where funding is solely for free of charge early years provision in accordance with the duty contained in section 7 of the Childcare Act 2006[16]) is registered at the school, an annual account of income received and expenditure incurred by the school in respect of that pupil is provided to the local authority and, on request, to the Secretary of State;

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Part 6. Provision of information

– 32(1)(i) where a pupil with an EHC plan wholly or partly funded by a local authority or other body through public funds is registered at the school, such information as may reasonably be required for the purpose of the annual review of the EHC plan is provided to the responsible local authority.

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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;

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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

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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Part 8. Quality of leadership in and management of schools

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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