Langley Hall Arts Academy

School pre-registration inspection report

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Langley Hall Arts Academy The Premises, Langley Road, Langley, Slough SL3 8BS

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1)–2(2)(b), 2(2)(d)–2(2)(e)(iii), 2(2)(h)–2A(1), 2A(1)(b)–4  Leaders have constructed a curriculum they intend will enable pupils to achieve the school’s motto to ‘choose a remarkable life’. They explain that this will be achieved through a broad curriculum enhanced by music tuition and activities such as the Duke of Edinburgh’s Award for older pupils.  The range of subjects on offer is likely to meet the requirements of the independent school standards. Subjects are likely to support pupils to acquire speaking, listening, literacy and numeracy skills.  The proposed curriculum includes a personal development programme which reflects the school’s ethos of opportunity and inclusion. It encourages understanding of the wider world and respect for others. Personal, social, health and economic (PSHE) education is intended to be supported by a commercial scheme which will be adapted

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Main inspection findings

as leaders assess what pupils already know and remember. They plan to take account of contextual details to ensure that pupils have the knowledge and confidence to be successful in the wider world.  Relationships and sex education will be provided to all pupils. The details of this are published on the school’s website. Leaders have made the statutory provision for parents and carers to withdraw their children from the sex education aspect of this. Leaders understand their duty to consult with parents as they review and revise this policy.  Leaders have not thought clearly enough about how their intended curriculum will work. They have relied too much on their primary expertise and have not fully considered how to extend their ambition for secondary-aged pupils. They have a clear vision, but this is not realised in the plans they presented as part of this inspection. Some of these plans are adopted from other schools and have not been changed to fit

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Main inspection findings

the time leaders have planned to allocate over each week. Other plans focus on final examination requirements and do not show how pupils will be supported to develop knowledge over time. Overall, the plans presented and the discussions about them do not demonstrate good understanding of the subject matter, especially for older year groups. This is likely to negatively impact teaching and the management of class time.  The written plans and schemes of work do not take into account the needs of all pupils, particularly pupils with special educational needs and/or disabilities. Leaders recognise that they need to think more deeply about how the needs of pupils will be taken into account so that all pupils are supported to access learning.  Leaders have not considered how pupils will have access to accurate and impartial careers guidance and information. They had seen this as only pertaining to Year 11

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Main inspection findings

pupils, not recognising that all secondary pupils need this learning.  Leaders aim for all staff to have subject and teaching expertise. They have appointed staff with subject specialisms and teaching experience. Many hold qualified teaching status and are currently employed by the primary school leaders previously set up. These teachers would be working at the secondary school on a secondment basis. Leaders intend to support those without a teaching qualification to gain it. Their aim is for teachers to be able to inspire pupils and help them to learn well.  Leaders have a clear plan for managing pupils’ behaviour. Their policies and planned processes are likely to encourage pupils to act responsibly. They promote fundamental British values, especially that of mutual respect.  Leaders have planned systematic assessment of pupil performance and will use a commercial program to report to parents.  The requirements for this part are not likely 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 thought carefully about how they will promote pupils’ spiritual, moral, social and cultural development. They have prioritised this aspect of the curriculum in their planning. They intend for pupils to develop as rounded individuals who are confident in themselves and can navigate the wider world successfully. Ultimately, they aim for pupils to be happy and successful adults with a wide range of interests.  Plans indicate that pupils will be given time and guidance to grow as rounded individuals. Topics that leaders plan are likely to support pupils to consider their actions and responses to issues and understand the viewpoints of others. There is a determined focus on respect for the world and others that pays regard to the protected characteristics set out in the Equality Act 2010.  Many pastoral and extra-curricular activities are planned. The focus on music and the

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Main inspection findings

arts can be seen through leaders’ aim for all pupils to learn musical instruments and participate in music tours in the United Kingdom and overseas, often with professional musicians. Leaders intend this to help develop pupils’ wider knowledge of the world and different cultural traditions. It is also intended to enhance pupils’ imagination and creativity.  Other activities, such as school elections, are intended to enable pupils to acquire respect for and understanding of the democratic process and the law.  Leaders are aware of their duties to vet activities and visitors to ensure that partisan political views are precluded. They understand the need to make sure that pupils are presented with balanced views when they discuss and explore political issues. They intend for political and difficult world issues to be considered so that pupils are equipped with the knowledge to unpick and consider facts and details about the world

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Main inspection findings

and recognise when information is not valid or reliable.  The standard in this part is likely to be met. Part 3. Welfare, health and safety of pupils Paragraph 7–7(b)  The designated safeguarding lead (DSL) and her team are well trained. They show secure knowledge of safeguarding and child protection requirements and processes. Leaders have drawn up plans to ensure that all staff hold similarly secure knowledge. Leaders plan to revisit training and learning with staff to check that they are alert to possible safeguarding risks to pupils and know the actions to take.  The safeguarding and child protection policy is published on the school’s website. It fulfils national and local requirements. It sets out the school’s intended processes clearly. It covers the ‘Prevent’ duty and relevant statutory guidance.  Leaders have purchased a commercial program to record concerns. They set out how they intend to use it to monitor and track pupils’ well-being and any worries about

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Main inspection findings

them. They know that staff will need additional training, despite already using the same system at the primary school.  Leaders have taken into account the initial plan to open the school to Year 7 pupils at an existing primary school. They have thought about the implications of having older pupils on site with the primary-aged pupils. While it is assumed that many pupils will join from the primary school, leaders are not complacent; they recognise the potential complications of running two schools in one building, especially from a safeguarding perspective. They have thought carefully about how to manage this. Their plans are likely to meet requirements for this aspect of the independent school standards. Paragraph 9  The written behaviour policy clearly sets out how staff will manage and support pupils to behave well. Leaders have used their knowledge of younger children to design the policy with some adaptations for secondary-aged pupils. Sanctions and rewards are

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Main inspection findings

set out clearly and leaders emphasise the need for fairness and for all staff to adhere to the processes.  Leaders aim for the policy to promote positive and respectful behaviour throughout the school community. It links closely with their overall ethos and aims for developing the whole child. Paragraphs 10–11  There is confusion about the anti-bullying policy. The documents provided for the inspection relate to anti-bullying and harassment for staff and adults at the school. While important, these do not address the requirements in the independent school standards.  In terms of pupils, the section about anti-bullying in the positive behaviour policy sets out reasonable approaches for dealing with cases of bullying. However, leaders have not set out how they will try to prevent bullying in the first place. During the inspection they presented a policy that deals with instances of bullying. They could

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Main inspection findings

identify where anti-bullying was taught in the PSHE curriculum. They had not developed a considered strategy to address bullying and try and prevent bullying. For example, they have not considered how to review cases and act on findings in the effort to strengthen their anti-bullying work.  The health and safety policy presented for inspection was similarly confused. Leaders presented a form which is intended to be completed as part of a risk assessment, it was not a policy. Until the inspection, they had not thought strategically about these requirements. Consequently, they had not set out what processes are required and how they will assure themselves that they are effective. They presented a policy during the inspection that did address these matters. Paragraphs 12–15  The policies for first aid and fire safety are comprehensive and comply with requirements. For both these policies, leaders have set out how they will check and

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Main inspection findings

ensure that procedures are met consistently. They have employed suitably qualified assessors to conduct fire safety checks of the primary school site. They acted on recommendations promptly. They intend to do the same for the secondary school site.  The proposed staffing arrangements are fit for purpose. Leaders intend to employ experienced specialists, many of whom will be seconded from the primary school. Those without teaching qualifications will be supported to gain them. Staff will also be trained to implement the first-aid policy effectively. Leaders understand the need to provide proper equipment that is routinely checked.  Leaders intend to purchase an electronic system to record admission and attendance information. They are knowledgeable about the requirements regarding recording and checking pupils’ attendance. They will ensure that staff follow these processes through training and close monitoring.

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Main inspection findings

Paragraphs 16–16(b)  Leaders have not drawn up a suitable risk assessment policy that shows how risk will be systematically considered and managed. They have completed many risk assessments, but these are of varied quality. Some are thorough and identify likely risks and detail how to manage these. The more carefully considered documents tend to be those associated with the primary school building. Others, such as the assessment of risk at the proposed secondary building, are incomplete and do not show how risk will be managed.  Some standards in this part are likely to be unmet. 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)  Leaders have detailed knowledge of the requirements for safer recruitment. They are trained in safer recruitment and have followed recommended processes. They understand the checks required and how to conduct and evidence them. They have

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Main inspection findings

ensured that checks are recorded on a single central record. They understand the need to keep referring to the most recent edition of ‘Keeping Children Safe in Education’ to ensure they are keeping the single central record correctly.  They single central record and staff recruitment files are kept securely and contain the required information. This includes identity and confirmation of medical fitness. Leaders understand the need to record the details of any supply staff on the single central record. They have set out how they will work with any supply agency to ensure that the correct checks are undertaken and provided before any person works with pupils.  The requirements of this part are likely to be met. Part 5. Premises of and accommodation at schools Paragraphs 23(1)–23(1)(c), 24(1)–24(1)(b), 25–29(1)(b)  Leaders intend to lease and refurbish an office building for the main secondary school

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Main inspection findings

site. They do not yet have the lease. Plans for the conversion are in their infancy. They intend to employ an architect to help them reconfigure the space so that it will be suitable for teaching and contain required facilities such as a medical room, enough toilets and secure outside space. This work is likely to take several months after plans have been agreed. Currently, the space is not fit for purpose.  Leaders intend to lease a space in the primary school for Year 7 pupils in the first year of operation. The allocated classroom is bright and spacious. Leaders have commissioned a specialist company to re-fit it with equipment for scientific experiments and the associated safety equipment. They intend to allow all secondary pupils to access this specialist equipment.  This room is at the top of the school and accessed by stairs. Leaders have worked out how to fit a stair lift should it be required. Fire escapes are labelled and operational.

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Main inspection findings

 In the primary space, there are separate toilets and washing facilities, labelled correctly, for staff and pupils. There are no changing rooms or showers for pupils to use as leaders intend to use local sports centres for physical education. At the point of inspection, the water was too hot, so presented a risk to pupils. A plumber corrected this by the end of the day. Leaders recognise the need to have this routinely checked. Drinking water is freely available and was labelled as such by the end of the inspection.  The dining space is in a separate building across a busy road. Leaders have strict procedures in place to ensure that primary-aged pupils cross this road via the pedestrian lights and following the lead of staff. They intend to continue this for secondary pupils. The walk from the proposed secondary site is nine minutes and leaders have considered how this might be managed safely. Currently, the toilets in

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Main inspection findings

this building are designed for smaller children. Leaders had not considered the need to adapt facilities for secondary-aged pupils.  The medical room in the primary site is appropriately situated near a toilet. It has a sink and bed. Medicines will be kept in the nearby primary administrative office. Leaders intend to continue this arrangement. They understand the need to keep the primary and secondary organisation separate as they are two different schools.  The outside space at the primary site is well kept and likely to provide appropriate space for pupils to play. Leaders intend to timetable this at a different time to the primary pupils. There is also a public park opposite the school that leaders intend to make use of.  There is a gate with security entry system at the front of the school. The site is well maintained. Outdoor and emergency lighting is installed around the external walls of the building.

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Main inspection findings

 The requirements of this part are not likely to be met. Part 6. Provision of information Paragraph 32(1)–32(1)(d), 32(1)(f)–32(1)(j), 32(2)–32(4)(c)  The school website is in the process of being completed. It contains much of the information required, such as the safeguarding and first aid policies. It does not provide the required details for the chair of the governing body. There is no adequate health and safety policy. Leaders understand the missing aspects and intend to address them immediately.  Leaders know the requirements to publish other information as it becomes available, for example inspection reports and details of the school’s academic performance.  Leaders have planned how they will report to parents and carers, so each registered pupil’s progress is provided. They had not considered the need to provide an annual account to local authorities where that might be required. This includes for pupils who

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Main inspection findings

have an education, health and care (EHC) plan. Information about provision for pupils with EHC plans or for pupils who speak English as an additional language was not detailed enough.  The standards in this part are not likely to be met. Part 7. Manner in which complaints are handled Paragraph 33(a)–33(k)  The complaints policy is published on the website. It is clear and sets out a staged process, as required. Complaints will first be managed on an informal basis. There is provision to move to a more formal basis as required. This includes potential for a panel hearing, with the panel comprising members not involved in the matters detailed in the complaint and one member independent of the management and running of the school. It sets out how written records will be kept securely and evaluated so any lessons may be learned.  The school is not yet operating and therefore there have not been any complaints

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Main inspection findings

against it in the last academic year. Leaders know they have to provide this information in the future.  The requirements of this part are likely to be met. Part 8. Quality of leadership in and management of schools Paragraph 34(1)–34(1)(b)  Proprietors and leaders have not fully understood the requirements of the independent school standards and have not taken actions that are likely to ensure they are met.  Leaders have not properly considered the difference in needs of primary and secondary-school pupils. Consequently, they have not fully prepared to meet the needs of all pupils. Paragraph 34(1)(c)  Proprietors and leaders have strong moral purpose and intend for this school to meet a need they have identified. The well-being of pupils is central to the ethos of the intended school. This is reflected throughout the conversations and actions of the proprietors and leaders.  The standard in this part is not likely to be met.

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Main inspection findings

Schedule 10 of the Equality Act 2010  The proprietor has produced an accessibility plan that sets out appropriate steps planned to enable access to the curriculum, information and the physical environment.

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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

Website www.langleyhallarts.greenhousecms.co.uk

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Proposed school details

Email address sally@langleyhallartsacademy.co.uk

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Proposed school details

Date of previous standard inspection Not previously inspected

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recommendation

Age range of pupils Not applicable 11 to 16 11 to 16 Number of pupils on the school roll Not applicable 130 130

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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 130

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School’s current position School’s proposal

Number of part-time pupils Not applicable None

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities Not applicable Not known

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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 Not known

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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 Not known

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable Initially 4

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School’s current position School’s proposal

Number of part-time teaching staff Not applicable Initially 21

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Information about this proposed school

 Langley Hall Arts Academy is proposed to be a secondary school providing education with a music and arts focus for up to 130 pupils aged 11 to 16. It is intended to be a ‘follow-on’ school from the existing registered free school, Langley Hall Primary Academy, but is not restricted to pupils from that provision.  The proprietor proposes that, in the first year, the school will admit 26 pupils to Year 7. These pupils will be based in the existing primary academy. In the second year of operation, pupils will move to the proposed secondary site but still make use of specialist facilities such as the science room at the primary site. The proposed independent school will pay for the use of the facilities at the primary site.  The proposed secondary site is located in a business park approximately half a mile from the primary academy. The proprietor proposes to buy into the catering facilities operated by the primary academy. The secondary academy will also pay to use the

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Information about this proposed school

primary academy’s swimming pool. Pupils will make use of community space for outdoor activities and local sports centres.  Initially, staff from the primary school and other staff have been appointed on a part- time basis so that pupils receive specialist teaching. As the school grows with the addition of an extra year group each year until it is full, so the proprietor intends to increase the staffing numbers and move to more full-time teachers.  The school will have a broadly Christian character.

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Information about this inspection

 This inspection was commissioned by the Department for Education (DfE). The purpose of the inspection was to determine whether the school is likely to meet the independent school standards. This was the school’s first pre-registration inspection.  Prior to arrival at the site proposed for the initial Year 7 class, the inspector scrutinised the documents submitted to the DfE by the proprietor as part of the application. The inspector also reviewed other documents and records sent electronically once the inspection was announced.  The inspector met with the chair of the proprietorial body, other proprietors and the education consultant supporting the application. She also met with other members of staff, including the proposed designated safeguarding lead.  The education consultant and the inspector toured all proposed premises. The inspector also considered and discussed further documentation and records provided

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Information about this inspection

by the proprietor as evidence towards the standards. These documents included behaviour, safeguarding and curriculum information.

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Inspection team

Lucy English, 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.  2(2) For the purposes of paragraph (2)(1)(a), the matters are– – 2(2)(e) for pupils receiving secondary education, access to accurate, up-to-date 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.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at

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Part 1. Quality of education provided

the school– – 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 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.

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Part 3. Welfare, health and safety of pupils

 10 The standard in this paragraph is met if the proprietor ensures that bullying at the school is prevented in so far as reasonably practicable, by the drawing up and implementation of an effective anti-bullying strategy.  11 The standard in this paragraph is met if the proprietor ensures that relevant health and safety laws are complied with by the drawing up and effective implementation of a written health and safety policy.  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 – 16(b) appropriate action is taken to reduce risks that are identified.

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Part 5. Premises of and accommodation at schools

 23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that– – 23(1)(a) suitable toilet and washing facilities are provided for the sole use of pupils; – 23(1)(b) separate toilet facilities for boys and girls aged 8 years or over are provided except where the toilet facility is provided in a room that can be secured from the inside and that is intended for use by one pupil at a time; and – 23(1)(c) suitable changing accommodation and showers are provided for pupils aged 11 years or over at the start of the school year who receive physical education.  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

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Part 5. Premises of and accommodation at schools

includes a washing facility and is near to a toilet facility.  24(2) The accommodation provided under sub-paragraphs (1)(a) and (b) may be used for other purposes (apart from teaching) provided it is always readily available to be used for the purposes set out in sub-paragraphs (1)(a) and (b).  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.  26 The standard in this paragraph is met if the proprietor ensures that the acoustic conditions and sound insulation of each room or other space are suitable, having regard to the nature of the activities which normally take place therein.  27 The standard in this paragraph is met if the proprietor ensures that– – 27(a) the lighting in each room or other internal space is suitable, having regard to the

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Part 5. Premises of and accommodation at schools

nature of the activities which normally take place therein; and – 27(b) external lighting is provided in order to ensure that people can safely enter and leave the school premises.  28(1) The standard in this paragraph is met if the proprietor ensures that– – 28(1)(a) suitable drinking water facilities are provided; – 28(1)(b) toilets and urinals have an adequate supply of cold water and washing facilities have an adequate supply of hot and cold water; – 28(1)(c) cold water supplies that are suitable for drinking are clearly marked as such.  28(2) The facilities provided under sub-paragraph (1)(a) will be suitable only if– – 28(2)(a) they are readily accessible at all times when the premises are in use; and – 28(2)(b) they are in a separate area from the toilet facilities.  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– – 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; – 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; and – 32(2)(c) where there is a governing body, the name and address for correspondence

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Part 6. Provision of information

of its Chair; and – 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 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. guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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

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Part 8. Quality of leadership in and management of schools

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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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