Malton Montessori School

Inspection of Malton Montessori School Uplands House, Castle Howard Road, Malton, North Yorkshire YO17 6NJ

p.1

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

p.1

Overall effectiveness Requires improvement

Does the school meet the independent school standards?

p.1

What is it like to attend this school?

Pupils feel safe and secure in this very small school. Teachers provide extended supervision periods before the start of, and at the end of, the school day. This helps pupils to be punctual for their first lesson every morning.

p.2

What is it like to attend this school?

The Montessori philosophy of peace, equality, simplicity, integrity and respect underpins all aspects of the school’s work. Teachers are kind and gentle when they speak to pupils. Pupils understand the rules in class. As a result, pupils behave very well. Pupils respect staff and each other. Pupils understand what bullying is. They are pleased that there is no bullying in this school.

p.2

What is it like to attend this school?

Leaders have designed a curriculum that is at least as ambitious as the national curriculum in many subjects. However, they have narrowed the curriculum. As a result, pupils are missing out on some vital learning and achievement opportunities.

p.2

What is it like to attend this school?

Pupils are proud to discuss their learning. Although they can confidently talk about many subjects, pupils cannot remember what they have learned about other faiths and cultures. This means that pupils are not prepared well enough for life in modern Britain.

p.2

better?

The headteacher, who is also the proprietor, has taken decisive steps to address the unmet standards identified at the time of the previous emergency inspection. Leaders identified the need for support and challenge from an effective board of governors. The process to formally appoint governors is almost complete. The chair of governors designate is already working closely with the headteacher.

p.2

better?

Leaders are fully implementing their detailed curriculum plans to ensure that pupils acquire effective speaking, listening, literacy and numeracy skills. The curriculum for early reading and phonics is successful. Teachers are well trained. Pupils enjoy their daily phonics lessons and practising their reading. Parents told inspectors how delighted they are that their children learn to read so quickly and well.

p.2

better?

Pupils are equally confident in English, mathematics and science. Teachers’ plans are carefully sequenced in these subjects. Consequently, pupils remember what they have learned long term. For example, pupils have secure mental mathematics skills. They are also fluent in using formal written calculations. In English, mathematics and science, pupils typically achieve in excess of national curriculum expectations.

p.2

better?

Teachers use assessment information exceptionally well in most subjects. They say that the workload linked to these detailed assessments is manageable. Pupils have a high degree of independence. They follow their own interests and choose the work they would like to do each day. However, teachers guide pupils closely and individually to identify and correct any misconceptions. Teachers ask pupils to work one to one with the teacher to achieve this. Other pupils respect this. Pupils have 2 and 4 February 2022 positive attitudes to learning. They show persistence and determination, concentrating on their own work. They do not interrupt the individual pupil-teacher conferences that happen continuously.

p.2

better?

At the time of this inspection, the school included no pupils with special educational needs and/or disabilities (SEND). However, leaders’ detailed curriculum policy includes their strategy to meet the needs of pupils with SEND. Leaders’ commitment to highly personalised learning includes meeting all pupils’ individual learning needs. Teachers do this very well in most subjects.

p.3

better?

The curriculum is weakened because it is narrowed. In physical education (PE), the curriculum plan is not good enough. It is not implemented well. There is some provision for PE, but it is incidental. Pupils say they used to have PE lessons. Currently, PE is not timetabled each week. The high quality of teachers’ curriculum plans and assessments in other subjects is not matched in their PE plans. This is inhibiting pupils’ progress and undermining the promotion of pupils’ good health.

p.3

better?

There are also weaknesses in the curriculum for pupils’ personal development. Leaders say that, as a secular school, they do not teach pupils about other faiths. Teachers’ plans do not make explicit reference to teaching pupils about other faiths. Leaders say that respect for other faiths and cultures is implicit in the Montessori ethos. Pupils have rapid recall in most subjects. However, pupils cannot remember what they have learned about other faiths and cultures. As a result, pupils are not well enough prepared for the experience of life in British society.

p.3

better?

Leaders did not take account of the latest guidance to schools about compulsory relationships education, that came into force last September, prior to this inspection. Leaders drafted a new relationship education policy on day two of this inspection and shared the new policy with parents. Leaders did not consult parents in advance of writing this policy.

p.3

better?

Pupils have a deep understanding of some groups with protected characteristics. Leaders have ensured that pupils understand schedule 10 of the Equality Act 2010. Pupils have learned about the reasonable adjustments that are required to make buildings accessible. However, pupils are much less confident talking about other groups with protected characteristics. Leaders’ curriculum plans are not explicit about how pupils will learn about different types of families and relationships in an age-appropriate manner. This undermines the extent to which pupils’ tolerance and respect for different people is developed well.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The safeguarding policy is suitable and complies with government requirements. It is published on the school’s website. Appropriate checks are made when staff are recruited. Staff are fully trained. They teach pupils how to stay safe. 2 and 4 February 2022 Leaders have addressed the previously unmet standard relating to pupils’ welfare, health and safety. Leaders have separated responsibilities to improve the arrangements for managing any safeguarding concerns about members of staff. This ensures the required impartiality. Leaders have informed parents of these new arrangements.

p.3

Safeguarding

Levels of supervision are adequate. Arrangements for handling complaints are fit for purpose. Risk assessments are undertaken as necessary.

p.4

(Information for the school and proprietor)

 Pupils are given insufficient experience of PE. Pupils are not prepared well enough for the next stage of their education. Leaders should ensure that PE is planned well and timetabled every week.  Pupils do not learn enough about religions and belief systems to help engender respect for other people. The implicit or incidental references to different faiths and cultures within the school’s Montessori curriculum are insufficient to ensure pupils’ good spiritual, moral, social and cultural development. To ensure pupils are well prepared for life in modern Britain, leaders should more actively promote the fundamental British value of tolerance for those with different faiths and beliefs.  Leaders did not take account of the government’s statutory guidance for relationships education, so the compulsory curriculum is not fully in place. Pupils’ understanding of all groups with protected characteristics does not match pupils’

p.4

(Information for the school and proprietor)

excellent understanding of disability rights. Leaders should complete their consultation with parents and review and revise their new policy in the light of parents’ comments.

p.4

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

How can I feed back my views?

If you are the provider and you are not happy with the inspection or the report, you can complain to Ofsted . 2 and 4 February 2022

p.4

School details

Email address admin@maltonmontessorischool.co.uk

p.5

School details

Date of previous inspection 18 May 2021 2 and 4 February 2022

p.5

Information about this school

 The school opened in June 2019 and was judged to be good at its first standard inspection on 12 to 14 November 2019.  Ofsted undertook an emergency inspection on 18 May 2021. This emergency inspection was carried out at the request of the Department for Education as the registration authority for independent schools. The purpose of the inspection was to check that the school continued to meet those independent school standards relating to the safety and well-being of pupils. Some of these standards were not met then.  The school is located on the edge of a North Yorkshire market town. It has a large main building, extensive grounds and other smaller buildings. The proprietor and her family live on the upper floors of the main building.  This is a Montessori school.  The school is registered to accept up to 25 pupils between five and 11 years of age. There are currently seven pupils on roll.  The school does not use alternative provision.

p.6

Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

p.6

Information about this inspection

The school has failed to meet the independent school standards. These are the requirements of the schedule to the Education (Independent School Standards) Regulations 2014.

p.6

Information about this inspection

This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with school leaders and have taken that into account in their evaluation.

p.6

Information about this inspection

 The inspection was conducted with 30 minutes’ notice.  Inspectors met with the headteacher and the teacher. Telephone discussions were held with the local authority designated officer for safeguarding and with the chair of governors designate.  Both inspectors met with pupils and staff.  Responses to Ofsted’s parent, staff and pupil questionnaires were considered. Inspectors also spoke to parents as they were taking their children to school.  Inspectors conducted deep dives in reading and mathematics. Inspectors also spoke to pupils about the topics they had chosen for their independent learning that day. Inspectors observed lessons, evaluated curriculum plans and assessment records, reviewed pupils’ work and spoke to pupils and teachers 2 and 4 February 2022 about pupils’ progress and attainment. Inspectors observed pupils reading to their teacher.  Curriculum plans were evaluated. Inspectors spoke to pupils and staff about

p.6

Information about this inspection

pupils’ physical, personal, social and health education and pupils’ spiritual, moral, social and cultural education.  A range of documentation, including safeguarding records, were evaluated to ensure that the independent school standards are met.  The lead inspector toured the building to ensure that the premises meet the requirements of the independent school standards. Leaders have installed carbon dioxide monitors throughout the premises as part of their COVID-19 risk assessment activity.

p.7

The school’s progress in meeting previously failed standards

During the inspection we checked whether the school now meets the independent school standards that it was judged to have failed at its previous emergency inspection on 18 May 2021.  The outcome of this part of the inspection is: the school now meets some of the previously failed standards, but some continue to be failed.  The specific weaknesses identified previously in parts 3 and 8 have been addressed.  The school is still not meeting part 8, but for different reasons than those identified at the time of the previous inspection. New failings in part 8 are due to the weaknesses in the quality of education, personal development and the spiritual, moral, social and cultural development of pupils.

p.7

Inspection team

Tracey Ralph, lead inspector Her Majesty’s Inspector

p.7

Inspection team

Kate Rowley Her Majesty’s Inspector 2 and 4 February 2022

p.7

Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if-

p.8

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.

p.8

Part 1. Quality of education provided

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

p.8

Part 1. Quality of education provided

– 2(2)(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education;

p.8

Part 1. Quality of education provided

– 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.

p.8

Part 1. Quality of education provided

 2A(1) The standard in this paragraph is met if the proprietor-

p.8

Part 1. Quality of education provided

– 2A(1)(a) ensures that every registered pupil who is provided with primary education at the school is provided with relationships education,

p.8

Part 1. Quality of education provided

– 2A(1)(f) consults parents of registered pupils at the school before making or revising a statement under sub-paragraph (e).

p.8

Part 2. Spiritual, moral, social and cultural development of pupils

 5 The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor-

p.8

Part 2. Spiritual, moral, social and cultural development of pupils

– 5(a) actively promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.

p.8

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-

p.8

Part 8. Quality of leadership in and management of schools

– 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; 2 and 4 February 2022 – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and

p.8

Part 8. Quality of leadership in and management of schools

– 34(1)(c) actively promote the well-being of pupils. 2 and 4 February 2022 to 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.

p.9

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 .

p.10

Part 8. Quality of leadership in and management of schools

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 .

p.10

Part 8. Quality of leadership in and management of schools

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

p.10

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

p.10