The Mile House Therapeutic School

School pre-registration inspection report

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The Mile House Therapeutic School Bath Road, Sulhamstead, Reading RG7 5HJ

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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 demonstrate a shared and well-developed vision for the education they intend the school to provide. They tread a careful path between their high academic aspirations for pupils and the need to meet pupils’ wider social and emotional needs. Their planned curriculum has been developed with both of these elements firmly in mind.  The planned academic curriculum incorporates all of the areas of learning required by the independent school standards. Pupils will follow a core curriculum of English, mathematics, computing, physical education and personal, social and health education. This will be supplemented with project-based learning that incorporates aspects of science, humanities, design and technology and creative arts. Leaders anticipate that this approach will help pupils who have been absent from formal

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Main inspection findings

education for a long time to re-engage with learning and, over time, achieve the academic success they are capable of.  Leaders have given suitable thought to the goals that pupils will work towards during their time at the school. These goals will take account of the targets identified in pupils’ education, health and care plans.  Leaders aspire for pupils to gain relevant qualifications that will give them the currency they need to access further education, employment or training when they leave the school. The school’s curricular planning shows how pupils will work towards these long-term academic goals, alongside their own personal development. Over time, leaders anticipate bringing in subject-specialist teachers who will help develop curriculum planning further, so that plans map out more clearly how knowledge builds over time on what has been learned before.  The headteacher anticipates that some pupils will join the school with relatively low

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Main inspection findings

levels of literacy and/or a reluctance to engage with reading. Leaders understand the different approaches required for each of these scenarios. For those who are still learning to read, leaders have identified a suitable approach to support pupils through the teaching of phonics, although the details are yet to be finalised. For those not keen to read, leaders recognise the importance of pupils practising in order to gain confidence and fluency.  Planning for the personal, social and health education (PSHE) curriculum is suitably considered. It aligns well with the school’s vision and ethos. Pupils will learn about a range of topics relevant to their age and developmental needs. Plans meet the statutory requirements for the provision of impartial careers education, information advice and guidance and relationships and sex education. Leaders are mindful of ensuring that pupils joining the school after the start of Year 7 catch up on any

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Main inspection findings

learning they may have already missed.  So far, a small number of staff have been recruited to work at the school, with a number of others due to start over the next few months. Those already appointed bring relevant experience and expertise, both in teaching and in working with pupils with special educational needs and/or disabilities (SEND). Plans for ongoing recruitment as the school grows are appropriate and considered.  Pupils’ admission to the school looks set to be managed carefully. Leaders are alert to the range of evidence they will need to collect in order to identify whether the school is likely to be able to meet pupils’ particular needs. They have thoughtful plans for how relevant information will be brought together to influence appropriate learning for pupils, taking account of what is identified in their education, health and care plan. Systems are in place to keep track of how successfully pupils are learning what is

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Main inspection findings

intended for them so that gaps in knowledge can quickly be identified and addressed.  The school is likely to meet this part of the independent school standards if granted permission to open. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5–5(d)(iii)  Spiritual, moral, social and cultural development is a clear strand running through the school’s curriculum. Leaders see this aspect as being central to pupils being able to re- engage with formal learning and achieve future personal and academic success.  Leaders are mindful that pupils may well have been out of school for a while before coming to The Mile House. As such, they are likely to need help around interacting with others, in order to build their social confidence and raise their self-esteem. Leaders have considered how pupils will be actively helped to become more confident and develop respectful relationships, including through seeing these behaviours

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Main inspection findings

modelled by adults in school.  The planned programme for PSHE provides relevant opportunities for pupils to learn about life beyond their own experiences. Leaders have considered how pupils can spend time in the local community as part of their work. Pupils will be involved in developing plans further so that their interests are taken into account where possible. This looks set to increase their engagement with learning.  Leaders’ plans reflect their clear intentions to build an inclusive and accepting community. Resources already purchased for use in the school reflect a diverse range of cultures and relationships. Pupils will explore national and global current affairs as part of their routine learning so that they become better informed about the wider world.  Opportunities for pupils’ spiritual development are well considered. Pupils will learn about different religions as part of their planned curriculum. Leaders intend to use ‘big

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Main inspection findings

questions’ to help pupils reflect on what they have learned and how it relates to their own sense of self.  Leaders recognise that effective staff’s training will be fundamental to the success of this part of the curriculum. They have already mapped out a comprehensive programme of training to enable all staff to be suitably informed about the school’s inclusive ethos. Through putting this in place, leaders anticipate staff gaining a shared and clear understanding of how to support pupils’ spiritual, moral, social and cultural development.  This part of the independent school standards is likely to be met. Part 3. Welfare, health and safety of pupils Paragraph 7–7(b)  The proposed school’s policy for safeguarding and child protection is published on the website. It takes account of relevant statutory guidance and of safeguarding arrangements in the local authority where the school is situated. Leaders are mindful

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Main inspection findings

that pupils may be placed at the school by other local authorities and of the need to be alert to where systems and processes may be different to those in place in West Berkshire.  Leaders are highly aware of the additional vulnerabilities that pupils attending the school may have, such as those linked to having had sustained periods of absence from formal education in the past. They understand their local context, which helps them to be alert to potential risks that are more prevalent in the local area.  Safeguarding leaders are suitably trained to carry out their role. Plans are in place for all staff to have appropriately detailed training as part of their induction. This has already happened for those currently employed. The proprietor body has the capacity, knowledge and experience to support leaders with this aspect of their work.  Leaders understand the importance of reporting and recording all potential concerns

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Main inspection findings

about a pupil, in order to build an accurate picture. They have identified an appropriate system to help all staff to do this in a timely way. Leaders have thought about how these systems may need to evolve as the school grows so that nothing is missed. Paragraphs 9 and 10  The relationships and positive behaviour policy is published on the school’s website. It focuses on promoting a positive ethos and culture of respect within the school. This intention is mirrored in the written anti-bullying policy.  Leaders describe how teaching pupils to own their own behaviour will be an important part of the therapeutic approach they plan to adopt. They have built-in opportunities for pupils to identify their own targets for development and to reflect on how things are going. Leaders are mindful of the need to look beyond the behaviour seen, in order to identify and address the underlying cause. Their planned administrative

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Main inspection findings

systems look set to enable them to promptly identify any emerging patterns of behaviour.  Staff’s recruitment is taking account of the experience and understanding that adults are likely to need in this context. Comprehensive training, including around positive handling, will focus on helping pupils to stay safe and become calm when their anxiety leads to incidents of more extreme behaviour. Leaders intend to use exclusion as a last resort but have appropriate policies in place should this be necessary. Paragraphs 11, 12, 13 and 16  Leaders understand their obligations in relation to pupils’ health and safety. They have relevant written policies in place, such as around administering first aid and risk assessment. Responsible staff, both in the school and the proprietor body, have clear lines of accountability, with structures in place for checking that nothing is missed. Checks, such as on the physical state of the school site, are already part of leaders’

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Main inspection findings

routines.  A site-wide risk assessment has been carried out, supported by a relevant expert from beyond the school. Leaders know what risks they should be alert to in relation to the school site, activities in lessons and any off-site trips or visits. They note the need to keep risk assessments under constant review, adapting to the emerging and specific needs of pupils who come to the school.  Arrangements are in place to ensure that the school conforms with the Regulatory Reform (Fire Safety) Order 2005. A risk assessment has been carried out and acted on. Firefighting equipment and alarms are in place. Plans for fire drills and routine checks on equipment are appropriate. Leaders intend to consider personal emergency evacuation plans for individual staff and pupils as part of the induction process.  Leaders have given suitable thought to how first aid will be managed. They intend to train sufficient staff to be able to respond to any incidents as they arise. The medical

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Main inspection findings

room is appropriately situated to enable staff to treat any injuries as they arise. There is an accident book in place for recording any relevant issues. Paragraph 14  Leaders anticipate pupils being supervised at all times and have taken account of this when planning how many staff to recruit. Plans for managing pupils’ arrival at and departure from school take account of pupils’ welfare and needs. Paragraph 15  Appropriate arrangements are in place for managing pupils’ admissions and attendance. Leaders understand what they are required to enter on the admissions register and have plans in place for how this information will be gathered and collated as part of pupils’ induction into the school. Routines for registering pupils each day are fit for purpose.  The school is likely to meet the relevant paragraphs contained within this part of the independent school standards. Part 4. Suitability of staff, supply staff, and proprietors

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Main inspection findings

Paragraphs 18(2)–18(2)(e), 18(3), 19(2)–19(2)(d), 19(3), 20(6)–20(6)(c), 21(1)– 21(7)(b)  Leaders have a secure understanding of the checks they are required to make on adults working in the school and why they are important. All of the necessary checks have been made on current employees. Safer recruitment practices identified in the school’s safeguarding and child protection policy are fit for purpose. The proprietor body provides useful additional support in managing this part of the recruitment process, but without school leaders relinquishing their responsibility.  A single central record of recruitment checks is already in place, in line with what is used by other schools owned by the proprietor body. All checks carried out so far are listed appropriately within this record. This includes relevant checks carried out on the co-chairs of the proprietor body.  The school does not anticipate using supply staff. Nevertheless, leaders are aware of

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Main inspection findings

the written confirmations they would need to receive from relevant agencies in the event that this was necessary, to be satisfied that appropriate vetting had taken place.  This part of the independent school standards is likely to be met. Part 5. Premises of and accommodation at schools Paragraphs 23(1)–23(1)(c), 24(1)–24(1)(b), 24(2), 25–29(1)(b)  The school is based in a large house which was most recently used as a private residence. A full refurbishment has just been completed, in order to create a suitable environment for the school to operate in. The site consists of classrooms, therapy and social spaces and a large outside area, which is currently laid to lawn. In addition, an on-site kitchen will provide pupils and staff with hot food every day.  Rooms are decorated to a high standard, in a style that makes them suitable for learning. They are light, bright and appropriately furnished. As well as generic spaces,

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Main inspection findings

there is a specialist room where leaders anticipate that practical subjects will be taught. This room includes suitable secure storage for specialist resources such as equipment for science and design and technology. Another room provides a sufficiently large space to bring pupils together for assemblies and other events.  There is a communal area and canteen in the centre of the school. As well as providing a space for pupils to eat lunch alongside staff, leaders anticipate pupils being able to develop their independence through making their own breakfast at the start of the day. Throughout the school building, there is access for pupils to drinking water, which is labelled as such.  The outside space is safe, secure and inviting. Leaders have plans to develop this space, using ideas from pupils. Currently, it is an appropriate place for pupils to play and socialise. It is less suited to physical education, which pupils will carry out at local

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Main inspection findings

leisure facilities. There is plentiful outside lighting throughout the site.  There are appropriate toilet facilities for pupils and staff to use. These incorporate hand-washing facilities, with water that is at a suitable temperature. There is an accessible toilet on site, as well as a separate one near the entrance for visitors to use. There is one shower on site for pupils to use as needed.  The medical room is fit for purpose. It provides a clean and quiet space to look after pupils who become unwell during the school day. There are handwashing facilities and access to a toilet in an adjacent room. There is secure storage for any medicines that need to be administered to pupils during the school day.  The school is likely to meet this part of the independent school standards if granted permission to open. Part 6. Provision of information Paragraph 32(1)–32(1)(d), 32(1)(f)–32(2)(b), 32(2)(b)(ii)–32(4)(c)

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Main inspection findings

 The school has a website which is already up and running, in anticipation of being granted permission to open. This website provides a clear and helpful point of reference for potential pupils and their families.  Leaders know what information they are required to publish, in line with the independent school standards. They have already begun making this information available on the website. Contact details for the school, its leaders and the proprietor body are all readily accessible from the website.  Leaders have thought about how they will share information meaningfully with parents about their children’s progress. Leaders are keen to align this process with checks against pupils’ progress towards their education, health and care plan targets, seeing this coordinated approach as being helpful to pupils and parents. Alongside fulfilling the requirement to report annually and in writing, they anticipate much more

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Main inspection findings

frequent engagement with parents, so that they can be kept fully informed about how pupils are doing.  Leaders look set to meet this part of the independent school standards. Part 7. Manner in which complaints are handled Paragraph 33  There is a written complaints policy which is published on the school website. It lays out a clear route to follow in the event of wanting to complain about the school. Timelines for each stage are appropriate and easy to understand. Where needed, arrangements for holding a complaints panel are fit for purpose.  Leaders emphasise their hope that complaints can be resolved informally, wherever possible, for the benefit of all concerned.  The proprietor body has arrangements in place for keeping itself informed of any complaints that may arise. The policy gives clear emphasis to leaders reflecting on and learning from any complaints that arise.  This part of the independent school standards is likely to be met.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraph 34(1)–34(1)(c)  The headteacher and deputy headteacher bring relevant expertise and experience to their roles. By working alongside other leaders within the proprietor body and its other schools, they are developing their understanding of aspects that are unique to independent schools. They share a clear commitment to the school’s ethos and the pupils it intends to serve.  The headteacher is in regular contact with the co-chairs of Calcot Services for Children (CSFC), which is the proprietor body. This is helping to keep everyone abreast of the school’s journey towards being ready to open. Currently, this arrangement is more about support than rigorous challenge. Nevertheless, there are clear performance measures in place to hold the headteacher accountable for standards in the school once it is granted permission to open.  The proprietor body owns and runs two other similar schools in the local area. It has

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Main inspection findings

long-standing experience in the care sector and the therapeutic needs of young people. This experience places proprietors well to oversee standards in the school. CSFC has already established a systemic approach to checking aspects of school provision in its other settings. These checking processes, around aspects such as health and safety, attendance and safeguarding, will be employed at The Mile House.  While there is currently no governing body in place, proprietors are exploring how governance might be further strengthened, linking experience and learning from the other two schools it owns and runs. Proprietors intend to employ a school improvement consultant to provide them with external validation of their checks on school standards.  This part of the independent school standards is likely to be met. Schedule 10 of the Equality Act 2010  Leaders have produced an accessibility plan which is published on the school website.

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Main inspection findings

It takes appropriate account of relevant requirements around ensuring disabled pupils’ access to the curriculum, physical environment and information. As such, this meets the requirements of schedule 10 of the Equality Act 2010. Leaders anticipate refining this plan once more is known about the needs of pupils being admitted to the school roll.

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Compliance with regulatory requirements

The school is likely to meet the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.

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Proposed school details

This inspection was carried out under section 99 of the Education and Skills Act 2008, the purpose of which is to advise the Secretary of State for Education about the school’s likely compliance with the independent school standards that are required for registration as an independent school.

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Proposed school details

School status Independent special school

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Proposed school details

Proprietor Calcot Services for Children Limited

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Proposed school details

Website www.themilehousetherapeuticschool.co.uk/

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Proposed school details

Email address themilehousetherapeuticschool@csfc.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 50 50

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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 50 Number of part-time pupils Not applicable 0

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities Not applicable 50

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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 50

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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 50

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 12

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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 4

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Information about this proposed school

 The Mile House Therapeutic School plans to open as a co-educational school for pupils aged 11 to 16. Admission will be via local authority referral. Pupils will have social, emotional and mental health needs and/or a diagnosis of autism spectrum disorder and will have an education, health and care plan. The school intends to provide a therapeutic setting for pupils to learn.  The proposed school is owned by Calcot Services for Children, an organisation which provides specialist therapeutic care services for children across Berkshire, South Oxfordshire, Buckinghamshire and Hampshire. CSFC currently owns and operates two other independent special schools.  The school will operate from a single site – a converted house in a rural setting with extensive grounds. The school will have sole occupancy of the site. Leaders anticipate that pupils will access local off-site sports facilities for their physical education

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Information about this proposed school

provision.  The school does not intend to have any particular religious denomination. Its proposed ethos centres around helping pupils to ‘overcome their individual challenges and barriers to learning and achieve personal and academic growth’.

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Information about this inspection

 This inspection was commissioned by the Department for Education in response to the proprietor’s application to open an independent school. All parts of the independent school standards were considered as part of this inspection.  The inspector met with the headteacher and deputy headteacher to discuss plans for the proposed school. Together, they conducted a tour of the school site to ascertain its suitability against the independent school standards. The inspector also spoke to the co-chairs of the proprietor body via video call.  The inspector reviewed the school’s safeguarding arrangements, including those relating to the recruitment and vetting of adults coming to work at the school. The school’s central record of these recruitment checks was reviewed. The inspector also took into account a number of policies and plans relating to how leaders intend to keep pupils safe at the school.  A broad range of other relevant evidence was considered against the independent

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Information about this inspection

school standards. This included curriculum planning, a number of relevant policies and other information available on the school’s website.

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Inspection team

Kathryn Moles, lead inspector Her Majesty’s Inspector 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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