Flourish at The Farm

School pre-registration inspection report

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The Farm, Kings Lane, Snitterfield, Warwickshire CV37 0QA

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1), 2(1)(a), 2(1)(b), 2(1)(b)(i), 2(1)(b)(ii), 2(2), 2(2)(a), 2(2)(b), 2(2)(d), 2(2)(d)(i), 2(2)(d)(ii), 2(2)(g), 2(2)(h), 2(2)(i)  The setting is already successfully providing part-time alternative provision for pupils with special educational needs and/or disabilities (SEND). Pupils’ personal and social development is a key part of this provision. Leaders intend to adopt and build on this facet of their work in the proposed school. They want the proposed school to be a place where pupils want to be.  The proprietor body has a clear vision for the proposed school. It wants to provide full-time education to a small number of pupils with education, health and care (EHC) plans. Leaders know that additional expertise is needed to provide pupils with high- quality education. They have concrete plans in place to secure this. For example, leaders plan to recruit more staff with expertise in humanities.

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Main inspection findings

 Leaders have high expectations. They recognise the importance of pupils achieving well academically. Leaders’ ambition is not coloured by the fact that many pupils will have gaps in their education. They know that for many pupils, the first step will be to re-engage pupils and build their confidence and resilience. Leaders intend to write an individual learning plan for each pupil. This will be carefully linked to the EHC plan to help staff meet pupils’ specific needs.  Leaders have thought carefully about what pupils will learn. The proposed curriculum covers both primary and secondary phases. It is based on the national curriculum and examination syllabuses. Leaders’ plans indicate that pupils are likely to experience a broad linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education. Pupils will study a range of qualifications in different subjects. This will include English and mathematics, from entry level up to

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Main inspection findings

GCSE.  Leaders plan to adopt a tailored approach for each pupil. Pupils will complete a baseline assessment when they join the school. This will enable staff to build an appropriate individual curriculum for each pupil. Teachers will use curriculum plans as a starting point. Leaders will work with staff to adapt these, based on what individual pupils already know.  Leaders know that pupils are likely to have gaps in their phonics knowledge. They have made sure that staff have the expertise to teach phonics. They intend to use a structured phonics programme to help pupils improve their reading when needed.  Leaders’ plans for personal, social, health and economic (PSHE) education reflect the ethos of the proposed school. These plans are likely to help pupils grow in confidence and develop their skills in working with others. Leaders plan to promote equality and fundamental British values through the PSHE education curriculum and the school’s

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Main inspection findings

wider work.  The proprietor body has ensured that these standards are likely to be met. Paragraphs 2(2)(e), 2(2)(e)(i), 2(2)(e)(ii), 2(2)(e)(iii)  Leaders intend to ensure that pupils receive up-to-date careers education, information, advice and guidance. They intend to provide much of this through the PSHE education curriculum. Leaders plan to further this by using external agencies and expertise. As part of the current alternative provision, leaders have already begun to establish links with other local colleges and employers.  The proprietor body has ensured that these standards are likely to be met. Paragraphs 3, 3(a), 3(b), 3(c), 3(d), 3(e), 3(f), 3(g), 3(h), 3(i), 3(j), 4  Leaders plan for each pupil to work individually with a member of staff. They see this as critical in helping pupils improve their motivation, interest and application in learning. Leaders intend for pupils to begin working more with their peers as they

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Main inspection findings

settle into the proposed school.  Leaders plan to have a dedicated subject leader for each curriculum area. They will oversee the teaching of each subject. Subject leaders will work with staff to ensure that they teach well-planned lessons that use good-quality resources. Many existing staff already have the expertise to lead subjects.  Leaders have prioritised outdoor learning in the proposed school. They believe that pupils’ needs can be better met through learning outdoors. The outdoor environment includes a vegetable plot, a woodland area, a pond and a games area. Pupils will learn about and care for pigs, hens, goats and cows. Staff have the expertise and experience in working with pupils outdoors. Leaders intend to use the school grounds creatively to support the delivery of the academic and PSHE education curriculum.  Leaders have thought carefully about how they will check pupils’ learning and

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Main inspection findings

progress. They intend to make regular and detailed checks on pupils’ academic progress and personal development. Leaders plan to use this information to continually adjust the academic curriculum.  The proprietor body has ensured that these standards are likely to be met. Paragraphs 2A(1), 2A(1)(b), 2A(1)(d), 2A(1)(e), 2A(1)(f), 2A(1)(g), 2A(2)  The relationships and sex education (RSE) policy covers the areas outlined in the statutory requirements. Leaders intend to share the policy and consult parents and carers about it. The RSE policy includes information on how parents and carers can ask to withdraw their child from sex education lessons. Leaders intend for pupils to learn about a wide range of issues, including healthy relationships, sexual health, sexual exploitation and online safety. They have thought about how pupils will learn this as part of their PSHE education.  The proprietor body has ensured that these standards are likely to be met.

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Main inspection findings

Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 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)  Leaders are well informed about the range of likely needs of prospective pupils. They have constructed a programme of pastoral support that can run as part of the intended curriculum. This is likely to support pupils’ spiritual, moral, social and cultural development.  Leaders have placed improving pupils’ self-knowledge, self-esteem and confidence at the heart of the current part-time alternative provision. Leaders plan for this to be front and centre of the proposed school. They intend to use the outside spaces to help pupils develop independence and to work cooperatively together. Staff have the expertise to help pupils grow and develop.  There are to be regular opportunities during each day for pupils to reflect and talk

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Main inspection findings

about how their day is progressing. This is a key element in leaders’ plans to help staff support pupils’ special educational needs.  Evidence from documents and discussions indicate that the proposed school will actively promote fundamental British values. Leaders expect all staff to model the positive values that they want to instil in pupils. They want pupils to be prepared well for life beyond school.  The proprietor body has ensured that these standards are likely to be met.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraph 7, 7(a), 7(b)  Leaders have constructed a school safeguarding policy that reflects the most recent government guidance. This is already available on the website for the alternative provision. Leaders intend to adopt this policy for the proposed school. The policy contains advice for staff on how to identify and report any potential worries or concerns.  Staff will complete safeguarding training when they join the proposed school. Leaders plan to update this training annually. However, leaders do not routinely ensure that staff have read and understand key statutory documents. Staff who will be the designated safeguarding lead have completed appropriate training. However, they lack sufficient understanding of the latest guidance.  Leaders already manage concerns about pupils’ welfare effectively. They understand how these systems will need to change and adapt for the proposed school.

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Main inspection findings

 Leaders intend to use the PSHE education curriculum to help pupils learn to stay safe. They have a good awareness of the local contextual issues that they need to inform and educate pupils about.  These standards are unlikely to be met. Paragraph 9, 9(a), 9(b)  Leaders have drawn up a written behaviour policy for the proposed school. This sets out in broad terms how staff will manage pupils’ behaviour. It also outlines the sanctions that staff can apply if pupils do not behave well. However, it lacks detail. Leaders have not made sure that the policy provides the clarity needed for staff, pupils and parents. Without this clarity, it is unlikely that the policy will be implemented effectively and consistently.  These standards are unlikely to be met. Paragraphs 9(c), 10, 14  Leaders have developed a suitable anti-bullying policy. Pupils will be encouraged to speak to staff if they have any worries or concerns. Leaders intend to record any

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Main inspection findings

incidents of bullying or poor behaviour carefully and take appropriate action.  Leaders’ plans show that it is likely that pupils will be suitably supervised. Staff will meet pupils as they arrive each morning and ensure that they leave the proposed school safely each afternoon. Each pupil will work with one member of staff during the school day and pupils will eat with staff at lunchtime. Leaders have been particularly thorough in ensuring that pupils will be properly supervised when working outdoors.  These standards are likely to be met. Paragraph 15  The proposed school’s admission register is likely to be suitable. However, attendance registers are not likely to be suitable. This is because leaders are not sufficiently aware of relevant guidance. For example, they do not plan to use recommended attendance codes.  These standards are unlikely to be met. Paragraphs 11, 12, 13, 16, 16(a), 16(b)  Leaders have written a detailed health and safety policy. Existing staff are trained in

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Main inspection findings

first aid. Some staff are qualified to train others to administer first aid. They will train new staff when they join the proposed school. First-aid information and equipment are clearly signed and available in the proposed school. Leaders make regular checks to ensure that equipment is well maintained and is replaced if necessary.  External experts have completed a fire risk assessment. Leaders have responded swiftly to the small number of action points that this generated. Staff complete all checks diligently and regularly. Staff know what to do in the event of a fire.  Leaders have drawn up an appropriate risk assessment policy. Risk assessments for all areas of the school site, such as the pond area, are up to date and comprehensive. They identify risks and associated mitigating actions.  These standards are likely to be met.  Overall, the standards in this part are unlikely to be met.

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Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2), 18(2)(a), 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), 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), 20(6), 20(6)(a)(i), 20(6)(b), 20(6)(b)(i), 20(6)(b)(ii), 20(6)(b)(iii), 20(6)(c), 21(2), 21(3)(a)(i), 21(3)(a)(ii), 21(3)(a)(iv), 21(3)(a)(v), 21(3)(a)(vi), 21(3)(a)(vii), 21(3)(a)(viii), 21(3)(b), 21(5), 21(5)(a), 21(5)(a)(i), 21(5)(a)(ii), 21(5)(b), 21(5)(c)  Several members of staff, including the proprietor body, have completed safer recruitment training. They are alert to the checks that they need to make and the questions they need to ask when recruiting new staff. They will sit on every recruitment panel.  Leaders do not intend to use supply staff at the proposed school. However, they are

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Main inspection findings

aware of the checks they need to make before supply staff begin working with pupils.  Leaders have put an electronic register in place for recording the single central record.  These standards are likely to be met. Paragraph 18(2), 18(2)(b), 20(6), 20(6)(a), 20(6)(a)(ii), 21(1), 21(3), 21(3)(a), 21(3)(a)(iii), 21(6)  Leaders were unaware of some of the requirements of the single central record. For example, prohibition from teaching checks and section 128 checks for those in management positions had not been carried out.  These standards are unlikely to be met.  Overall, the standards in this part are unlikely to be met.

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Main inspection findings

Part 5. Premises of and accommodation at schools Paragraphs 23(1), 23(1)(a), 23(1)(b), 23(1)(c), 24(2), 25, 26, 27, 27(a), 27(b), 28(1), 28(1)(a), 28(1)(b), 28(1)(c), 28(1)(d), 28(2), 28(2)(a), 28(2)(b), 29(1), 29(1)(a), 29(1), 29(1)(a), 29(1)(b)  The proposed school is based upstairs in a building that is a farm shop and café. Pupils and staff enter the building via a secure stairway. The entrance is locked and has no public access. Leaders have taken measured steps to ensure that the site is suitably secure. The proposed school will occasionally use a further building that is next to the woodland learning area. This is well maintained and well equipped.  The proposed school is well lit and has good acoustics. Leaders have ensured that it is well maintained. The space is suitable for the number of pupils that leaders intend to educate at the proposed school.  Pupils will have sole use of a toilet that they can secure from the inside. This includes

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Main inspection findings

a small area in which pupils can change, and a shower facility. This is new and is nearly complete. The inspector was unable to check the temperate of the running water as it had yet to be plumbed in. However, leaders were aware that the water temperature should not pose a risk of scalding.  Drinking water will be made available to pupils during the school day.  Leaders intend that the outdoor area will be a place where pupils can learn, socialise and play. Staff will always supervise pupils using this area.  These standards are likely to be met. Paragraph 24(1), 24(1)(a), 24(1)(b)  The proposed school does not have suitable accommodation for the medical treatment and examination of pupils. Leaders have identified a room adjacent to the main teaching room as a medical room. However, it lacks privacy as it only has a curtain that can be drawn across the doorway and no door. The proposed medical room does

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Main inspection findings

not contain a washing facility. It is not close enough to a toilet.  These standards are unlikely to be met.  Overall, the standards in this part are unlikely to be met.

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Main inspection findings

Part 6. Provision of information Paragraph 32(1), 32(1)(a), 32(1)(b), 32(1)(c), 32(1)(f), 32(1)(g), 32(1)(h), 32(1)(i), 32(2), 32(2)(a), 32(2)(b), 32(b)(ii), 32(2)(d), 32(3), 32(3)(a), 32(3)(b), 32(3)(c), 32(3)(d), 32(3)(f)  Leaders provided all the policies and information required for the pre-registration inspection promptly. They showed the inspector the planned means for ensuring that all information is provided and made available to parents of pupils attending the proposed school.  Leaders intend to provide regular detailed reports to parents. This will include information about pupils’ academic progress and their social and emotional development.  Leaders have a secure understanding of their duty to provide the required information to the local authority to support the annual review process for pupils with an EHC plan.  The standards in this part are likely to be met.

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Main inspection findings

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 proprietor body has developed a complaints policy. This is concise and complete. The policy sets out the steps that parents need to take if they wish to make a complaint about the proposed school. Leaders aim to resolve complaints informally. However, there is a formal process that parents can follow. This is detailed in the policy and includes the timescales that leaders will adhere to when dealing with complaints.  If a complaint is heard by a panel, leaders plan to ensure that one panel member will be independent of the school.  The standards in this part are 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)(a), 34(1)(b), 34(1)(c)  Leaders have a clear vision for the proposed school. They intend to draw on their experience of running an alternative provision to offer an alternative curriculum for pupils with SEND. Leaders are committed to using outdoor learning to engage pupils, promote their well-being and support their academic progress.  The proprietor body has put many of the important policies and systems in place. However, despite leaders’ efforts to date, there are several independent school standards that are unlikely to be met consistently and securely. This is because leaders do not know the independent school standards sufficiently well. This includes aspects of the school premises, pupils’ welfare and safety, and checks made on staff.  The standards in this part are unlikely to be met.

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Main inspection findings

Schedule 10 of the Equality Act 2010  Leaders have ensured that they have a suitable accessibility plan in place that meets the requirements of schedule 10 of the Equality Act 2010. The proposed school considers and plans for the needs of pupils with SEND.

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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

Annual fees (day pupils) £48,000 to £66,000

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Proposed school details

Email address admin@flourishatthefarm.co.uk

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Proposed school details

Date of previous standard inspection Not previously inspected

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Provider already operating

Number of pupils of compulsory school age 41 Number of pupils of compulsory school age who have an education, health and care plan, or who are looked after by a local authority Total hours operating as a school per week 0

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Provider already operating

Total hours of teaching provided per week 24

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recommendation

Age range of pupils Not applicable 7 to 16 7 to 16 Number of pupils on the school roll Not applicable 8 8

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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 8

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School’s current position School’s proposal

Number of part-time pupils Not applicable 8

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities Not applicable 8

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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 8

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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 8

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 6

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School’s current position School’s proposal

Number of part-time teaching staff Not applicable 4

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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 proposed school is situated in a rural setting and shares the site with a farm shop and café. The proposed school has an outside area that leaders intend to use to help pupils learn. This includes a vegetable garden and woodland area. Leaders propose that pupils will augment their classroom-based learning by working in and learning about the natural environment. Pupils will also learn how to care for a variety of animals, for example goats and hens.  The proposed school intends to cater for boys and girls from Year 3 to Year 11.  The proposed school will cater exclusively for pupils with SEND. It is expected that all pupils will have an EHC plan. Pupils will be placed in the school by local authorities, mainly from Warwickshire.  Warwickshire local authority is currently using the provider as an alternative provision for some pupils with EHC plans. These pupils are on time-limited timetables, to prevent

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Information about this proposed school

the provision from meeting the definition of an independent school.  The proposed school will not have a religious denomination.  The proposed school does not intend to use alternative provision.

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Information about this inspection

 This pre-registration inspection was commissioned by the Department for Education to evaluate the provider’s readiness to open as a school. The inspector checked all the appropriate independent school standards, including parts 1 to 8.  This was the first pre-registration inspection.  A range of documents were submitted electronically and were reviewed remotely by the lead inspector prior to the inspection. Additional documents, including the school’s single central record and curriculum information, were scrutinised on site.  The inspector met with one of the two proprietors, who is also the headteacher.  The inspector spoke to a small number of pupils currently attending the alternative provision and spoke with some members of staff.  The inspector conducted a full visit of the site, including the outside areas.  The inspector provided final feedback at the end of the inspection on site.

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Inspection team

Ian Tustian, lead inspector Her Majesty’s Inspector

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Part 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that–  7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and  7(b) such arrangements have regard to any guidance issued by the Secretary of State.  9 The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that–  9(a) a written behaviour policy is drawn up that, amongst other matters, sets out the sanctions to be adopted in the event of pupil misbehaviour;  9(b) the policy is implemented effectively;  15 The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the Education (Pupil Registration) (England) Regulations 2006[13].

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

 18(2) The standard in this paragraph is met if–  18(2)(b) no such person carries out work, or intends to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act, or any disqualification, prohibition or restriction which takes effect as if contained in either such direction;  20(6) The standard in this paragraph is met in relation to an individual (“MB”), not being the Chair of the school, who is a member of a body of persons corporate or unincorporate named as the proprietor of the school in the register or in an application to enter the school in the register, if–  20(6)(a) MB–  20(6)(a)(ii) does not carry out work, or intend to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any

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

disqualification, prohibition or restriction which takes effect as if contained in either such direction;  21(1) The standard in this paragraph is met if the proprietor keeps a register which shows such of the information referred to in sub-paragraphs (3) to (7) as is applicable to the school in question.  21(3) The information referred to in this sub-paragraph is–  21(3)(a) in relation to each member of staff (“S”) appointed on or after 1st May 2007, whether–  21(3)(a)(iii) a check was made to establish whether S is subject to any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition or restriction which takes effect as if contained in such a direction;

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Part 5. Premises of and accommodation at schools

 24(1) The standard in this paragraph is met if the proprietor ensures that suitable accommodation is provided in order to cater for the medical and therapy needs of pupils, including–  24(1)(a) accommodation for the medical examination and treatment of pupils;  24(1)(b) accommodation for the short term care of sick and injured pupils, which includes a washing facility and is near to a toilet facility;

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school–  34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently;  34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and  34(1)(c) actively promote the well-being of pupils. guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Part 8. Quality of leadership in and management of schools

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

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Part 8. Quality of leadership in and management of schools

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

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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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