Chilton Bridge School

School and residential pre-registration inspection report

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Chilton Bridge School Chilton Cantello, Yeovil, Somerset BA22 8BG

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when it opens

Residential provision outcome The school is unlikely to meet all

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Main inspection findings

Part 1. Quality of education provided Paragraph 2  Leaders have a curriculum policy in place. Curriculum plans and schemes of work span the age-range and subjects the proposed school intends to teach. The curriculum considers the age, aptitudes and needs of all pupils, including those with special educational needs and/or disabilities. It is anticipated that all pupils will have an education, health and care (EHC) plan. The curriculum is organised to ensure pupils learn a sufficiently broad range of subjects and does not undermine fundamental British values. Leaders intend to use a validated phonics programme to support pupils’ early reading.  The personal, social and health education (PSHE) plans reflect the proposed school’s aims and ethos. Leaders intend to use a commercial PSHE curriculum as well as adapting the curriculum to meet pupils’ emerging needs. Leaders have plans to provide pupils with impartial careers advice.

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Main inspection findings

 Plans for the delivery of relationships and sex education (RSE) are in place. Leaders know what content must be taught and when. RSE is built into the school’s curriculum well. Paragraph 3 and 4  Leaders have a detailed assessment system in place so they can monitor how well pupils are learning the proposed school’s curriculum. They intend to use qualified teachers to implement the school’s curriculum, with the support of additional staff. The curriculum is sequenced well to build on pupils’ prior learning. To help motivate pupils, the curriculum will be tailored to consider individual pupils’ needs and interests.  The standards in this part are likely to be met. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5  Leaders have detailed plans to support pupils’ spiritual, moral, social and cultural (SMSC) development. SMSC development will be broken into three stages. These are

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Main inspection findings

overcoming barriers, 21 st century skills and becoming community ready. Leaders plan to assess pupils so they can adapt teaching to respond to how well pupils learn this content.  Leaders have clear programmes of study to support pupils’ knowledge of different cultures, faith and backgrounds. In addition, plans include explicit teaching of fundamental British values.  The standard in this part is likely to be met. Part 3. Welfare, health and safety of pupils Paragraph 7  The proposed school has a safeguarding policy which has regard to guidance issued by the Secretary of State. Leaders have detailed induction and training plans in place to ensure all staff know and fulfil their safeguarding responsibilities well. Leaders have a clear understanding of the safeguarding risks that pupils may be exposed to and this has been considered fully in their plans to keep pupils safe from harm.  Leaders’ knowledge of safeguarding is secure. However, the premises are not yet safe

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Main inspection findings

and secure. There are risks on site while substantial building works take place and the site is not wholly secure.  The standard in this paragraph is not likely to be met. Paragraph 8  The arrangements to safeguard boarding pupils do not comply with the national minimum standards.  The standard in this paragraph is not likely to be met. Paragraph 9  The behaviour policy makes clear how leaders intend to manage and support pupils’ behaviour. To help ensure the policy is implemented effectively, all new staff will receive a thorough induction to introduce them to the school’s behavioural approach. Ongoing training will keep staff knowledge up to date. Behavioural incidents will be recorded on the school’s electronic recording system, which leaders will monitor.  The standard in this paragraph is likely to be met. Paragraph 10  The proposed school has an anti-bullying strategy. The strategy contains information

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Main inspection findings

on types of bullying, signs and symptoms and preventative measures the proposed school will take.  The standard in this paragraph is likely to be met. Paragraph 11  The proposed school has an appropriate health and safety policy in place. This considers a range of different aspects, such as the management of asbestos and the safe storage of chemicals. There are systems in place to carry out frequent checks of the school site and its premises. However, the site in its current state is not safe. The building work is not complete.  The standard in this paragraph is not likely to be met. Paragraph 12  Leaders have had a fire risk assessment carried out on the site. They have acted on its findings and ensured that sufficient fire extinguishing equipment, alarms, signs and lighting are in place. Leaders intend to carry out routine checks to assure themselves that these are maintained well. Safe routes to evacuate premises are displayed clearly.

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Main inspection findings

Leaders have plans to carry out frequent evacuation drills.  The standard in this paragraph is likely to be met. Paragraph 13  The proposed school has an appropriate first aid policy. Leaders have clear plans to train staff to administer first aid, including those who will have specific and more thorough training. Leaders plan to record incidents of first aid use and accidents on an electronic recording system. They intend to use this to track and monitor any patterns or trends.  The standard in this paragraph is likely to be met. Paragraph 14  Leaders have a clear understanding of how pupils will be supervised before, during and after the school day. They have considered the number of staff needed to cater for the number of pupils they intend to admit.  The standard in this paragraph is likely to be met. Paragraph 15  There are appropriate attendance and admissions registers in place. Leaders intend to

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Main inspection findings

record pupils’ attendance twice daily using appropriate coding as issued by the Department for Education. Information held on the admissions register is compliant with the requirements.  The standard in this paragraph is likely to be met. Paragraph 16  The proposed school has an appropriate risk assessment policy in place. However, there are insufficient risk assessments in place to keep pupils safe on site. There are building works taking place, which are not due to be completed for some time. Leaders have not given this enough consideration when considering risk to pupils.  The standard in this paragraph is not likely to be met.  Overall, the standards in this part are not likely to be met. Part 4. Suitability of staff, supply staff, and proprietors Paragraph 18, 19  Staff already appointed have been subject to all the necessary pre-employment checks.  The proposed school does not intend to use supply or agency staff.

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Main inspection findings

Paragraph 20  The chair of the proprietor body has ensured that the other members of the proprietor body have had the checks required. Paragraph 21  The proposed school maintains an electronic single central register. Leaders have ensured that all checks carried out in paragraphs 18 and 20 are recorded on the single central register.  The standards in this part are likely to be met. Part 5. Premises of and accommodation at schools Paragraph 23  There are suitable toilet and washing facilities on site. Toilets are for the sole use of pupils and can be locked from the inside. The shower facilities are not yet complete but arrangements to complete physical education offsite and to use external facilities are suitable.  The standard in this paragraph is likely to be met. Paragraph 24  The proposed school has a designated medical room which is located near toilet facilities. However, there is no washing facility.

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Main inspection findings

 The standard in this paragraph is not likely to be met. Paragraph 25  The proposed school is not yet complete. There are extensive grounds with substantial building works taking place. Currently, there are several hazards on the site that pose a risk to pupils.  The standard in this paragraph is not likely to be met. Paragraph 26  The acoustic conditions and sound insulation of each classroom or additional space are suitable. Leaders have identified appropriate rooms for pupils to learn in. These are known as base rooms.  The standard in this paragraph is likely to be met. Paragraph 27  The proposed school is appropriately lit, both internally and externally.  The standard in this paragraph is likely to be met. Paragraph 28  There are suitable drinking facilities on site. Each base room provides pupils with access to drinking water. Toilets have an adequate supply of cold water, and washing facilities have an adequate supply of hot and cold water. The temperature of hot water

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Main inspection findings

does not pose a scalding risk to users.  The standard in this paragraph is likely to be met. Paragraph 29  There is sufficient outdoor space for the proposed school to enable pupils to play outside and to take part in physical education. Currently, however, some of these spaces are blocked off with fencing in order to prevent pupils’ access to building works taking place.  The standard in this paragraph is likely to be met. Paragraph 30  Standard 5 of the national minimum standards is not likely to be met.  The standard in this paragraph is not likely to be met.  Overall, the standards in this part are not likely to be met. Part 6. Provision of information Paragraph 32  The school’s website includes information about the proposed school, including contact details, information about the proprietor body and governing body and the proposed school’s ethos.  The proposed school’s website provides access to key policies. Leaders are aware of

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Main inspection findings

the need to provide parents with an annual report on pupils’ progress and to publish pupils’ academic performance from the preceding academic year. They are also aware of the information they must share with local authorities about children looked after and those with an EHC plan.  The standard in this part is likely to be met. Part 7. Manner in which complaints are handled Paragraph 33  The complaints policy is in writing and available on the proposed school’s website. There are clear timescales for each stage of the complaints process. These are easily located in the complaints policy. At the panel hearing, the complainant can be accompanied. The panel will consist of representatives not involved with the complaint directly, including one person independent of the running of the school. The panel hearing can make findings and recommendations which will be shared with the appropriate people. The policy makes clear that leaders will maintain a complaints log,

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Main inspection findings

which will record complaints and at what stage they were resolved.  The standard in this paragraph is likely to be met. Part 8. Quality of leadership in and management of schools Paragraph 34  Leaders have a strong understanding of the independent school standards. They have successfully contributed to the opening of two other schools run by the proprietor body. However, the application for this proposed residential school was premature. The site is not ready to accommodate pupils safely. As a result, independent school standards and national minimum standards are not met in full.  The standard in this part is not likely to be met. Schedule 10 of the Equality Act 2010  The proposed school’s accessibility plan is compliant. It makes clear how leaders intend to increase pupils’ access to the curriculum, physical environment and information. Residential provision The likely overall experiences and progress of children and young people

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Main inspection findings

National Minimum Standards 2, 3, 4, 5, 8, 9, 10, 16, 17, and 21  Induction of residential pupils into the school and their individual support is likely to be met. (NMS 2)  The health and well-being of pupils is likely to be met. There will be access to a dedicated ‘Well-being Team’ to help support staff and pupils. (NMS 3)  Residential pupils will be supported to maintain contact with parents, carers and friends. (NMS 4)  The residential provision is not ready for children to use. Maintenance and redecoration are not yet complete. (NMS 5)  The provision and preparation of food and drink for residential pupils is likely to be met. (NMS 8)  The provision of laundry and the protection of residential pupils’ personal possessions are likely to be met. (NMS 9)  Children do not have access to a range and choice of safe recreational areas outdoors due to the grounds being fraught with hazards. (NMS 10)  Equal opportunities and anti-discrimination are likely to be met. (NMS 16)

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Main inspection findings

 Systems are in place to seek children’s views. (NMS 17)  Residential pupils will be subject to placement planning and review. (NMS 21)

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Main inspection findings

Standards 5 and 10 are not likely to be met. How well children are likely to be helped and protected National Minimum Standards 6, 7, 11, 12 and 14  The grounds pose a risk to children because of inadequate protection from a gas cylinder and a sewage pumping station. The high level of construction work in process means that the site and grounds are not yet safe for children. The health and safety of residential pupils is not likely to be met. (NMS 6)  Leaders have had a fire risk assessment carried out on the site. They have acted on its findings and ensured that sufficient fire extinguishing equipment, alarms, signs and lighting is in place. Leaders intend to carry out routine checks to assure themselves that these are maintained well. (NMS 7)  Leaders are trained in the management of safeguarding, and the school policy is suitable. However, leaders have not ensured that the premises and grounds are safe

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Main inspection findings

to protect children and promote their welfare. (NMS 11)  The residential provision does not yet have a behaviour support policy. (NMS 12)  Staff for the residential provision have not yet been recruited. However, the single central record confirms that suitable checks have been undertaken for other school staff. Therefore, this standard is likely to be met. (NMS 14)

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Main inspection findings

Standards 6, 11 and 12 are not likely to be met. The likely effectiveness of leaders and managers Standards 1, 13, 15, 18, 19, 20 and 22  There is a suitable statement about the school’s principles and practice. (NMS 1)  Leaders and managers have failed to fulfil their responsibilities effectively, to ensure that the national minimum standards are likely to be met. (NMS 13)  Leaders have yet to employ staff for the residential provision. However, this standard is likely to be met with the plans for the deployment of staff and supervision of residential pupils. (NMS 15)  A suitable complaints policy is available on the proposed school’s website. (NMS 18)  Leaders have prepared an induction training programme with a subsequent learning and development programme. Residential staff will have regular supervision and formal annual appraisal of their performance. (NMS 19)  Monitoring visits will be undertaken by an independent visitor once every half term.

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Main inspection findings

The independent visitor will complete a written report on the conduct of the school.(NMS 20)  Leaders will maintain records as required for the residential provision. (NMS 22)

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standards for residential special schools

The school is unlikely to meet the requirements of the schedule to The Education (Independent School Standards) Regulations 2014 (‘the independent school standards’), the national minimum standards for residential special schools 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. The inspection of residential provision was carried out under the Children Act 1989, as amended by the Care Standards Act 2000, having regard to the national minimum standards for residential special schools.

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Proposed school details

School status Independent residential special school

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Proposed school details

Email address admin@chiltonbridgeschool.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 0 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 0

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recommendation

Age range of pupils n/a 6 to 19 6 to 19 Number of pupils on the school roll 0 120 120

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School’s current position School’s proposal

Gender of pupils n/a Mixed Number of full-time pupils of compulsory school age 0 120

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities 0 120

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan 0 120

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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 0 120

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School’s current position School’s proposal

Number of full-time equivalent teaching staff 0 24

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School’s current position School’s proposal

Number of staff in the welfare provision 0 20

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Information about this proposed school

 The school will cater for pupils with an EHC plan.  The proprietor group, Spaghetti Bridge Ltd, operates two independent day schools in South West England.  The proposed school is in a rural area of Somerset. The site has several buildings and extensive grounds.  There will be flat rate fees for day pupils and residential pupils, regardless of age or need.  The proposed school does not have any religious character.  The proposed school will provide education for up to 120 pupils aged 6 to 19 years, with all having SEND and an EHC plan. It is anticipated that most pupils will be placed by local authorities.

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Information about this inspection

 This inspection was conducted by Ofsted at the request of the Secretary of State for Education. It was carried out under section 99 of the Education and Skills Act 2008.  This was the proposed school’s first pre-registration inspection.  This inspection was commissioned by the Department for Education during the COVID-19 pandemic. All inspection activity took place on site.  Inspectors held discussions with the members of the proprietor body, the operations director, the human resources leader, the principal and those responsible for safeguarding. The inspectors toured the proposed school’s site, premises and accommodation.  During his pre-inspection preparation, the lead inspector scrutinised the proposed school’s website.  The lead inspector considered leaders’ curriculum documentation and schemes of work.  The lead inspector considered leaders’ plans and schemes of work to promote pupils’ spiritual, moral, social and cultural development.

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Information about this inspection

 Inspectors considered documentation, such as policies, safeguarding records and plans, to maintain pupils’ safety while on site.  The lead inspector evaluated the complaints policy and procedures.  Inspectors checked the proposed school’s single central record and several staff recruitment files.

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Inspection team

Nathan Kemp, lead inspector Her Majesty’s Inspector

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Inspection team

Clare Davies Social Care Regulatory 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  8 Where section 87(1) of the 1989 Act[11] applies in relation to a school the standard in this paragraph is met if the proprietor ensures that– – 8(a) arrangements are made to safeguard and promote the welfare of boarders while they are accommodated at the school; and – 8(b) such arrangements have regard to the National Minimum Standards for Boarding Schools or, where applicable, the National Minimum Standards for Residential Special Schools.  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

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Part 3. Welfare, health and safety of pupils

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

 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)(b) accommodation for the short-term care of sick and injured pupils, which includes a washing facility and is near to a toilet facility.  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.  30 The standard in this paragraph is met if the proprietor ensures that, where the school provides accommodation, regard is had to Standard 5 of the National Minimum Standards for Boarding Schools or, where applicable, Standard 5 of the National Minimum Standards for Residential Special Schools.

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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.

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Standard 5 - Residential accommodation

 Suitable sleeping accommodation is provided for children. It is well organised and managed with risk assessments undertaken and the findings acted upon to reduce risk for all children. Where children are aged 8 years or over, sleeping accommodation for boys is separate from sleeping accommodation for girls. (NMS 5.1)  Suitable living accommodation is provided for the purposes of organised and private study outside school hours and for social purposes. (NMS 5.2)  Suitable toilet and washing facilities are provided for children, which are reasonably accessible from the sleeping accommodation. Separate toilet facilities are provided for boys and girls unless each toilet facility is provided in a separate room intended for use by one pupil at a time, the door to which is capable of being secured from inside. Toilet and washing facilities provide appropriate privacy for children. (NMS 5.3)  Accommodation is appropriately lit, heated and ventilated, cleaned and

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Standard 5 - Residential accommodation

maintained, and reasonable adjustments are made to provide adequate accessible accommodation for any children with restricted mobility. The accommodation contains suitable specialist facilities to support children whose disabilities require them. (NMS 5.4)

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Standard 6 - Safety of children

 The school ensures compliance with relevant health and safety laws by drawing up and implementing effectively a written health and safety policy. (NMS 6.1)  The school premises, accommodation and facilities provided therein are maintained to a standard such that, as far as is reasonably practicable, the health, safety and welfare of children are ensured. (NMS 6.2)  The school ensures that 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 appropriate action is taken to reduce risks that are identified. (NMS 6.3)

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Standard 10 - Activities and free time

 Children have access to a range and choice of safe recreational areas, both indoors and outdoors, and there are safe areas at school where children can be alone if they wish. (NMS 10.4)

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Standard 11 - Child protection

 The school ensures that: – arrangements are made to safeguard and promote the welfare of children at the school; and – such arrangements have regard to any guidance issued by the Secretary of State. (NMS 11.1)

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Standard 12 - Promoting positive behaviour and relationships

 The school has and consistently implements a written policy on managing behaviour, including promoting good behaviour. This policy includes: – measures to combat bullying, including cyberbullying, and to promote positive behaviour; – school rules; – disciplinary sanctions; – when restraint, including reasonable force, is to be used and how this will be recorded and managed; and – arrangements for searching children and their possessions. (NMS 12.1)  The policy complies with relevant legislation and has regard to guidance and is understood by staff and children. (NMS 12.2)  Methods to de-escalate confrontations or potentially challenging behaviour are used wherever appropriate to avoid use of restraint, including reasonable force. Restraint, including reasonable force, is only used in exceptional circumstances, to prevent injury to any person, including the child, or to prevent serious damage to the property of any person, including the child’s, or to prevent the

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Standard 12 - Promoting positive behaviour and relationships

child leaving the school’s premises where this may lead to the child injuring themselves or others. Restraint in relation to a child must be necessary and proportionate. (NMS 12.4)  All children and staff are given an opportunity to discuss with a relevant adult (who was not directly involved) within 24 hours incidents of restraint, including reasonable force, they have been involved in, witnessed or been affected by. (NMS 12.5)  A written record is kept of major sanctions and the use of any reasonable force. Records include the information in Appendix 2 (use of reasonable force). The record is made within 24 hours and is legible. Children are encouraged to have their views recorded in the records. The school regularly reviews any instances of the use of reasonable force and examines trends or issues to enable staff to reflect and learn in a way that will inform future practice. (NMS 12.6)  Staff working within the school know and implement the school’s policy and,

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Standard 12 - Promoting positive behaviour and relationships

where relevant, the local authority’s policy, in relation to children going missing and their role in implementing that policy. Staff actively search for children who are missing, including working with the police where appropriate. (NMS 12.8)

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Standard 13 - Leadership and management

 The school’s governing body and/or proprietor monitors the effectiveness of the leadership, management and delivery of the boarding and welfare provision in the school, and takes appropriate action where necessary. (NMS 13.1)  The school’s leadership and management demonstrate good skills and knowledge appropriate to their role. (NMS 13.3)  The school’s leadership and management consistently fulfil their responsibilities effectively so that the standards are met. (NMS 13.4)  The school’s leadership and management actively promote the well-being of pupils. (NMS 13.5)  Staff with management responsibilities have an adequate level of experience or training in the management and practice of boarding to ensure that children’s welfare is safeguarded and promoted. (NMS 13.6)  The school follows and maintains the policies and documents described in Appendix 1. (NMS 13.7) guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s

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Standard 13 - Leadership and management

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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Standard 13 - Leadership and management

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Standard 13 - Leadership and management

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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Standard 13 - Leadership and management

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Standard 13 - Leadership and management

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Standard 13 - Leadership and management

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Standard 13 - Leadership and management

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