Athena Independent School

School pre-registration inspection report

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Athena House, 167 Thorney Bay Road, Canvey Island, Essex SS8 0HN

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Main inspection findings

Part 1. Quality of education provided Paragraph 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)(e), 2(2)(e)(i), 2(2)(e)(ii), 2(2)(e)(iii), 2(2)(h), 2(2)(i), 2A(1), 2A (1)(a-g), 2A (2)  While there is a written curriculum policy that is well focused on pupils’ social, emotional and mental health (SEMH) needs, the policy and associated plans for meeting pupils’ academic needs are at an early stage of development.  Schemes of work aim to give pupils suitable experiences in linguistic, mathematical, scientific, technological, human, social, physical, aesthetic and creative education over at least five hours of taught time each weekday. However, these plans are of variable quality, and some are incomplete.  The proposed plans do not give a consistently clear overview of how learning will be structured in a logical order, or how pupils’ knowledge will be developed and

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Main inspection findings

deepened over time. Consequently, this impacts on leaders’ ability to plan a coherent programme of assessment to enable them to identify pupils’ ongoing learning needs.  Leaders have not set out how they will prioritise the teaching of reading across year groups, including how they will facilitate catch-up for pupils, many of whom are likely to have significant gaps in their prior learning.  The proposed curriculum places appropriate emphasis on pupils’ personal development, safety and well-being. Plans are in place to teach relationships and sex education (RSE) and health education in an age-appropriate way across year groups. The proposed RSE and health education policies will be provided for the appropriate authorities as new pupils are admitted.  Careers advice and guidance form part of the personal, social and health education (PSHE) programme across key stages 3 and 4 and for post-16 students. Leaders plan

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Main inspection findings

to offer pupils a range of enrichment experiences, including educational and cultural visits.  The requirements of this independent school standard are not likely to be met. Paragraph 3, 3(a), 3(b), 3(c), 3(d), 3(e), 3(f), 3(g), 3(h), 3(i), 3(j)  The school premises include four classrooms for individual and small-group work, as well as a separate computer room, gym, music room, well-equipped kitchen for food technology and two therapy rooms. Leaders intend to use some of the outdoor space for enrichment activities. The day-to-day curriculum will be taught by teachers who will be supported by other adults.  Curriculum plans are not developed well enough to ensure that teachers will plan lessons effectively. It is not clear how teaching will build on pupils’ prior knowledge, skills and understanding.  Leaders have not given enough thought yet to the range of resources needed to support learning in all areas of the curriculum, including for the teaching of reading in

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Main inspection findings

both the primary and secondary education phases.  Current staff have a range of experience in supporting pupils with SEMH needs. Leaders have thought carefully about how they will use this to support pupils to re- engage in learning.  The behaviour policy is appropriately designed to promote positive behaviour in lessons and around the school.  Leaders have not ensured that the requirements of this independent school standard are likely to be met. Paragraph 4  Nationally recognised examinations and awards, including GCSEs, foundation-level qualifications and ASDAN awards, will be used to assess the outcomes achieved by secondary-aged pupils.  While the assessment policy and reporting procedures are well defined in terms of pupils’ SEMH development, leaders’ intent for reporting on pupils’ academic progress, including for primary-aged pupils, is still evolving.  Leaders have not ensured that the requirements of this independent school standard

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Main inspection findings

Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 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)  The PSHE curriculum, together with the strong focus on safeguarding, are likely to promote the spiritual, moral, social and cultural development of pupils effectively.  The proposed PSHE curriculum reflects how fundamental British values will be at the heart of the development of positive and healthy relationships. Pupils will learn about the rule of law, alongside respect for, and tolerance of individual differences, in a range of different contexts, including through educational visits.  Leaders are ambitious in their aim to prepare pupils for adulthood and to make an effective contribution to the school and to the wider community. The curriculum is designed to enable pupils to make positive choices and maintain a healthy lifestyle,

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Main inspection findings

while building important life skills, such as cooking and financial management.  Leaders have ensured that the requirements of this independent school standard 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)  The proposed school’s safeguarding policy is available to relevant parties on request. The policy is up to date with the latest statutory guidance.  Safeguarding leaders are clear about their duty to keep pupils safe. Planned induction and routine follow-up training for staff are thorough. Roles and responsibilities in keeping pupils safe are well understood, including those linked to the vulnerabilities of pupils with SEMH needs.  Leaders have well-established working relationships with external agencies offering support. Effective systems are designed to ensure prompt referrals when pupils are identified as being at risk of harm.  Leaders have ensured that the requirements of this independent school standard are likely to be met. Paragraph 9, 9(a), 9(b), 9(c)  The focus on positive relationships and how these will be promoted is central to the

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Main inspection findings

proposed new school’s behaviour policy. Expectations, roles, responsibilities, rewards and restorative approaches are clearly set out. The policy is given to pupils and other stakeholders as part of the admissions and induction processes.  A suitable system is in place to record and monitor behaviour patterns. Staff aim to use this information to provide support for pupils whose behaviour falls short of expectations and to secure continuous improvement in pupils’ behaviour over time.  Leaders have ensured that the requirements of this independent school standard are likely to be met. Paragraph 10  The school’s anti-bullying policy covers different types of bullying, including bullying concerns related to people with protected characteristics.  Recording systems in place will be used to monitor any bullying incidents. Leaders will review records regularly to identify patterns and to evaluate the effectiveness of

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Main inspection findings

actions taken. This is so that they can continue to improve their response to pupils’ needs.  Leaders have ensured that the requirements of this independent school standard are likely to be met. Paragraph 11  The required health and safety policies are in place, including those linked to fire safety and evacuation procedures. The policies detail the responsibilities of leaders and staff in keeping the premises and pupils and others safe.  Leaders understand and implement the requirements to sustain daily and weekly checks on the premises and services alongside the required annual checks completed by external contractors. The paper-based system used to record these checks is up to date and well maintained.  Leaders have ensured that the requirements of this independent school standard are likely to be met. Paragraph 12  The fire risk assessment is appropriately detailed and meets requirements. Potential

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Main inspection findings

hazards and actions taken to reduce them are identified. Evacuation procedures are clear, with suitable fire exits, escape routes, signage and plans for fire drills in place.  All staff are trained as fire marshals. Arrangements for routine fire safety training are part of the induction for new staff members when they are appointed.  Leaders have ensured that the requirements of this independent school standard are likely to be met. Paragraph 13  Leaders have appropriate first-aid policies and procedures in place. Current staff have had all the required first-aid training. Further training is planned as a requirement for new staff as they join the proposed school.  A suitable range of first-aid equipment is available, with routine checks to ensure that supplies are replaced as required. A recording system will track any incidents as they arise and support the identification of any further steps needed to prevent

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Main inspection findings

reoccurrence.  Leaders have ensured that the requirements of this independent school standard are likely to be met. Paragraph 14  Staff know what is expected of them in different situations when supervising and working with pupils. Individual risk assessments for pupils are well focused on supporting effective supervision when the proposed school opens.  Leaders have ensured that the requirements of this independent school standard are likely to be met. Paragraph 15  There are appropriate systems and procedures in place for recording pupils’ admission and attendance when the proposed school opens.  Leaders know the information they need to record and retain in the admissions and attendance registers when pupils join, as well as over pupils’ time in the school.  Arrangements for registering each pupil’s attendance on a day-to-day basis and for reporting absences are clear.  Leaders have ensured that the requirements of this independent school standard are

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Main inspection findings

likely to be met. Paragraph 16, 16(a), 16(b)  Risk assessments include assessments of the site, premises and individual pupils. The documents contain the necessary detail of potential hazards and how risks will be mitigated.  Specialist areas in the school, such as the gym and food preparation areas, have suitable risk assessments in place. Other risk assessments cover, for example, location risks, educational visits, visitors to the premises and a range off-site activity.  Leaders have ensured that the requirements of this independent school standard are likely to be met.

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Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors Paragraph 18(2), 18(2)(a), 18(2)(b), 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), 20(6)(a)(i), 20(6)(a)(ii), 20(6)(b), 20(6)(b)(i), 20(6)(b)(ii), 20(6)(b)(iii), 20(6)(c), 21(1), 21(2), 21(3), 21(3)(a), 21(3)(a)(i), 21(3)(a)(ii), 21(3)(a)(iii), 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)(c), 21(6)  Leaders have acted to ensure that the necessary recruitment checks on staff are completed prior to new appointments.  The single central record of pre-employment checks on existing staff, including medical fitness checks, is already in place and meets requirements.

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Main inspection findings

 While leaders do not plan to use agency staff when the proposed school opens, they are aware of the necessary safeguarding checks needed.  Leaders have ensured that the requirements of these independent school standards are likely to be met.

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Main inspection findings

Part 5. Premises of and accommodation at schools Paragraph 23(1), 23(1)(a), 23(1)(b), 23(1)(c), 23(2)  The proposed school is located in recently refurbished premises. Classrooms and social areas, located over two floors, are bright and well decorated. The dedicated accommodation to support the educational provision is sufficient for the maximum capacity of 12 pupils.  There are sufficient, individual, unisex, lockable toilets with washing facilities for the use of pupils on both floors, with separate facilities for the use of staff and visitors. The supply of hot and cold running water is maintained at an appropriate temperature. The outcomes of routine water temperature checks are appropriately recorded.  Separate, individual showers with changing facilities are available on site for the use of pupils.  Leaders have ensured that the requirements of this independent school standard are likely to be met.

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Main inspection findings

Paragraph 24(1), 24(1)(a), 24(1)(b), 24(2)  The medical room has washing facilities and is next door to a toilet. Lockable cabinets are in place for the safe storage of medicines.  Leaders have ensured that the requirements of this independent school standard are likely to be met. Paragraph 25  The provider has taken appropriate steps to ensure that the premises are suitable to meet the educational, health, safety and welfare needs of the school’s proposed registration.  The required health and safety policies and arrangements for the cleaning of the premises are in place.  Leaders have ensured that the requirements of this independent school standard are likely to be met. Paragraph 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)(b)  Classrooms, corridors and communal areas are well lit and have appropriate acoustics. External lighting is in place to allow for safe entry to and exit from the premises.

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Main inspection findings

 Drinking water is labelled and is easily accessible for pupils.  Water temperatures are regularly checked so that they are maintained at a safe temperature that does not pose a scalding risk to users.  There is a suitable outdoor area for pupils’ recreation, which has a secure garden, with space for growing vegetables and an adjacent paved area. Leaders have taken steps to ensure that pupils have wider access to supervised outdoor areas, including the local beach and local authority sports facilities.  Leaders have ensured that the requirements of these independent school standards are likely 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(1)(j), 32(2), 32(2)(a), 32(2)(b), 32(2)(b)(ii), 32(2)(c), 32(2)(d), 32(3), 32(3)(a), 32(3)(b), 32(3)(c), 32(3)(d), 32(3)(e), 32(3)(f), 32(3)(g)  The proposed new school does not have a website. However, leaders have appropriately defined plans for ensuring that all relevant parties have access to the required information, including safeguarding and complaints policies.  Checks on pupils’ progress and achievement will form the basis of the proposed reports to parents and carers and responsible authorities.  All pupils who attend the school when it opens will be funded by a local authority. Leaders are aware of their responsibility to provide a breakdown of income and expenditure related to the funding they receive. They understand what they need to do to implement effective processes linked to pupils’ education, health and care (EHC)

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Main inspection findings

plans and the associated annual reviews.  Leaders have ensured that the requirements of this independent school standard 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 complaints policy is given to pupils and is available to other stakeholders on request from leaders at the proposed school. The information provided includes the procedures to be followed in dealing with informal and formal complaints, as well as the provision for a panel hearing. The policy sets out suitable timescales for dealing with each stage of the complaint.  Arrangements are in place for maintaining written records of all complaints and information about the follow-up actions taken.  Leaders have ensured that the requirements of this independent school standard 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 not demonstrated a clear enough understanding of the independent school standards. The proprietor body has not monitored well enough whether the provision is likely to meet all the independent school standards when the proposed school opens. Consequently, there are likely to be unmet independent school standards under part 1, the quality of education.  There is a lack of coherence between the proposed curriculum policy and curriculum planning. While the policy offers an appropriate overview of the curriculum to support pupils SEMH needs, it takes insufficient account of pupils’ academic needs.  Subject plans are not consistently well sequenced to support the teaching of important content in a logical order. Some plans consist of headline statements that do not identify the small steps in learning needed to complete the complex tasks set

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Main inspection findings

out. Consequently, leaders’ associated assessment planning is not as well thought out as it needs to be.  Planning for the teaching of reading for pupils of all ages is underdeveloped, including the identification of the resources needed to support this.  The proprietor body and other leaders have acted to ensure that pupils’ welfare, health and safety are prioritised. There are suitable arrangements in place for appointing and training new staff, including relevant training to support pupils’ SEMH needs. Leaders have not yet appointed a headteacher for the proposed school.  Proposals for establishing a governing body, including representatives from the community, social services, education and the police, are well under way.  Leaders have ensured that the requirements of this independent school standard are likely to be met.

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Main inspection findings

Schedule 10 of the Equality Act 2010  The accessibility policy and associated plan provide details of how pupils will access the premises and the curriculum effectively over time.  All requirements are likely to be met.

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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

Type of school Other independent special school

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Proposed school details

Proprietor Oak House Children’s Home Ltd

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Proposed school details

Date of previous standard inspection Not previously inspected

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recommendation

Age range of pupils N/A 8 to 18 N/A Number of pupils on the school roll N/A 12 0

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recommendation

Reason for inspector’s recommendations:  The standards under part 1 of the independent school standards, for the quality of education, are unlikely to be met if the proposed school opens.

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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 12

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities 0 12

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan 0 12

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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 12

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School’s current position School’s proposal

Number of full-time equivalent teaching staff 0 3

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School’s current position School’s proposal

Number of staff in the welfare provision 0 12

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Information about this proposed school

 The proprietor, Oak House Children’s Home Limited, seeks registration with the Department for Education (DfE) as an independent special school to admit up to 12 pupils with special educational needs and/or disabilities, between the ages of eight and 18.  Leaders propose to admit pupils with SEMH needs. All pupils likely to attend the proposed school will have an EHC plan.  Pupils will often have been permanently excluded from mainstream education and the local authority’s SEMH provisions.  Pupils are likely to arrive at the school with significant gaps and disruption to their formal education.  The proprietor does not intend to use supply staff.  The proposed school is in a refurbished property on Canvey Island in Essex. The proprietor has a separate school in Redbridge, London, which is currently operating provision that is similar to that for the proposed new school.

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Information about this inspection

 This was the first pre-registration inspection of the proposed school  The inspector met with a director, another senior leader and a seconded lead teacher from a similar school owned by the company. She also held an online meeting with the proposed chair of governors.  The inspector toured the premises and accommodation, scrutinised the single central record and met the leader responsible for the school’s safeguarding arrangements.  A wide range of documentation provided by leaders was checked as part of the inspection, including the safeguarding, attendance, fire safety, risk assessment and health and safety policies.  The inspector also reviewed a sample of risk assessments, the school’s curriculum policy and the associated schemes of work.

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Inspection team

Christine Dick, lead inspector Her Majesty’s Inspector

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if– – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and – 2(1)(b) the written policy, plans and schemes of work– – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan; and – 2(2)(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that– – 2(2)(e)(i) is presented in an impartial manner; – 2(2)(e)(ii) enables them to make informed choices about a broad range of career options; and – 2(2)(e)(iii) helps to encourage them to fulfil their potential.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school– – 3(a) enables pupils to acquire new knowledge and make good progress according to

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Part 1. Quality of education provided

their ability so that they increase their understanding and develop their skills in the subjects taught; – 3(b) fosters in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for themselves; – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; – 3(e) demonstrates good knowledge and understanding of the subject matter being taught; – 3(f) utilises effectively classroom resources of a good quality, quantity and range; – 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress.

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Part 1. Quality of education provided

 4 The standard in this paragraph is met where the proprietor ensures that a framework for pupil performance to be evaluated, by reference to the school’s own aims as provided to parents or national norms, or to both, is in place.

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Part 8. Quality of leadership in and management of schools

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

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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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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