Oxbridge College

School and residential pre-registration inspection report

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Oxbridge College St George’s Mansion, George Street, Oxford OX1 2AR

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Main inspection findings

Part 1. Quality of education provided Paragraph 1-2(2)(b), 2(2)(d)-2(2)(e)(iii), 2(2)(g)-2A(1), 2A(1)(b)-4  Leaders have planned a curriculum that is sharply focused on helping pupils secure places at higher educational establishments. Pupils will study towards GCSE and A- level qualifications that prepare them suitably for future study. They will be taught by teachers who already work at the proprietor body’s existing school, Cherwell College, who have demonstrated having suitable knowledge of their subjects.  Leaders intend all pupils to follow a core curriculum of English, mathematics and science, supplemented with other relevant subjects identified during their induction to the school. Enrichment and leisure activities will be a planned part of pupils’ timetables. This looks likely to ensure that pupils access the full breadth of subject areas identified by the independent school standards.  There are appropriate plans in place for the curriculum, which will mirror what is in

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Main inspection findings

place at Cherwell College.  Pupils are likely to complete a large part of their learning remotely, before attending school in person for their final study and examinations. Leaders anticipate that pupils will, nevertheless, access the same range of learning that they would if they were attending school in person. Pupils will be expected to dial into lessons via video call, enabling them to access teacher support and expertise.  Leaders are mindful that many pupils will speak English as an additional language. Where appropriate, pupils will complete additional study as part of their timetabled lessons, in order to help them become more fluent English speakers.  The school anticipates providing for some pupils with special educational needs and/or disabilities (SEND). Pupils will follow the same broad curriculum as pupils without SEND. As part of their admission to the school, any additional support will be

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Main inspection findings

identified and incorporated into pupils’ study programmes. Teachers will have access to resources and support to help them meet any identified needs.  Leaders plan for pupils to be taught in very small groups. As such, they anticipate that teachers will readily be able to check how successfully pupils are learning the planned curriculum.  The planned curriculum includes deliberate and planned personal, social and health education (PSHE) lessons. Initial plans incorporate an appropriate range of topics relevant to pupils’ age and needs. Careers information, education, advice and guidance is incorporated suitably into this part of the formal curriculum. Pupils taught remotely will access the same PSHE curriculum as those taught on site.  The proposed school is likely to meet this part of the independent school standards if granted permission to open. Part 2. Spiritual, moral, social and cultural development of pupils

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Main inspection findings

Paragraph 5  Leaders have given suitable thought to how they will promote pupils’ spiritual, moral, social and cultural development. In doing this, they intend using approaches already in place in Cherwell College. Leaders plan that pupils who access their education remotely will, where logistically feasible, have the same experiences and learning as their on-site peers, through attending virtually via video call.  Pupils on roll at the school are likely to come from a number of different countries. Leaders note the cultural diversity that this will bring to the school. They intend making best use of this opportunity for pupils to learn about each other’s cultures. Leaders also intend that pupils will engage with national and international events that help to develop their understanding of cultures that are different to their own.  Leaders anticipate pupils experiencing a series of professorial talks, where visiting

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Main inspection findings

academics will share their knowledge on a range of topics. This will enable pupils to develop their spiritual understanding, through considering the messages in the context of the world around them. Leaders have already established links with the nearby Oxford Union to support this aspect of the school’s work.  The planned PSHE programme provides opportunities for pupils to reflect on moral issues and dilemmas, learning through considering where their views may differ. Current affairs topics will be used as a stimulus for their discussions. This is intended to help pupils to develop their sense of tolerance and mutual respect.  Leaders are alert to the rich cultural experiences that pupils will be able to access in the local area. A broad range of trips, visits and leisure activities are planned.  This part of the independent school standards is likely to be met, if the school is granted permission to open.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraph 6-8(b)  Leaders have worked with external support to ensure that a written safeguarding and child protection policy is in place. However, they are not sufficiently alert to the potential safeguarding risks specific to the school’s context, such as around boarding provision or remote access to education. These potential risks are not reflected in the written policy. They had also not considered the possible safeguarding risks linked to members of staff working alone with pupils on the site of the science facility.  The head of boarding will take the role of designated safeguarding lead. They are suitably trained and knowledgeable about what this role entails. Two other members of staff are identified as being deputy designated safeguarding leads. They are currently due to undertake update training to equip them for this role.  Plans for reporting and acting on safeguarding concerns are appropriate.

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Main inspection findings

Arrangements for record-keeping are suitable. Careful thought has been given to how any allegations against adults might be managed, including relating to the principal and vice principal, who are also the two directors of the proprietor body.  Paragraph 9-10  Written behaviour and anti-bullying policies are in place, mirroring those for Cherwell College. Leaders describe clear and high expectations for pupils’ conduct and have suitable plans for how they might address any instances where pupils fall short. Not all of this is recorded explicitly in the range of documents shared with pupils when they join the school. Paragraph 11  The written health and safety policy reflects the requirements of relevant health and safety legislation. However, leaders’ plans for ensuring that this policy is implemented effectively are underdeveloped. Currently, there are not clear routines identified for how leaders will assure themselves that the different sites used by pupils are safe.

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Main inspection findings

Paragraph 12-13  Leaders have commissioned a suitable fire risk assessment and acted on the findings. As such, arrangements are in place to comply with the regulatory reform (fire safety) order 2005.  The policy currently in place for Cherwell College will apply at the proposed school. A number of staff from the education and boarding provision have already been trained to administer first aid. Paragraph 14  Arrangements for supervising pupils on the school site are fit for purpose. There are appropriate safeguards in place to check pupils in and out of the main school building and the separate science facility. Arrangements are in place for pupils to be supervised when not in lessons, such as in the school library or cafeteria. The high number of adults that leaders anticipate recruiting look likely to provide high levels of staff supervision. Paragraph 15  Leaders know what information they are required to record on the school admissions

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Main inspection findings

register. Their pupil admission arrangements look set to provide them with the information that they need to complete the register.  Pupils will be registered in every lesson. This information will be held centrally, to ensure that leaders have oversight of who is present each day. Suitable plans exist for timely action in the event of a pupil being absent from a lesson. Paragraph 16  Although the written risk assessment policy gives suitable oversight of how risks will be managed, this looks unlikely to be born out in practice. During this inspection, a number of potential risks were noted that had not been identified by leaders. For instance, they had not considered the risks linked to how the science facility is intended to be used, including around lone working and management of hazardous materials and equipment. They had not considered the potential risks around pupils going off site unattended during non-lesson time, in order to visit the nearby Oxford

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Main inspection findings

Union.  Some paragraphs in this part of the independent school standards are unlikely to be met by the proposed school. Part 4. Suitability of staff, supply staff, and proprietors Paragraph 17-21  Leaders have put together a single central register for recording recruitment and vetting checks on staff. Those employed at Cherwell College who will also work at the proposed new school have already been added to this register.  Leaders are alert to the recruitment and vetting checks they are required to carry out on staff joining the proposed school. Relevant checks are already in place for the proprietor body directors and those staff who are currently employed by Cherwell College. This includes staff working in the education and boarding parts of the school.  The school does not anticipate using supply or agency staff. Nevertheless, leaders understand what they must do to satisfy themselves that agency staff are suitable

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Main inspection findings

should they need to employ them.  The school is likely to meet this part of the independent school standards. Part 5. Premises of and accommodation at schools Paragraph 22-24(1)(b), 24(2)-31(c)  Leaders intend that pupils at the proposed new school will share premises with those enrolled at Cherwell College. The number of pupils intended to be admitted to Oxbridge College could easily be accommodated in teaching and boarding space not currently being used by Cherwell College pupils. Because pupils will mostly only attend the school site for a small part of their education, leaders’ intention for the two schools to share facilities is realistic.  The main education site has sufficient classrooms to teach the anticipated number of pupils, mainly in very small groups. There are some larger spaces on site should leaders wish to group pupils in larger classes. The teaching spaces are suitably furnished and decorated. There is a specialist art room on the main site, accessible

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Main inspection findings

only under staff supervision.  Access to the education site is via a secure door off the main street. Access can only be gained using a pass or by being ‘buzzed in’ by reception staff. The street outside is well lit, making it safe for pupils and staff who arrive or leave during the hours of darkness.  There are separate toilet facilities for boys, girls and staff. These include appropriate handwashing facilities with hot and cold running water. Leaders have plans to install an accessible toilet. In the meanwhile, they have an adequate plan should a pupil or visitor require accessible toilet facilities.  There is a medical room which is kept locked when not in use. It provides suitable facilities to care for sick and/or injured pupils. The nearby toilets are designated as for boys only. Leaders had considered how they would manage this in the event that a girl who was unwell needed urgent access to a toilet.

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Main inspection findings

 The science facility at Cantay House is fit for purpose. The practical room includes secure storage for hazardous materials and equipment for carrying out relevant experiments. There is a separate room where pupils can learn theory work. There is only one toilet on site, off a small kitchenette. This is adequate for the numbers of pupils likely to be on the site at any given time and the duration that they will be there.  There are no outside spaces at the main education site or science facility. Pupils are able to use the outside spaces at the boarding provision for recreation. Leaders have well-formed plans for pupils to use local leisure facilities for physical education, as is the case for Cherwell College pupils. Their intention for pupils to visit the nearby Oxford Union unaccompanied by adults during their non-lesson time is not appropriate, as it presents a safeguarding risk.  Leaders had not identified that it is inappropriate for other visitors to use the boarding

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Main inspection findings

facilities at the same time as boarders at the proposed school. As such, they did not demonstrate due regard to Standard 5 of the national minimum standards for boarding schools.  This part of the independent school standards is not likely to be met. Part 6. Provision of information Paragraph 32-32(2)(b), 32(2)(b)(ii), 32(2)(d)-32(5)  Leaders intend the school to have a website which will be used for sharing relevant information with parents, pupils and other stakeholders. This will mirror what is already in place for Cherwell College, which contains all of the required information. A contract is already in place with a website provider to develop the new website.  Most pupil recruitment will be done by overseas agents acting on the school’s behalf. They have access to all of the relevant information that the school is required to publish to parents. They take responsibility for ensuring that prospective pupils and

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Main inspection findings

their families receive the information they need in a language that they can read and understand.  The school is likely to meet this part of the independent school standards. Part 7. Manner in which complaints are handled Paragraph 33  The written complaints policy submitted to the Department for Education has been adopted from Cherwell College. As such, leaders note some inaccuracies that need updating, such as a reference to the inspectorate which inspects Cherwell College. This aside, the policy meets requirement, identifying a tiered approach to managing any complaints from pupils or their families.  This part of the independent school standards is likely to be met. Part 8. Quality of leadership in and management of schools Paragraph 34  Leaders have not ensured that the independent school standards would be likely to be met should the school be given permission to open. Weaknesses exist in the proposed

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Main inspection findings

provision linked to safeguarding, health and safety, and assessment of risk.  Leaders are overly reliant on their existing knowledge when considering the quality of provision in the proposed school. They are considering setting up an advisory board to help provide an external view of standards in the school but are in the very early stages of putting this plan into action. Currently, their view of the proposed school is an optimistic one.  The school is unlikely to meet this part of the independent school standards. Schedule 10 of the Equality Act 2010  Leaders have given sufficient thought to how they will fulfil their requirements under the equality act. This is reflected in the accessibility plan for Cherwell College, which uses the same premises as the proposed school. Leaders’ intentions to install an accessible toilet are captured in this plan. The likely effectiveness of leaders and managers in meeting the national minimum

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Main inspection findings

standards for boarding  In considering use of the current boarding facilities by other visitors, leaders have not given due regard to part 5 of the national minimum standards for boarding. They were not alert to the requirement for facilities not to be used by other visiting groups while pupils at the proposed school are present.  Weaknesses in health and safety, safeguarding arrangements and risk assessments in the proposed boarding provision mirror those seen in the education setting. Leaders are not suitably alert to the specific potential safeguarding risks to boarders. Arrangements for enacting and monitoring health and safety arrangements lack sufficient rigour.  Several paragraphs of the national minimum standards for boarding are unlikely to be met by the proposed new school.

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standards for boarding 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 boarding schools and associated requirements, as set out in the annex of this report.

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Proposed school details

Social care unique reference number 2687587

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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 boarding schools.

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Proposed school details

School status Independent boarding school

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Proposed school details

Annual fees (day pupils) £20,000 to £25,000

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Proposed school details

Email address director@oxbridgecollege.org

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Proposed school details

Date of previous standard inspection Not previously inspected

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recommendation

Age range of pupils Not applicable 12 to 19 12 to 19 Number of pupils on the school roll Not applicable 25 25

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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 25

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School’s current position School’s proposal

Number of part-time pupils Not applicable 0

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School’s current position School’s proposal

Number of boarders on roll Not applicable 25

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities Not applicable Up to 25

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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 Up to 25

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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 Up to 25

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 30

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School’s current position School’s proposal

Number of part-time teaching staff Not applicable 7

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School’s current position School’s proposal

Number of staff in the welfare provision Not applicable 7

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Information about this proposed school

 Oxbridge College proposes opening as an independent boarding school for pupils aged 12 to 19 years. Most pupils are likely to be seeking qualifications that will help them acquire a place at a Russell Group university. A high proportion of pupils are likely to be from overseas and will complete most of their education online. They will only attend in person for a short period of time, prior to sitting their external examinations.  The school does not intend having any particular religious character. It’s ethos is focused on providing pupils with a supportive environment in which to achieve their academic best.  Oxbridge College is likely to accommodate some pupils with SEND, including some with education, health and care plans. In some instances, local authorities may place pupils at the school and pay their fees.  The school will be owned and run by Oxbridge College Limited. The two directors will

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Information about this proposed school

be the principal and vice principal of the new school. There will not be a governing body, although leaders intend putting an advisory board in place in due course.  The proprietor body already owns and runs Cherwell College, which is another independent boarding school. The proposed new school will operate from the same premises, use the same staff and offer pupils the same curriculum. Pupils at Oxbridge College will be taught in small groups, whereas pupils at Cherwell College are taught individually.  The school will operate from a rented five-storey building in the centre of Oxford, which is currently used by Cherwell College (OX1 2AR). The two schools will have exclusive occupancy of the building. Science will be taught from separate premises, which are a short walk from the main school building (OX1 1JD). Boarders will stay at a purpose-built facility owned by the proprietor body. They will also share this facility

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Information about this proposed school

with pupils from Cherwell College. The boarding accommodation (OX1 1BZ) is about a 10-minute walk from the main school site.

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Information about this inspection

 Inspectors met with the two directors, who will hold the roles of principal and vice principal, and with the head of boarding. They reviewed a broad range of evidence about the school’s likely compliance with the independent school standards and the national minimum standards for boarding.  Inspectors visited all three buildings that the proposed school plans to use. They considered whether the existing facilities are likely to be suitable for their intended use.  Inspectors looked at relevant documents, including those relating to the school’s planned curriculum and safeguarding arrangements.

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Part 3. Welfare, health and safety of pupils

– 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.  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-

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Part 3. Welfare, health and safety of pupils

– 16(a) 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 – 16(b) appropriate action is taken to reduce risks that are identified.

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Part 5. Premises of and accommodation at schools

 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

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boarding schools

 Boarding accommodation is reserved for the use of those children designated to use it, and is protected from access by unauthorised persons. Any use of school facilities by individuals or groups does not allow members of the public (including members of organised groups using school facilities) substantial and unsupervised access to pupils, or to boarding accommodation while occupied by pupils. (NMS 5.7)  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 ensures that: arrangements are made to safeguard and promote the welfare of pupils at the school; and such arrangements have regard to any guidance issued by the Secretary of State. (NMS 11.1)  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

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boarding schools

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) 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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boarding schools

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boarding schools

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boarding schools

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boarding schools

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boarding schools

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boarding schools

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