William Morris School

School and residential pre-registration inspection report

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William Morris School Eastington, Stonehouse, Gloucestershire, GL10 3SH

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when it opens

Residential provision outcome The school is likely to meet all the

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1)–4  William Morris School is proposed to be a residential special school for pupils with specific or moderate learning difficulties, cognitive and learning needs, social, emotional and mental health needs and/or autism spectrum disorder. The proprietor, Novalis Trust, intends to build on the expertise within the trust’s existing school. Leaders have carefully designed a curriculum which makes effective use of the school grounds, workshops and the local area.  From the earliest opportunity, leaders intend to assess pupils’ prior knowledge and plan a curriculum that meets pupils’ needs closely. Through their daily teaching and regular assessments, teachers will adapt their teaching to ensure that pupils make strong progress. Leaders expect to offer a wide range of qualifications that older pupils will have the opportunity to gain.  Leaders have constructed four pathways that they expect most pupils will follow.

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Main inspection findings

However, they are sensitive to the fact that pupils may move onto a different pathway during their time at the school. In each pathway, pupils will study a broad range of subjects, including English, mathematics, woodwork, horticulture and art.  Leaders have rightly prioritised pupils’ personal development in their design of the curriculum and have planned daily sessions to promote this. Leaders have drafted detailed plans that outline how pupils will learn about healthy relationships, physical and mental health, staying safe and becoming independent and well prepared for future life.  Through the schemes of work and a comprehensive careers programme, learners will gain a detailed insight into the world of work. In all plans, there is clear regard for the protected characteristics set out in the Equality Act 2010.  Many teachers will transfer from the trust’s other settings. They are experienced in

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Main inspection findings

teaching young people with the range of needs the proposed school intends to cater for. Training in teaching younger pupils is in place to support colleagues who are used to working with older students. The school is well resourced.  The standards in this part are likely to be met. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5  Through the curriculum, particularly citizenship lessons, pupils will learn about British values and public institutions. Visiting speakers and visits are planned to support this aspect of the curriculum.  The personal, social and health education provision, religious education programme and subject teaching will explore different cultures, beliefs and ways of life. Leaders are acutely aware of the need to avoid presenting any partisan views. Staff are experienced in this, as students in the trust’s further education college are of age to vote and staff support them to decide who they will vote for and to cast their vote.

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Main inspection findings

 The standard in this part is likely to be met. Part 3. Welfare, health and safety of pupils Paragraphs 7–16  Leaders have drafted a safeguarding policy that meets the requirements of the latest statutory guidance. The headteacher will be the designated safeguarding lead and three deputies have been identified. They are already trained to the required standard. A comprehensive and ongoing training programme is planned to make sure that all staff are up to date in their knowledge of the risks pupils may face and the indicators of harm. Leaders plan to check that staff have a strong understanding through quizzes and discussions.  The proposed school expects to offer 14 residential places. The accommodation is of suitable quality, although the proprietor has begun a refurbishment programme to improve it further. Staff who will supervise children are suitably experienced as most have worked in the residential unit of the trust’s further education college. Staff are

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Main inspection findings

undergoing top-up training to support them to work with younger pupils. There has been careful consideration of the regulations. Often, leaders have gone above and beyond these requirements.  All the necessary policies are in place. Leaders have trained staff in de-escalation techniques and physical intervention, though they do not expect this to be used. Recording procedures are in place, along with debriefing arrangements for pupils and staff.  Leaders have set up admissions and attendance registers in accordance with the latest guidance from the Department for Education.  Site-specific arrangements for health and safety, first aid and fire safety have been well thought through and documented in policies and procedures.  The standards in this part are likely to be met. Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2)–21  Leaders have followed well-established, trust-wide procedures for checking the

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Main inspection findings

suitability of staff to work with pupils. All the required checks are carried out prior to the member of staff starting in the post. The details of all checks and who completed them are included in the single central record.  Leaders do not intend to use supply staff.  The chair of the trust board has ensured that all trustees have the necessary checks in place.  The standards in this part are likely to be met. Part 5. Premises of and accommodation at schools Paragraphs 23–30  The premises are currently in use as a further education college. Due to low numbers of college students, the proprietor has been able to refurbish the premises in order to accommodate younger pupils when the school opens. Additional, modular buildings have been ordered and these are expected imminently. These will provide additional teaching spaces. At the time of this inspection, there were ample facilities available to accommodate 40 pupils.

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Main inspection findings

 Classrooms are spacious with adequate lighting, ventilation and acoustics.  Two large areas of grass are to be used for play and physical education. Indoor facilities at a local leisure centre and a nearby swimming pool will be used when necessary.  There are several individual toilets with wash-hand basins for pupils’ use only. There is also a shower which pupils can use. This is located next to the dedicated medical room, with access to a toilet and sink. Regulators are in place to ensure that the water is not too hot.  Pupils will be able to access drinking water throughout the day.  The residential accommodation is of an acceptable standard. There are individual bedrooms for each pupil. Communal areas are well equipped. The proprietor is in the process of refurbishing the bedrooms to a higher standard.  The standards in this part are likely to be met. Part 6. Provision of information Paragraph 32

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Main inspection findings

 Leaders have adapted the documents used at the trust’s existing school so that they can be used successfully at this school. The arrangements to provide the necessary information to parents, local authorities and the inspectorate are all planned carefully.  A website is currently being constructed. All the documents required are currently available in hard copy.  The standard in this part is likely to be met. Part 7. Manner in which complaints are handled Paragraph 33  The complaints policy is detailed and includes the required information. The procedure follows three stages, starting with informal resolution. The proprietor has made arrangements for a panel hearing, including an independent member, to be convened if the complainant is not satisfied with the school’s response at the formal stage. Timescales are clear.  The standard in this part is likely to be met. Part 8. Quality of leadership in and management of schools

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Main inspection findings

Paragraph 34  The proprietor has responded to the local need for day and residential places for pupils with specific needs, particularly those pupils who have experienced trauma and have either specific or moderate learning difficulties or autistic spectrum disorder. The proprietor intends to build on the expertise they have developed at the trust’s existing school in meeting these needs.  The trust intends to repurpose their current further education college to become a school. Its plans capitalise on the uniqueness of the site and the strong emphasis there has been over many years in horticulture and woodwork. They also plan to deploy therapists and other specialists who work at the trust’s existing school to support pupils’ needs.  Leaders, including trustees, have a secure understanding of both the independent school standards and the national minimum standards for residential special schools.

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Main inspection findings

In their preparatory work, they show a strong commitment to providing high-quality care.  Trustees have recently appointed a new board member who is a senior leader in a local authority special school to provide additional strength to the board. Oversight by the chief executive officer and the trust’s education leader is in place to ensure that the standards will be met.  The standard in this part is likely to be met. Schedule 10 of the Equality Act 2010

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Main inspection findings

 A suitable accessibility plan is in place and available on request. Residential provision The likely overall experiences and progress of children and young people National minimum standards 2, 3, 4, 5, 8, 9, 10, 16, 17 and 21  Induction of residential pupils into the school and the individual support they will receive means this standard is likely to be met. Arrangements will be made for children to visit the school and stay as part of their induction into the school. (NMS 2)  The standard relating to the health and well-being of pupils is likely to be met. Detailed policies and procedures relating to the health and well-being of the pupils are in place. The school has a clear therapeutic approach that is promoted by all staff. Support will be available to pupils from specialist therapeutic staff and specialist professionals as required. (NMS 3)  Residential pupils will be supported to maintain contact with parents, carers and

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Main inspection findings

friends. (NMS 4)  The residential provision is likely to meet the required standards. There are a range of communal spaces available for pupils. Bedrooms are suitably furnished and personalised. Children will have the opportunity to choose their bedding and personalise their room before they come to the school. There are plans for further refurbishment and this has begun. (NMS 5)  The provision and preparation of food and drink for residential pupils is likely to be met. Each residential area will have facilities where food and drinks can be prepared. (NMS 8)  The provision of laundry facilities and the protection of residential pupils’ personal possessions are likely to be met. (NMS 9)  Children have access to a range of recreational areas outdoors. Pond areas are being protected to minimise risk and there are plans to improve further some of the play equipment. Further consideration is needed to make some areas safer for younger

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Main inspection findings

children, particularly the greenhouse and fire escape stairways. (NMS 10)  Equal opportunities and anti-discrimination arrangements are likely to be met. (NMS 16)  Children are able to share their views and raise concerns. Contact is available with people who are independent of the school, as well as within the school. (NMS 17)  Arrangements are in place to create plans for pupils that will be kept under review. The format that will be used is clear and allows staff to create these in partnership with families, carers and other agencies, as well as the pupil. Key worker arrangements will be in place. (NMS 21)  The standards relating to children’s experiences and progress are likely to be met. How well children are likely to be helped and protected National minimum standards 6, 7, 11, 12 and 14  Oversight of health and safety is managed well. Maintenance is being completed and areas of the school are being redecorated as required. Policies are in place with regard

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Main inspection findings

to risk assessments. Leaders are aware of the need to clarify lines of responsibility to ensure that this is undertaken by the right staff. (NMS 6)  Fire safety, fire risk assessments and drills are well organised and set out how they will be well managed. This standard is likely to be met. (NMS 7)  Arrangements are in place to safeguard children and promote their welfare. All staff will receive safeguarding training. Procedures are in place, in accordance with the guidance, that support staff to understand what to do if they have a safeguarding concern. (NMS 11)  The residential provision has a detailed behaviour support and physical intervention policy in place. The school’s approach focuses on relationship-building which drives a reduction in the use of intervention. This is backed up by regular training. (NMS 12)  Safer recruitment practice has been followed when recruiting staff. There are no staff

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Main inspection findings

resident on the school premises outside of their normal duties. This standard is likely to be met. (NMS 14)  The standards to help and protect children are likely to be met. The likely effectiveness of leaders and managers National minimum standards 1, 13, 15, 18, 19, 20 and 22  There is a suitable statement about the school’s principles and practice and an amended easy-to-read version for pupils. (NMS 1)  The development and practice proposed for the residential provision and care are likely to meet this standard. Effective links are being formed between the education and residential teams. Leaders and managers are knowledgeable and experienced. Support is in place from the trust board. (NMS 13)  There are sufficient staff available to support pupils. However, leaders intend to recruit additional staff members, including youth support staff, to organise and support activities. This standard is likely to be met. (NMS 15)

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Main inspection findings

 A suitable complaints policy is available. Leaders recognise that further consideration is needed to ensure that all stages of the complaints procedure are easily accessible for all pupils. This standard is likely to be met. (NMS 18)  Induction and training programmes are in place. There is a clear training plan for staff already employed to receive refresher training, gain further experience and complete formal qualifications in relation to working with children. Residential staff will have regular supervision and a formal annual appraisal of their performance. This standard is likely to be met. (NMS 19)  Monitoring visits will be undertaken by an experienced independent visitor once every half term. The independent visitor will complete a written report on the conduct of the school. (NMS 20)  Templates are available for all records required. This standard is likely to be met. (NMS 22)  The standards relating to leaders’ and managers’ effectiveness are likely to be met.

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standards for residential special schools

The school is likely 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.

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Proposed school details

Social care unique reference number 2691654

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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

Type of school Other independent special school

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Proposed school details

School status Independent residential special school

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Proposed school details

Annual fees (day pupils) £62,400 to £83,070

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Proposed school details

Annual fees (boarders) £124,215 to £181,740

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Proposed school details

Email address gareth.parker@william-morris.org.uk

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Proposed school details

Date of previous standard inspection Not previously inspected

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recommendation

Age range of pupils Not applicable 7 to 19 7 to 19 Number of pupils on the school roll Not applicable 40 40

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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 40

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School’s current position School’s proposal

Number of part-time pupils Not applicable Nil

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School’s current position School’s proposal

Number of boarders on roll Not applicable 14

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities Not applicable 40

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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 40

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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 40

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable

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School’s current position School’s proposal

Number of part-time teaching staff Not applicable

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School’s current position School’s proposal

Number of staff in the welfare provision Not applicable

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Information about this proposed school

 The proprietor is Novalis Trust.  The proposed school is to be located on the site currently occupied by a further education college for students with special educational needs and/or disabilities which is owned by the proprietor. The college is due to close at the end of the academic year due to a lack of demand for places.  The site is located on the edge of a small village near Stonehouse, Gloucestershire. The site includes teaching and residential accommodation.  The proposed school does not have a religious character.  The proposed school will provide education for up to 40 pupils aged 7 to 19 years, all of whom are expected to have an education, health and care plan. Up to 14 pupils will stay in the residential accommodation during term time.  Pupils will be placed at the school by local authorities. The proposed school intends to admit children looked after by the local authority.  The proposed school will have the expertise to cater for pupils with specific or

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Information about this proposed school

moderate learning difficulties, cognitive and learning needs, social, emotional and mental health needs and/or autism spectrum disorder.

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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.  Inspectors held discussions about all parts of the independent school standards and the national minimum standards for residential special schools with the headteacher, the head of care and site management staff.  Inspectors reviewed documentation related to the proposed school’s curriculum, including the policy, schemes of work and resources.  The inspectors scrutinised documentation such as policies, safeguarding records and plans in place to maintain pupils’ safety. The inspector met with the headteacher, who is also the designated safeguarding lead, and the head of care to discuss the arrangements to keep pupils safe.  Inspectors toured the site and premises, both internally and externally, to determine if

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Information about this inspection

both the school and the residential accommodation are likely to meet the requirements set out in the standards.  The lead inspector held discussions with the chief executive officer and the chair of trustees to establish the rationale for, and strategic oversight of, the proposed school.  One inspector spoke with the appointed independent visitor.

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Inspection team

Iain Freeland, lead inspector Ofsted Inspector

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Inspection team

Kerry Fell Social Care Regulatory Inspector guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Inspection team

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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Inspection team

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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Inspection team

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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Inspection team

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Inspection team

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Inspection team

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