Miniland Farm

School pre-registration inspection report

p.1

Miniland Farm Thornhill House, Hollywater Road, Liphook GU30 7RS

p.1

Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1)–2(2)(b), 2(2)(d)–2(2)(e)(iii), 2(2)(h)–2A(1)(b), 2A(1)(d)–2A(2)  The proprietor intends, gradually, to replace the current farm-based alternative provision which operates at Miniland Farm with the proposed independent school.  The school will cater for pupils who usually have been unable to sustain successful placements at mainstream or special schools. Pupils are highly likely to have identified special educational needs and/or disabilities (SEND) and will probably already have an education, health and care plan (EHC plan). Leaders anticipate that pupils will often have very high levels of anxiety.  There has been a recent change in the head of education at the farm, who is also the proposed headteacher for the school. Current school leaders did not write the policies, plans and curriculum documents submitted with the independent school application.

p.1

Main inspection findings

 Drawing on their knowledge and previous experience working in special education, current leaders are in the process of redevising the curriculum and plans. However, at present, there is a mismatch between what leaders describe and what the school’s documents say about arrangements for the proposed school.  The curriculum policy does not contain all of the information it should. For example, it does not explain how the school aims to prepare pupils for their future lives. There is no mention of the protected characteristics specified by the Equality Act 2010, for which the policy and plans are supposed to pay particular regard. There is also no reference to careers education, despite the fact that leaders have plans for this work.  The documents submitted do not give a clear picture of what the intended curriculum will be. Partly, this is because some required information is missing from the curriculum policy. However, it is also because the policy draws on a wide range of

p.1

Main inspection findings

different and sometimes conflicting approaches to education.  Current proposals are not convincing about the extent to which pupils will be enabled to learn and make progress across the curriculum, including in personal, social, health and economic (PSHE) education. The curriculum policy’s main focus is on engaging pupils and allowing them to choose for themselves what they will learn. The proprietor is not proposing a short-stay school aimed at reintegrating pupils into other schools. The school will potentially provide for 11 years of a pupil’s education.  The plans and schemes of work that accompany the policy are all taken directly from reputable published sources. However, these plans are all organised in separate subject disciplines, whereas the policy indicates that pupils will instead learn ‘topics’ which incorporate a range of different subjects. Current leaders are planning an approach where subjects are mostly taught separately. This aligns better with the

p.1

Main inspection findings

plans but is not what is stated in the policy. Leaders’ proposals potentially sound clearer and more coherent than the written policy but were not fully formed at the time of the inspection.  Leaders have not selected or resourced the approach they will take to teaching phonics. They do not have recent phonics training and admit they need this in order to be sufficiently confident in this aspect of the school's work  Leaders plan to be necessarily flexible in devising an individualised approach for pupils according to their needs and taking account of their EHC plans. However, available plans for the organisation and timetabling of an individually targeted curriculum for 15 pupils, across the full age range and within the available space, are not sufficiently well developed or robust.  Leaders have not thought about the specifics of the content of relationships education that will be covered for primary-age pupils. There is no separate policy statement to

p.2

Main inspection findings

cover this area.  Leaders propose to embed careers education within PSHE education and citizenship, as well as the school’s teachings about independence and independent living. The school plans to also use an independent careers adviser and forge links with colleges, where appropriate, to support transition.  The assessment policy places a strong emphasis on enhancing pupils’ self-esteem and supporting their mental health but does not make clear how the school will assess pupils' progress against the intended curriculum.  Some of the standards in this part are unlikely to be met. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5–5(d)(iii)  The school's proposed approach is to foster pupils’ feelings of safety and ‘belonging’. Leaders intend to instil a sense of ‘fun and enjoyment of learning’ through relationships with skilled staff and the wide range of friendly animals who reside on

p.2

Main inspection findings

the farm. The stated aim is ‘to meet every child at their starting point and to provide the nurturing environment they need to take steps towards engagement with learning’.  The currently developing curriculum policy and plans are likely to provide well for pupils' spiritual, moral, social and cultural development. The school intends to place a strong focus on social and communication skills, emotional literacy and healthy lifestyles. However, leaders have not ensured that policies and plans pay particular regard to the protected characteristics of the Equality Act 2010.  Developing pupils' understanding of fundamental British values is included in the proposed plans. Leaders intend to teach pupils about the ‘guiding moral principles’ that underpin the school’s ethos and approach. The school plans to teach religious education as part of the curriculum.  Leaders intend to use published programmes to cover the knowledge that pupils

p.2

Main inspection findings

should be taught, for example about public institutions and the rule of law.  Some of the requirements of this standard are unlikely to be met. Part 3. Welfare, health and safety of pupils Paragraphs 7–7(b), 9–16(b)  The safeguarding policy does not meet requirements. It does not take account of all of the relevant guidance issued by the Secretary of State. Some of the documents it does refer to are out of date.  The policy refers to keeping a written record of concerns but does not specify the minimum information these records should contain. A suggested ‘incident reporting form’ does not prompt for critical information about what actions have been taken as a result of concerns and why, or what the outcome was. The policy makes clear the need to refer some concerns beyond the school and work with other agencies but doesn’t specify what these local arrangements are, or give important contacts for them.

p.3

Main inspection findings

 The safeguarding policy does not include all of the information that it should. For example, it does not cover arrangements for internet safety or contain a description of proposed filters and monitoring of usage. Crucially, the policy does not take account of the additional challenges of safeguarding pupils with SEND, especially concerning given the nature of the proposed school.  Current leaders wish to significantly change the behaviour policy and approach that was previously submitted to the Department for Education (DfE). They recognise that the written policy and their intended practice need to match. The written policy does not include current leaders’ intentions around the use of any physical intervention and the associated training and record-keeping.  Leaders convey a sound understanding of managing behaviour and creating positive environments in the proposed school's context. They understand the vital part proper

p.3

Main inspection findings

assessment of pupils’ needs and robust admissions procedures can play in achieving success in this area. They are convincing about the proposed anti-bullying strategy.  The health and safety policy shows awareness of a range of relevant legislation. The proprietor has ensured that an extensive health and safety audit has been carried out, which is informing preparations for the proposed school. She has commissioned an external fire safety risk assessment which has been completed. The proprietor has acted promptly on expert advice to make the premises safer.  Other arrangements for health, safety and welfare, including first aid, supervision of pupils and risk assessment, are likely to meet requirements once suitable provision is made for a medical room. A range of risk assessments are already in place. However, the risk assessment policy could be enhanced with greater clarity about the different types of risk assessment that should be undertaken and when.

p.3

Main inspection findings

 Current arrangements for keeping registers of pupil admissions and their attendance do not meet the requirements of an independent school. For example, there is no space on the admissions register to record the name and address of every known parent or the name and address of previous schools. The attendance register does not show attendance separately for morning and afternoon sessions or prompt for information about any absences, including whether or not they were authorised.  Several of the paragraphs within this part are unlikely to be met. Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2)–18(2)(e), 18(3), 19(2)–19(3), 21(1)–21(3)(b), 21(5)–21(6), 21(7)(a)– 21(7)(b)  Overall, the single central record of pre-employment checks is well organised. Details of the checks that have been made are precise and clearly shown, but there are omissions.  Not all relevant leaders have had the appropriate check that they have not been

p.4

Main inspection findings

prohibited from being involved in the leadership or management of an independent school. The proprietor and leaders believed, incorrectly, that the need for these checks applied only to the proprietor.  Some of the requirements of this part are unlikely to be met. Part 5. Premises of and accommodation at schools Paragraphs 23(1)–24(1)(b), 24(2)–29(1)(b)  This well-kept, small farm is set in beautiful grounds. The proprietor employs a site manager and has paid appropriate care and attention to the health, safety and welfare of all those accessing and moving around the facilities. This includes external lighting. The proprietor’s private house is in the grounds, set away from the areas that will be occupied by the proposed school.  The main school building has a large recreation room and a second room which is temporarily partitioned with portable screens to create office space and a classroom. There are plans to permanently partition and soundproof these spaces into several

p.4

Main inspection findings

teaching rooms in addition to the office space, but this work has not yet been carried out. There is a further large space upstairs which is currently being used for storage.  There are separate toilets for staff and pupils, with suitable hot and cold running water facilities. Pupils' facilities are in a single contained room and, as such, unisex.  At present, suitable provision has not been made for the short-term care of sick or injured pupils.  There are currently no workable shower facilities for secondary-age pupils. Leaders propose to take pupils off site for physical education, but arrangements for this are yet to be found or made.  Not all of the paragraphs contained in this part are likely to be met. Part 6. Provision of information Paragraph 32(1)–32(1)(d), 32(1)(f)–32(2)(b)(i), 32(2)(d)–32(5)  The proprietor and leaders understand the information that the school will be required to make available once it is operating.

p.4

Main inspection findings

 Not all the requirements of this paragraph are likely to be met. Part 7. Manner in which complaints are handled Paragraph 33–33(k)  The school's written complaints policy and procedure meets most but not all requirements of this part. It does make provision for considering complaints both informally and formally and details the necessary record-keeping arrangements.  The policy does not make clear that a complaint appeals panel will consist of at least three people, one of whom is independent of the management and running of the school.  The standard in this part is unlikely to be met. Part 8. Quality of leadership in and management of schools Paragraph 34(1)–34(1)(c)  Preparations for the proposed school have been hampered during the planning stages by changes in school leadership, including at the headteacher level. This means that previously written policies and documents do not align consistently well with current

p.5

Main inspection findings

thinking and plans.  Some of the most critical policies, for example regarding proposed safeguarding arrangements and the curriculum, do not meet requirements.  Although leaders convey a sound understanding of many aspects of the independent school standards and have experience in running similar provisions, there are currently lapses in the necessary requirements across all parts.  The proprietor admits she does not have sufficient curriculum and teaching knowledge to hold school leaders robustly to account. She is wisely exploring ways to address this through possible governance arrangements.  The school is unlikely to meet the standard in this paragraph. Schedule 10 of the Equality Act 2010  Although a plan showing how the proprietor will improve accessibility has not yet been written, there is a clear statement of intent in place that covers all required elements.

p.5

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.

p.6

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.

p.7

Proposed school details

Type of school Other independent special school

p.7

Proposed school details

School status Independent special school

p.7

Proposed school details

Website https://minilandfarm.com/learning-centre/

p.7

Provider already operating

Number of pupils of compulsory school age 18 Number of pupils of compulsory school age who have an education, health and care plan, or who are looked after by a local authority

p.7

Provider already operating

Total hours operating as a school per week 37.5

p.7

Provider already operating

Total hours of teaching provided per week 30

p.7

recommendation

Age range of pupils 7 to 16 5 to 16 Not applicable Number of pupils on the school roll 18 15 Not applicable

p.8

School's current position School's proposal

Gender of pupils Mixed Mixed Number of full-time pupils of compulsory school age 0 15

p.8

School's current position School's proposal

Number of pupils with special educational needs and/or disabilities 18 15

p.8

School's current position School's proposal

Of which, number of pupils with an education, health and care plan 12 15

p.8

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 6 15

p.8

School's current position School's proposal

Number of full-time equivalent teaching staff 5.5 Not known for full capacity

p.8

School's current position School's proposal

Number of part-time teaching staff 11 Not known for full capacity

p.8

Information about this proposed school

 The proposed school is located in beautiful grounds incorporating a small farm in a rural area near Liphook. The proprietor and her family live on site in a house that is separate and set away from the proposed school and the parts of the grounds that will be used by the school.  There are no plans at present to use alternative providers.  The proposed school is already operating. At the time of the inspection, 18 pupils were accessing part-time provision at the school. Of these, 12 had an EHC plan.  The provider operates as an alternative provision for up to 37.5 hours a week. Session durations are two or four hours. Maximum total attendance per week for an individual pupil is 12 hours.  The school will not have a religious character or denomination.  The school proposes to cater for the following SEND areas:  cognitive learning needs  specific learning difficulties  moderate learning difficulties

p.8

Information about this proposed school

 behavioural, emotional and social development needs  communication and interaction needs  speech, language and communication needs  autism spectrum disorder  sensory and/or physical needs.

p.9

Information about this inspection

 The purpose of this inspection was to check whether the school is likely to meet the Education (Independent School Standards) Regulations 2014, if the DfE decides to register it. It was the school’s first pre-registration inspection.  The inspector toured the premises and held extensive discussions with the proprietor, the headteacher and another senior leader. He also briefly met other staff of the alternative provision. Before and during the inspection, the inspector scrutinised a wide range of policies, documents and plans for the proposed school.  The ‘current position’ figures are based on the existing alternative provision run by the proprietor.  The proprietor intends to wind down the alternative provision as the school grows. In doing this, she intends there never to be more than 15 pupils on site at one time.  During this inspection, leaders were not able to demonstrate how they would

p.10

Information about this inspection

implement a rigorous academic curriculum for the proposed numbers and age range with the available indoor study space. Leaders plan further building works and, in the first instance, may consider resubmitting an application for a smaller number of pupils. The inspector did not make a recommendation of capacity based on the current situation because the curriculum plans were not sufficiently advanced and/or clear to be able to reach a secure view about the space that would be required.  The proprietor currently offers alternative provision based at Miniland Farm. There is a corresponding entry on the voluntary childcare register under ‘Miniland Farm Therapeutic Support and Learn’, URN: 2628373. The provision is currently providing short sessions for a total of 18 pupils, 12 of whom have an EHC plan and/or are looked after by the local authority. The date of first admission currently shown on the admission register is 13 September 2021.

p.10

Information about this inspection

 The alternative provision was also visited by Ofsted’s unregistered schools team in July 2021 and was found not to be operating as an independent school.  There was no formal teaching to observe because the provision is not currently operating in this way. However, there were pupils in attendance and working with adults on the farm while the inspector toured the grounds.

p.10

Inspection team

Clive Dunn, lead inspector Ofsted Inspector

p.10

Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if-

p.11

Part 1. Quality of education provided

– 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.

p.11

Part 1. Quality of education provided

 2(2) For the purposes of paragraph (2)(1)(a), the matters are-

p.11

Part 1. Quality of education provided

– 2(2)(d) personal, social, health and economic education which-

p.11

Part 1. Quality of education provided

– 2(2)(d)(ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act[9].

p.11

Part 1. Quality of education provided

 2A(1) The standard in this paragraph is met if the proprietor-

p.11

Part 1. Quality of education provided

– 2A(1)(d) in making arrangements for the purposes of paragraphs (a), (b) or (c), has regard to any guidance under section 80A of the Education Act 2002 that applies in relation to the provision of education by maintained schools,

p.11

Part 1. Quality of education provided

– 2A(1)(e) makes and keeps up to date a separate written statement of its policy with regard to the provision of education as required by each of paragraphs (a) and (b),

p.11

Part 1. Quality of education provided

– 2A(1)(g) publishes a copy of the statement on a website and provides a copy of the statement free of charge to anyone who asks for one.

p.11

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.

p.11

Part 2. Spiritual, moral, social and cultural development of pupils

 5 The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor-

p.11

Part 2. Spiritual, moral, social and cultural development of pupils

– 5(b) ensures that principles are actively promoted which-

p.11

Part 2. Spiritual, moral, social and cultural development of pupils

– 5(b)(vi) encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act.

p.11

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

p.11

Part 3. Welfare, health and safety of pupils

– 7(b) such arrangements have regard to any guidance issued by the Secretary of State.

p.12

Part 3. Welfare, health and safety of pupils

 9 The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that-

p.12

Part 3. Welfare, health and safety of pupils

– 9(a) a written behaviour policy is drawn up that, amongst other matters, sets out the sanctions to be adopted in the event of pupil misbehaviour; and

p.12

Part 3. Welfare, health and safety of pupils

– 9(b) the policy is implemented effectively.

p.12

Part 3. Welfare, health and safety of pupils

 15 The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the Education (Pupil Registration) (England) Regulations 2006[13].

p.12

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

 18(2) The standard in this paragraph is met if-

p.12

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

– 18(2)(b) no such person carries out work, or intends to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act, or any disqualification, prohibition or restriction which takes effect as if contained in either such direction.

p.12

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

 21(3) The information referred to in this sub-paragraph is-

p.12

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

– 21(3)(a) in relation to each member of staff ("S") appointed on or after 1st May 2007, whether-

p.12

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

– 21(3)(a)(iii) a check was made to establish whether S is subject to any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition or restriction which takes effect as if contained in such a direction.

p.12

Part 5. Premises of and accommodation at schools

 23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that-

p.12

Part 5. Premises of and accommodation at schools

– 23(1)(c) suitable changing accommodation and showers are provided for pupils aged 11 years or over at the start of the school year who receive physical education.

p.12

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-

p.12

Part 5. Premises of and accommodation at schools

– 24(1)(a) accommodation for the medical examination and treatment of pupils; and

p.13

Part 5. Premises of and accommodation at schools

– 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.

p.13

Part 6. Provision of information

 32(1) The standard about the provision of information by the school is met if the proprietor ensures that-

p.13

Part 6. Provision of information

– 32(1)(b) the information specified in sub-paragraph (3) is made available to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector, the Secretary of State or an independent inspectorate.

p.13

Part 6. Provision of information

 32(3) The information specified in this sub-paragraph is-

p.13

Part 6. Provision of information

– 32(3)(a) particulars of the school’s policy on and arrangements for admissions, misbehaviour and exclusions; and

p.13

Part 6. Provision of information

– 32(3)(d) particulars of arrangements for meeting the standards contained in paragraphs 9, 10, 11 and 13.

p.13

Part 7. Manner in which complaints are handled

 33 The standard about the manner in which complaints are handled is met if the proprietor ensures that a complaints procedure is drawn up and effectively implemented which deals with the handling of complaints from parents of pupils and which-

p.13

Part 7. Manner in which complaints are handled

– 33(f) where the parent is not satisfied with the response to the complaint made in accordance with sub-paragraph (e), makes provision for a hearing before a panel appointed by or on behalf of the proprietor and consisting of at least three people who were not directly involved in the matters detailed in the complaint; and

p.13

Part 7. Manner in which complaints are handled

– 33(g) ensures that, where there is a panel hearing of a complaint, one panel member is independent of the management and running of the school.

p.13

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-

p.13

Part 8. Quality of leadership in and management of schools

– 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

p.13

Part 8. Quality of leadership in and management of schools

– 34(1)(c) actively promote the well-being of pupils. guidance 'Raising concerns and making a complaint about Ofsted', which is available from Ofsted's website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.14

Part 8. Quality of leadership in and management of schools

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

p.15

Part 8. Quality of leadership in and management of schools

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

p.15

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.

p.15

Part 8. Quality of leadership in and management of schools

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.15

Part 8. Quality of leadership in and management of schools

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Part 8. Quality of leadership in and management of schools

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.15