Emerge School

School pre-registration inspection report

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Emerge School Elgin Chambers, 24 Cemetery Road, Shelton, Stoke-on-Trent ST4 2DL

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(2)(d) , 2(2)(d)(i), 2(2)(d)(ii), 2(2)(i), 3(h), 3(i)  Leaders’ plans for personal, social, health and economic (PSHE) education reflect the school’s ethos. These plans are likely to help pupils develop respect for others. They are also likely to begin to prepare pupils for life in modern Britain.  Where plans and schemes exist, they do not undermine the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.  Leaders have ensured that these standards are likely to be met. Paragraphs 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)(e), 2(2)(e)(ii), 2(2)(e)(iii), 2(2)(g), 2(2)(h), 2A(1), 2A(1)(a), 2A(1)(b), 2A(1)(d), 2A(1)(e), 2A(1)(f), 2A(1)(g), 2A(2), 3, 3(a), 3(b), 3(c), 3(d), 3(e), 3(f), 3(g), 3(j), 4.  While the proprietor has ensured that there is a written curriculum policy in place, this

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Main inspection findings

is not supported by detailed schemes of work. Leaders have not considered the ages, aptitudes and needs of all pupils. As a result, leaders are not clear about the precise knowledge they want to pupils to know. They are unclear about how new learning will build upon the things pupils already know. These shortcomings in the school’s plans mean pupils are unlikely to learn the important things they need to.  Leaders plan to deliver a broad curriculum to pupils between the ages of 8 and 18. However, at present, the school only employs teachers with key stage 2 expertise. These teachers do not have the knowledge and skills needed to teach the curriculum in all the planned subjects across all key stages. There are no clear plans in place to ensure that teachers develop the knowledge they need to teach the subjects within the curriculum beyond key stage 2. This means that teachers are unlikely to deliver

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Main inspection findings

well-planned lessons in all subjects and key stages.  Leaders have plans to further develop the classroom environment. However, currently, the proprietor has not made sure that all classrooms are well equipped with suitable resources to support teachers to implement the curriculum well.  The proprietor is yet to develop a comprehensive assessment framework. There are no plans in place for how pupils will be assessed when they join the school, or how teachers will evaluate what pupils know and do across the curriculum. Because of this, the lessons taught are unlikely to take account of pupils’ aptitudes, needs or prior attainment. This will hinder learning, and limit pupils’ progress through the curriculum.  The headteacher intends for pupils to receive independent careers advice and guidance. However, leaders’ plans for this are at an early stage. Leaders have not considered how they will ensure that this advice is impartial, or how the guidance

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Main inspection findings

pupils receive will enable them to make informed choices about a broad range of career options.  Leaders have not paid due regard to the most recent statutory guidance when developing their relationships and sex education curriculum. They are, at present, unclear about their statutory duties to deliver this programme.  These standards are unlikely to be met. 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)  Leaders intend to grow pupils’ spiritual, moral, social and cultural development. They plan to prioritise the development of pupils’ self-confidence and self-esteem across every aspect of the school.  The PSHE programme is likely to promote British values. This is because it helps pupils to consider and appreciate the different cultural traditions present within

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Main inspection findings

society. In doing so, it is likely that this programme will foster pupils’ tolerance and mutual respect for others.  Leaders have appropriate plans in place to inhibit the promotion of partisan views. For example, the PSHE curriculum is broad, offering pupils a range of appropriate viewpoints on important issues within society. Leaders intend to train staff to support them to deliver this programme well. Additionally, through staff’s induction, leaders intend to make staff aware of the professional standards they are expected to uphold.  Leaders plan to teach and encourage pupils to distinguish between right and wrong and take responsibility for their actions.  Leaders have ensured that these standards are likely to be met. Part 3. Welfare, health and safety of pupils Paragraphs 9, 9(a), 9(b), 9(c), 10, 14, 15  Leaders have developed a written behaviour policy that describes the school’s approach to managing pupils’ behaviour. Leaders intend to use restorative

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Main inspection findings

conversations to promote good behaviour. In addition, the policy outlines the sanctions to be used if a pupil misbehaves. Leaders intend to keep a record of any sanctions imposed.  The anti-bullying policy sets out the school’s approach to managing and reducing incidents of bullying. This includes plans to promote positive relationships between pupils by training them to become anti-bullying ambassadors. Leaders also intend to keep a record of any incidents of bullying. They aim to use this information to support victims and perpetrators of bullying as necessary.  There is a system in place to record admissions and attendance. These arrangements, if implemented effectively, are likely to comply with the Education (Pupil Registration) Regulation 2006.  Leaders have considered the supervision of pupils during lessons, at breaktimes and lunchtimes. If implemented as intended, it is likely that these supervision

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Main inspection findings

arrangements will be appropriate.  Leaders have ensured that these standards are likely to be met. Paragraphs 7, 7(a), 7(b), 11, 12, 13, 16, 16(a), 16(b)  The school has a safeguarding policy. However, this is not informed by the government’s most recent guidance. For example, the policy does not make clear what actions staff should take if they were to have a concern about a colleague. Additionally, the policy does not contain guidance about what to do if there are concerns about the headteacher or members of the proprietor body.  The designated safeguarding lead (DSL) is not a member of the school’s senior leadership team. The proprietor plans for the DSL to be a member of the proprietor body. This contravenes the most recent guidance in ‘Keeping children safe in education 2022’. The proprietor intends to train more staff to DSL level. At this moment, this has not been realised.  The school does not have appropriate policies in place for health and safety and fire

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Main inspection findings

safety. The proprietor has commissioned external agencies to conduct fire safety checks and legionella checks, but these are yet to take place.  The school’s first-aid policy outlines the procedures staff should follow when administering first aid and medication. However, at present, there is no suitable medical room for the administration of first aid. Additionally, there is no appropriate space for the storage of medication. Because of this, it is unlikely the policy will be implemented effectively.  The school does not have a risk assessment policy. Leaders have not considered the risks associated with many aspects of their work. For example, windows that open onto the roof of the building are freely accessible to anyone who would wish to gain access. An easily accessible hatch in the school’s ‘therapy room’ leads directly into an unsafe loft space. Leaders had not identified these risks and have not put in place

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Main inspection findings

measures to reduce the risk to pupils. Leaders plan to address these concerns.  These standards are unlikely to be met. Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 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)(b), 21(5)(c), 21(6)  The school’s single central record shows that the proprietor has made all of the required checks on staff employed by the school.

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Main inspection findings

 Leaders are clear about the checks they must carry out as part of the recruitment process. They ask suitable safeguarding questions during interviews. Members of the proprietor body have completed safer recruitment training.  Leaders do not intend to use supply staff. However, they are clear about the checks to be undertaken and the procedures to be followed if supply staff are used.  Leaders have ensured that these standards are likely to be met. Part 5. Premises of and accommodation at schools Paragraphs 23(1)(b), 26, 27, 27(a), 27(b), 28(1)(b), 28(1)(d), 29(1)(b)  Leaders have made sure that there are enough toilets for pupils to use. These toilets can all be secured from the inside. These spaces have washing facilities with an adequate supply of hot and cold water. The temperature of the water does not pose a risk of scalding.  Rooms in the building are suitable for teaching and learning. Rooms have high ceilings

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Main inspection findings

and good acoustics and most are well lit by natural light. All rooms have plenty of working light fixtures and fittings.  Leaders have made sure that there is adequate external lighting.  There is an appropriate space available for pupils to play outside.  These standards are likely to be met. Paragraphs 23(1), 23(1)(a), 23(1)(c), 24(1), 24(1)(a), 24(1)(b), 24(1)(c), 24(2), 25, 28(1), 28(1)(a), 28(1)(c), 28(2), 28(2)(a), 28(2)(b), 29(1), 29(1)(a)  At present, there are no separate toilets for the sole use of pupils.  The building has no suitable changing or shower facility. Leaders have not considered how pupils will make use of these facilities following physical education. Additionally, leaders have not considered the content of their physical education curriculum in detail. The outside space available to pupils is not currently well suited to the teaching of physical education.  Leaders have plans to provide suitable drinking water to pupils. They intend to install

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Main inspection findings

water fountains in the building. However, currently, there is no suitable supply of drinking water.  The premises are generally maintained to a suitable standard. However, there are trip hazards around the school site that are not clearly marked. These pose a risk to the health and safety of pupils.  Leaders have not yet given due regard to the accessibility of the building for all pupils.  These standards are unlikely to be met. Part 6. Provision of information Paragraph 32(1), 32(1)(a), 32(1)(b), 32(1)(c), 32(1)(d), 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), 32(4)(a), 32(4)(b), 32(4)(c)  During the inspection, all the required documentation under part 6 of the independent school standards was made available upon request, including the school’s safeguarding policy. The documentation included a statement of the school’s ethos

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Main inspection findings

and a template that leaders intend to use for their annual report to parents. These reports are likely to include information about pupils’ progress through the curriculum, as well as information about their social and emotional development.  Leaders understand their duty to provide information to the local authority relating to the income received, and expenditure incurred, by the school. Additionally, leaders demonstrate a good understanding of their duty to support the annual reviews of pupils with an education, health and care plan.  Leaders understand the requirement to publish any future inspection reports to parents.  Leaders have ensured that these standards are likely to be met. Part 7. Manner in which complaints are handled Paragraph 33(a), 33(b), 33(d), 33(e), 33(g), 33(h)  The proprietor has developed a complaints policy. The policy is made available to parents upon request.  Leaders have ensured that these standards are likely to be met.

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Main inspection findings

Paragraph 33, 33(c), 33(f), 33(i), 33(i)(i), 33(i)(ii), 33(j), 33(j)(i), 33(j)(ii), 33(k)  The policy sets out a procedure that consists of several stages. However, the policy does not set out timescales for each stage of the complaints process.  The policy outlines the process should a complaint go to a panel hearing. Despite this, the process in place at present does not allow for an impartial panel to hear the complaint.  Leaders do not currently have processes in place to ensure the findings and recommendations of any panel hearing are provided to the complainant or retained on the school premises for inspection by the proprietor or headteacher.  These standards are unlikely to be met. Part 8. Quality of leadership in and management of schools Paragraph 34(1), 34(1)(a), 34(1)(b), 34(1)(c)  The proprietor body has a clear vision for the school. It is passionate about improving the lives of vulnerable pupils. It has good knowledge about the pastoral needs of

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Main inspection findings

pupils for which the school intends to cater. However, the proprietor does not have a secure understanding of the independent school standards. This means that it is not able to ensure that the independent school standards are consistently met.  Leaders plan to provide an education for pupils between the ages of 8 and 18. These intentions are unlikely to be successful. This is because, at present, staff do not have the knowledge and skills needed to deliver the curriculum in all the intended subjects across all the intended key stages. This will hinder pupils’ learning.  These standards are unlikely to be met. Schedule 10 of the Equality Act 2010  Leaders have not yet given due regard to the accessibility of the building for all pupils, including those with a disability.  The school is unlikely to fulfil its duties under schedule 10 of the Equality Act 2010.

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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

School status Independent special school

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Proposed school details

Proprietor Emerge Care and Therapeutic Solutions Limited Chair Ian Scragg

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Proposed school details

Annual fees (day pupils) £48,750 to £58,500

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Proposed school details

Email address danniclowes@excelgroupltd.co.uk

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Proposed school details

Date of previous standard inspection Not previously inspected

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Provider already operating

Number of pupils of compulsory school age 0 Number of pupils of compulsory school age who have an education, health and care plan, or who are looked after by a local authority Total hours operating as a school per week 0

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Provider already operating

Total hours of teaching provided per week 0

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recommendation

Age range of pupils 8 to 18 8 to 18 8 to 18 Number of pupils on the school roll 0 40 40

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School’s current position School’s proposal

Gender of pupils Mixed Mixed Number of full-time pupils of compulsory school age 0 40

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities 0 40

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan 0 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 0 40

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School’s current position School’s proposal

Number of full-time equivalent teaching staff 3 3

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School’s current position School’s proposal

Number of staff in the welfare provision 0 0

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Information about this proposed school

 The proposed school will be located within a large Victorian property close to the town centre of Stoke-on-Trent. The house is situated on a quiet road. The proprietor leases the property from a local landlord.  The school proposes to cater for pupils with a range of special educational needs and/or disabilities.  The school wishes to cater for 40 pupils aged 8 to 18. The proprietor intends that the local authority will place most pupils at the school.  The school does not have a religious character.

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Information about this inspection

 This pre-registration inspection was commissioned by the Department for Education to determine whether the proposed school is likely to meet all the independent school standards if it is registered. This is the school’s first pre-registration inspection.  An inspector conducted a tour of the premises with the headteacher. Inspectors also took account of arrangements for pupils’ welfare and safeguarding. This inspection work included scrutiny of the school’s checks on the suitability of staff, the safeguarding policy, the health and safety policy and the latest fire risk assessment.  Inspectors checked documentary evidence relating to the curriculum, including the curriculum policy and schemes of work.  Meetings were held with the headteacher, the DSL and members of the proprietor body.

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Inspection team

Alexander Laney, lead inspector Her Majesty’s Inspector

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Inspection team

Jonathan Leonard Her Majesty’s Inspector

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Part 1. Quality of education provided

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

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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; and

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Part 1. Quality of education provided

– 2(1)(b) the written policy, plans and schemes of work-

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Part 1. Quality of education provided

– 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan; and

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Part 1. Quality of education provided

– 2(1)(b)(ii) do not undermine the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.

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Part 1. Quality of education provided

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

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Part 1. Quality of education provided

– 2(2)(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education;

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Part 1. Quality of education provided

– 2(2)(b) that pupils acquire speaking, listening, literacy and numeracy skills;

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Part 1. Quality of education provided

– 2(2)(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that-

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Part 1. Quality of education provided

– 2(2)(e)(i) is presented in an impartial manner;

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Part 1. Quality of education provided

– 2(2)(e)(ii) enables them to make informed choices about a broad range of career options; and

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Part 1. Quality of education provided

– 2(2)(e)(iii) helps to encourage them to fulfil their potential;

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Part 1. Quality of education provided

– 2(2)(g) where the school has pupils above compulsory school age, a programme of activities which is appropriate to their needs;

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Part 1. Quality of education provided

– 2(2)(h) that all pupils have the opportunity to learn and make progress.

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Part 1. Quality of education provided

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

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Part 1. Quality of education provided

– 2A(1)(a) ensures that every registered pupil who is provided with primary education at the school is provided with relationships education,

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Part 1. Quality of education provided

– 2A(1)(b) ensures that every registered pupil who is provided with secondary education at the school is provided with relationships and sex education, except in so far as the pupil is excused as mentioned in sub-paragraph (2),

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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,

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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),

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Part 1. Quality of education provided

– 2A(1)(f) consults parents of registered pupils at the school before making or revising a statement under sub-paragraph (e), and

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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.

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Part 1. Quality of education provided

 2A(2) Arrangements made by the proprietor for the purposes of sub-paragraph (1)(b) must ensure that where a pupil’s parent requests that the pupil is wholly or partly excused from sex education provided as part of relationships and sex education, the pupil is so excused until the request is withdrawn, unless or to the extent that the head teacher considers that the pupil should not be so excused.

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Part 1. Quality of education provided

 3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school-

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Part 1. Quality of education provided

– 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught;

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Part 1. Quality of education provided

– 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;

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Part 1. Quality of education provided

– 3(c) involves well planned lessons and effective teaching methods, activities and management of class time;

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Part 1. Quality of education provided

– 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;

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Part 1. Quality of education provided

– 3(e) demonstrates good knowledge and understanding of the subject matter being taught;

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Part 1. Quality of education provided

– 3(f) utilises effectively classroom resources of a good quality, quantity and range;

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Part 1. Quality of education provided

– 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

– 3(j) does not discriminate against pupils contrary to Part 6 of the 2010 Act[10].

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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 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that-

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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

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Part 3. Welfare, health and safety of pupils

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

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Part 3. Welfare, health and safety of pupils

 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.

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Part 3. Welfare, health and safety of pupils

 12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005[12].

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Part 3. Welfare, health and safety of pupils

 13 The standard in this paragraph is met if the proprietor ensures that first aid is administered in a timely and competent manner by the drawing up and effective implementation of a written first aid policy.

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Part 3. Welfare, health and safety of pupils

 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

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Part 3. Welfare, health and safety of pupils

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

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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-

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Part 5. Premises of and accommodation at schools

– 23(1)(a) suitable toilet and washing facilities are provided for the sole use of pupils;

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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.

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Part 5. Premises of and accommodation at schools

 24(1) The standard in this paragraph is met if the proprietor ensures that suitable accommodation is provided in order to cater for the medical and therapy needs of pupils, including- – 24(1)(a) accommodation for the medical examination and treatment of pupils;

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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; and

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Part 5. Premises of and accommodation at schools

– 24(1)(c) where a school caters for pupils with complex needs, additional medical accommodation which caters for those needs.

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Part 5. Premises of and accommodation at schools

 24(2) The accommodation provided under sub-paragraphs (1)(a) and (b) may be used for other purposes (apart from teaching) provided it is always readily available to be used for the purposes set out in sub-paragraphs (1)(a) and (b).

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Part 5. Premises of and accommodation at schools

 25 The standard in this paragraph is met if the proprietor ensures that the school premises and the accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practicable, the health, safety and welfare of pupils are ensured.

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Part 5. Premises of and accommodation at schools

 28(1) The standard in this paragraph is met if the proprietor ensures that-

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Part 5. Premises of and accommodation at schools

– 28(1)(a) suitable drinking water facilities are provided;

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Part 5. Premises of and accommodation at schools

– 28(1)(c) cold water supplies that are suitable for drinking are clearly marked as such.

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Part 5. Premises of and accommodation at schools

 28(2) The facilities provided under sub-paragraph (1)(a) will be suitable only if-

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Part 5. Premises of and accommodation at schools

– 28(2)(a) they are readily accessible at all times when the premises are in use; and

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Part 5. Premises of and accommodation at schools

– 28(2)(b) they are in a separate area from the toilet facilities.

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Part 5. Premises of and accommodation at schools

 29(1) The standard in this paragraph is met if the proprietor ensures that suitable outdoor space is provided in order to enable-

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Part 5. Premises of and accommodation at schools

– 29(1)(a) physical education to be provided to pupils in accordance with the school curriculum.

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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-

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Part 7. Manner in which complaints are handled

– 33(c) sets out clear time scales for the management of a complaint;

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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;

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Part 7. Manner in which complaints are handled

– 33(i) provides for the panel to make findings and recommendations and stipulates that a copy of those findings and recommendations is-

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Part 7. Manner in which complaints are handled

– 33(i)(i) provided to the complainant and, where relevant, the person complained about; and

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Part 7. Manner in which complaints are handled

– 33(i)(ii) available for inspection on the school premises by the proprietor and the head teacher;

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Part 7. Manner in which complaints are handled

– 33(j) provides for a written record to be kept of all complaints that are made in accordance with sub-paragraph (e) and-

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Part 7. Manner in which complaints are handled

– 33(j)(i) whether they are resolved following a formal procedure, or proceed to a panel hearing; and

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Part 7. Manner in which complaints are handled

– 33(j)(ii) action taken by the school as a result of those complaints (regardless of whether they are upheld); and

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Part 7. Manner in which complaints are handled

– 33(k) provides that correspondence, statements and records relating to individual complaints are to be kept confidential except where the Secretary of State or a body conducting an inspection under section 109 of the 2008 Act requests access to them.

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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-

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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;

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Part 8. Quality of leadership in and management of schools

– 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and

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Part 8. Quality of leadership in and management of schools

– 34(1)(c) actively promote the well-being of pupils.

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Schedule 10 of the Equality Act 2010

 The school is unlikely to fulfil its duties under schedule 10 of the Equality Act 2010. 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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Schedule 10 of the Equality Act 2010

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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Schedule 10 of the Equality Act 2010

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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Schedule 10 of the Equality Act 2010

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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Schedule 10 of the Equality Act 2010

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 .

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Schedule 10 of the Equality Act 2010

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

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Schedule 10 of the Equality Act 2010

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

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