Robert Holme Academy

School pre-registration inspection report

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Robert Holme Academy 3 Wrawby Road, Brigg, North Lincolnshire DN20 8DL

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Main inspection findings

Part 1. Quality of education provided 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)(d), 2(2)(d)(i), 2(2)(d)(ii), 2(2)(e), 2(2)(e)(i), 2(2)(e)(ii), 2(2)(e)(iii), 2(2)(h), 2(2)(i), 2A(1), 2A(1)(a), 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(h), 3(i), 3(j), 4  Leaders have created a written policy for the curriculum. The policy is supported by a broad range of long-term and medium-term subject plans and schemes of work.  Leaders propose for the curriculum to be adapted to the requirements of each pupil. Pupils’ individual curriculum ‘pathways’ will be determined by assessments of their needs. Teachers will also plan provision in line with the requirements for each pupil’s education, health and care plan (EHC plan).  The school’s intended curriculum is based on the national curriculum. Appropriate emphasis will be placed on the development of pupils’ English and mathematics

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Main inspection findings

knowledge and skills. Leaders aim to provide pupils with an ambitious and broad choice of subjects.  The proposed school environment is a warm and inviting place for pupils to learn and play. There are some high-quality resources. For example, pupils will be able to take advantage of a range of technology, including a 3D printer. They can also relax in the school’s common room or play table tennis.  Leaders recognise the importance of reading. They have purchased a Department for Education (DfE) approved phonics programme to support pupils in the early stages of reading. They have invested in new books. Leaders are eager to create an environment where reading for pleasure is highly valued.  There is a clear process in place to ensure that pupils will receive frequent reviews of their education and personal targets. Leaders understand their responsibilities to support pupils to make progress towards the outcomes stipulated in their EHC plans.

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Main inspection findings

Leaders are well prepared to undertake the statutory annual reviews.  Leaders intend to recruit more staff who have relevant experience in working with pupils with special educational needs and/or disabilities. They are keen to make sure that teachers have the necessary subject knowledge and expertise.  The independent school standards (the standards) in this part are likely 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)  The proposed curriculum for personal, social, health and economic education is suitable. There is a focus on supporting pupils to broaden their understanding of the world. Pupils will build their knowledge and understanding of British values, equality and diversity. Planned units of learning include topics such as respectful relationships,

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Main inspection findings

internet safety, money matters, respecting rights and learning how to stay safe.  Leaders intend to provide a nurturing, small school environment. They know that pupils who will attend the school will be particularly vulnerable. Policies and procedures place a high priority on supporting the development of pupils’ good mental health. The proposed ‘telling school’ initiative will help pupils to grow in confidence and establish trusting relationships with adults.  Curriculum plans and school policies show a strong focus on developing pupils’ spiritual, moral, social and cultural development. For example, in religious education, pupils will learn about different faiths and beliefs around the world.  There is an appropriate programme in place to teach pupils about relationships and sex education (RSE). A policy which outlines the school’s approach to RSE has been drafted. Leaders will consult with parents and carers before publishing the final policy

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Main inspection findings

on the school’s website.  The standards in this part are likely to be met. Part 3. Welfare, health and safety of pupils Paragraphs 7, 7(a), 7(b), 9(a), 9(b), 9(c), 10, 11, 12, 13, 14, 15, 16, 16(a), 16(b)  Safeguarding arrangements are likely to be effective. There is an up-to-date and pertinent policy for safeguarding which will be published on the school’s website.  The proprietor intends to ensure that staff have a good understanding of statutory guidance. There are suitable arrangements in place for the reporting of safeguarding concerns. Leaders propose to implement a comprehensive system to record concerns and share information appropriately.  Leaders are experienced and knowledgeable. They know the main safeguarding risks that pupils are exposed to in the local area. They work closely with external agencies when needed. They know how and when to make referrals.  Curriculum plans show that pupils will learn how to report safeguarding concerns.

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Main inspection findings

They will be taught how to keep themselves safe. Trips and visitors to the school are planned to enhance pupils’ understanding of potential risks.  Policies for managing pupils’ behaviour and incidents of bullying are appropriate. Strategies for managing the behaviour of pupils are planned with consideration of their potential needs and vulnerabilities.  The health and safety of pupils is a high priority for leaders. There is a thorough policy and handbook to support staff. The policy details the systems and processes that will be in place to ensure the safety of staff and pupils. For example, the proprietor carries out frequent checks on the school’s firefighting equipment.  A suitable first-aid policy details how staff will care for pupils who may injure themselves or need basic medical care while at school. Leaders have relevant qualifications such as administering paediatric first aid. Staff will also receive pertinent

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Main inspection findings

training, including supporting pupils with medical conditions such as asthma and epilepsy.  The proprietor has implemented a comprehensive risk assessment policy. Proposed risk assessments detail the risks and the actions staff should take to mitigate them.  The school is compliant with the requirements of the Regulatory Reform (Fire Safety) Order 2005. A fire risk assessment has been undertaken. The fire alarm system is checked weekly. The proprietor plans to train key staff as fire marshals.  Admission and attendance registers meet the requirements. Leaders understand the need to monitor the attendance of pupils closely. They propose to record any absence using the DfE codes.  The standards in this part are likely to be met. Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 17, 18(1), 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), 18(4), 18(4)(a), 18(4)(b), 18(4)(c),

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Main inspection findings

19(1), 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), 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 proprietor understands the safer recruitment requirements. Some staff have already been appointed. The proprietor has ensured appropriate checks have been carried out to make sure that staff are suitable to work with children.  A single central record is in place. This specifies the necessary checks that are to be carried out before staff are employed, by whom and when.  Leaders know the procedures to follow if they employ supply or agency staff.  The standards in this part are likely to be met.

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Main inspection findings

Part 5. Premises of and accommodation at schools Paragraphs 23(1), 23(1)(a), 23(1)(b), 23(1)(c), 24(1), 24(1)(a), 24(1)(b), 24(2), 24(3), 25, 26, 27, 27(a), 27(b), 28(1), 28(1)(a), 28(1)(b), 28(1)(c), 28(1)(d), 28(2), 28(2)(a), 28(2)(b), 29(1), 29(1)(a), 29(1)(b)  Leaders have refurbished the site, which was a former domestic premises, so that it is appropriate for use as a school for primary-age pupils. The site is secure. There is adequate internal and external lighting.  There are suitable washing and toilet facilities for pupils, including an accessible toilet. A medical and first-aid room is available for the care or examination of ill or injured pupils.  Water suitable for drinking is provided and labelled as such. There is hot and cold running water. The hot water does not pose a risk of scalding.  Indoor and outdoor spaces for physical education lessons to take place are provided but are limited. Leaders intend to arrange for pupils to also be taught off site at a

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Main inspection findings

local park and local leisure centre.  The school premises are in good condition. The proprietor makes sure that essential maintenance work is carried out promptly to keep pupils and staff safe. Stairs have been secured by boxing in bannisters. Windows are secured with locks and are to be fitted with restraints.  The standards in this part are likely to be met. Part 6. Provision of information Paragraphs 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(2), 32(2(a), 32(2)(b), 32(2)(b)(ii), 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)  Leaders propose to publish details of the school’s policies and procedures on the school’s website. The school’s prospectus is available on request and is also published on the website.  There are appropriate policies to ensure the health, safety and welfare of pupils. For example, there is a policy that explains how pupils will be supported to manage their

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Main inspection findings

behaviour. The curriculum policy outlines leaders’ intent to ensure learning is appropriately matched to the needs of individual pupils.  Leaders intend to track the progress of pupils’ personal development and academic achievement. Parents will be provided with annual written reports of their child’s progress across the curriculum.  The standards in this part are likely to be met. Part 7. Manner in which complaints are handled Paragraphs 33, 33(a), 33(b), 33(c), 33(d), 33(e), 33(f), 33(g), 33(h), 33(i), 33(i)(i), 33(i)(ii), 33(j), 33(j)(i), 33(j)(ii), 33(k)  The complaints policy outlines clearly the procedure for complaints to be raised informally and formally. It is published on the school’s website.  Leaders have outlined how complainants can be supported through the process. Arrangements detail how complainants can access independent advice and guidance when needed.  The standards in this part are likely to be met.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraphs 34(1), 34(1)(a), 34(1)(b), 34(1)(c)  Leaders have relevant experience working within mainstream and special education. The proprietor also has extensive experience working in business. They are aspirational for the quality of education and care that they want to provide for pupils.  Leaders are determined to do what they can to make a positive difference for pupils. Most pupils will previously have had limited or negative experiences of school. Leaders have carefully thought about how they can best support pupils. Their vision for the school is guided by the key values of ‘collaboration, learning, equality, aspiration and results’.  Leaders have established effective working relationships with a range of external agencies and other schools. They work actively with the local authority. These relationships will help leaders to support pupils in their education and well-being.

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Main inspection findings

 Leaders have a good understanding of the independent school standards. They are proactive in their approach. They plan to carry out regular checks to ensure pupils are safe, well cared for and make good progress with their learning and personal development.  The standards in this part are likely to be met. Schedule 10 of the Equality Act 2010  There is an accessibility plan in place. Leaders have thought carefully about how the school’s curriculum can be adapted to meet individual pupils’ needs. The school site is accessible. Leaders have considered how they can make reasonable adjustments to the environment if needed.

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Compliance with regulatory requirements

The school is likely to meet the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.

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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

Email address info@robertholmeacademy.co.uk

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Provider already operating

Number of pupils of compulsory school age 1 dual registered and part time 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 25

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Provider already operating

Total hours of teaching provided per week 20

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recommendation

Age range of pupils Not applicable 5 to 11 5 to 11 Number of pupils on the school roll 0 18 10 Reason for inspector’s recommendations  The inspector recommends no more than 10 pupils to be admitted to the school roll. The school building is not big enough to adequately accommodate more than this number of pupils of the proposed age and considering the levels of adult support pupils are likely to require. Leaders agreed with this recommendation. They do not intend to continue to operate as an alternative provision if the DfE approves the opening of the proposed school

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School’s current position School’s proposal

Gender of pupils Not applicable Boys Number of full-time pupils of compulsory school age Not applicable Up to 10

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School’s current position School’s proposal

Number of part-time pupils Not applicable To be confirmed

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities Not applicable Up to 10

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan Not applicable Up to 10

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School’s current position School’s proposal

Of which, number of pupils paid for by a local authority with an education, health and care plan Not applicable Up to 10

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 4

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School’s current position School’s proposal

Number of part-time teaching staff Not applicable 1

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Information about this proposed school

 The proprietor currently operates as an alternative provision offering on-site placements for a very small number of pupils.  The school will not operate as an alternative provision if the DfE approves the opening of the proposed school.  The school proposes to admit pupils with social, emotional and mental health needs.  All pupils are likely to have EHC plans.  The proposed school does not intend to use the services of any alternative providers.

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Information about this inspection

 The DfE commissioned the inspection to check the provision’s suitability to operate as a school.  This was the proposed school’s first pre-registration inspection.  The proposed school is currently operating as an alternative provision.  The inspector met with the proprietor and the headteacher.  The inspector toured the proposed school site to check the suitability of the premises. She visited a lesson that was taking place on site as part of the proprietor’s existing alternative provision.  The inspector scrutinised a range of documentation, including schemes of work, policies and procedures related to health and safety, risk assessment and fire safety.  The inspector checked the arrangements for staff recruitment and discussed the school’s proposed arrangements for the safeguarding of pupils.

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Inspection team

Stephanie Innes-Taylor, lead inspector His Majesty’s 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

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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