Good Apple Independent

Inspection of Good Apple Independent Unit 3 Granary House, Acland Street, Gainsborough, Lincolnshire DN21 2NS

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Inadequate Overall effectiveness at previous inspection Good

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Overall effectiveness Inadequate

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils say that they feel safe at the school. Most enjoy attending. They like the fact that the school is small. They benefit from the high numbers of staff that support them. However, leaders have not undertaken all necessary recruitment checks on staff who are new to the school.

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What is it like to attend this school?

Good relationships between staff and pupils help pupils to settle at the school. Pupils appreciate the attention staff give them. Pupils get on well with each other. They say that if bullying did ever happen, staff would act quickly to sort it out.

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What is it like to attend this school?

Teachers’ expectations of pupils’ behaviour and of what pupils can achieve are not high enough. Staff make it easy for pupils to opt out of learning. The lack of a planned timetable means that pupils choose what they want to do rather than following a carefully constructed curriculum. Pupils are often left waiting for learning to happen. On occasion, pupils disrupt learning when it happens.

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What is it like to attend this school?

Pupils with special educational needs and/or disabilities (SEND) do not routinely get appropriate help. Leaders have not thought carefully enough about how to help all pupils become accurate and fluent readers.

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What is it like to attend this school?

Leaders have not ensured that all pupils have a secure understanding of world religions, different cultures and British values.

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better?

The curriculum lacks sufficient ambition and structure. Leaders have not identified what they want pupils to learn and when in the different subjects. Consequently, pupils experience a jumbled, disconnected series of lessons that do not build their knowledge, skills or understanding.

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better?

Too often, pupils’ timetables are built around what interests them rather than what they need to, or should, learn. Teachers sometimes give pupils work that is far too easy for them. Teachers fail to consider what pupils have learned previously, or what they will learn in the future. Many pupils cannot remember what they have been taught previously. Too many pupils do not improve their knowledge and skills over time.

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better?

Leaders do not have an accurate way of assessing what pupils do and do not know when they first arrive at the school. This means that teachers have a very limited understanding of what pupils need to learn, including so they can catch up where they may have previously fallen behind. Pupils are not routinely taught the key knowledge they need to help them to catch up and to be successful in the subjects they are studying.

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better?

There is no systematic phonics programme in place to support pupils who are at the early stages of learning to read. Teachers lack the necessary knowledge to best 8 to 10 November 2022 support pupils who are learning to read. Older pupils who still struggle with reading do not have age-appropriate resources and strategies to help them become confident readers. There is no whole-school approach to inspire pupils to read widely and often.

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better?

Teachers do not make effective use of information about the needs of pupils with SEND when planning the curriculum, to meet these pupils’ needs. This includes information contained in pupils’ education, health and care (EHC) plans. As a result, not all pupils with SEND achieve as well as they should.

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better?

Leaders and school staff have focused on understanding and providing support for pupils’ social, emotional and behavioural needs. Due to this, many pupils are learning to manage their emotions and treat each other and staff with respect. However, there are inconsistencies in the way staff manage pupils’ behaviour. Not all staff establish clear routines and expectations well enough. Consequently, pupils’ behaviour can disrupt learning. Pupils do not have positive attitudes towards their education. Some are bored because staff have not provided enough learning opportunities for them.

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better?

Pupils receive support to help them attend regularly. The majority of pupils improve their attendance over time, particularly when compared with their attendance at their previous settings.

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better?

Leaders’ approach to promoting pupils’ personal development is not as well considered as it should be. They have not identified exactly what knowledge they wish pupils to gain to prepare them fully for their next steps and for life in modern Britain. For example, pupils have some opportunities to learn about the protected characteristics. Many understand the need to respect those that belong to the lesbian, gay, bisexual and transgender community. However, not all pupils develop a strong enough knowledge of different faiths, cultural traditions and British values. Leaders provide well for pupils’ physical health. Pupils enjoy their physical education (PE) and boxing lessons. Pupils have regular cooking lessons and learn about healthy eating. Pupils benefit from independent careers advice and guidance.

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better?

Staff value the support leaders give them. They say that leaders care about their well-being and are considerate of their workload.

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better?

The proprietor has not ensured that the school consistently meets the independent school standards. They have not ensured that senior leaders implement the school’s health and safety policy effectively. Senior leaders do not record health and safety and fire safety checks. They have not ensured that the school complies with the Regulatory Reform (Fire Safety) Order 2005. Leaders and staff do not follow the fire risk assessment or the prescribed fire safety procedures. Fire escape routes are not marked. Fire exits are locked and not all staff carry keys to unlock them, as required. One fire exit door was blocked at the time of the inspection. Fire evacuation procedures are not displayed appropriately. There is no fire assembly point identified on one of the school’s sites. 8 to 10 November 2022 Leaders have not ensured that the school premises are suitable. They have not provided toilets that are for the sole use of pupils or suitable shower facilities. They

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better?

have not ensured that there are suitable medical rooms available. Internal and external lighting are insufficient. Drinking water for pupils is not appropriately marked. Inspectors found that the temperature of the water in the toilets was too hot. This poses a risk of harm.

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better?

Risk assessments do not consistently identify all the possible risks that could harm pupils, for example when they are taking part in off-site visits. Risk assessments that staff complete for local visits do not contain the necessary, appropriate detail, including where pupils are going and what activities they are undertaking. At the time of the on-site inspection, senior leaders could not provide inspectors with specific risk assessments for the school’s sites that detailed the risks that related to the particular buildings and facilities.

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better?

The safeguarding policy is on the school’s website and contains the latest statutory information. The school meets schedule 10 of the Equality Act 2010.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Leaders do not carry out all the necessary checks before adults start work at the school. They do not complete the school’s single central record accurately.

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Safeguarding

Leaders have not ensured that all staff follow the school’s risk assessments and procedures. This places pupils at risk, particularly when staff take pupils off site.

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Safeguarding

Staff have had up-to-date safeguarding training and know how to report any concerns they may have. Leaders act swiftly on any concerns and involve external agencies when necessary. Leaders have appropriate procedures in place to manage any allegations.

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Safeguarding

Pupils learn how to keep themselves safe, including when working online.

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(Information for the school and proprietor)

 The school’s safeguarding arrangements are not effective. Leaders do not complete appropriate recruitment checks before new staff begin to work at the school. Leaders do not maintain an accurate single central record. This puts pupils potentially at risk. The proprietor must ensure that recruitment practices are appropriate and comply with the latest national guidance.  The proprietor and senior leaders have not promoted pupils’ health, welfare and safety effectively. They have failed to record checks related to health and safety and fire safety. They have not ensured that appropriate fire safety procedures and 8 to 10 November 2022 systems are in place and are suitable, including appropriate fire exits. They have not ensured that the school premises meets the independent schools standards, including those related to toilet and shower facilities, lighting, the provision of drinking water and the provision of medical facilities. Leaders have failed to

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(Information for the school and proprietor)

ensure that water pupils use is of an appropriate temperature. Leaders have not ensured that appropriate risk assessments are in place, including of the school site and for off-site visits. These failings place pupils potentially at risk. The proprietor must ensure that the school site and all procedures for the promotion of pupils’ welfare, health and safety are compliant with the independent school standards, so not putting pupils at risk of harm.  Leaders have not ensured that the curriculum is coherently planned, building towards clear goals. Currently, it is unclear what knowledge pupils should learn and when in each area of learning. The curriculum does not take into account well enough pupils’ starting points or their additional needs. Pupils do not achieve as well as they should. Leaders need to ensure that there is an ambitious, well- sequenced curriculum in place in each area of learning, to enable pupils to

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(Information for the school and proprietor)

achieve well.  The reading curriculum does not yet promote a love of reading, nor does it ensure that all pupils receive the precise help they need to become fluent readers. Pupils do not become confident readers as quickly as they should. Leaders should ensure that the reading curriculum enables pupils to become confident, fluent readers and inspires all pupils to read widely and often.  The programme to support pupils’ personal development is not well planned. Leaders have not clearly identified what they want pupils to learn that will promote their personal development fully. Not all pupils have a sufficiently secure understanding of British values or of different cultures and beliefs. Leaders must ensure that the curriculum for pupils’ personal development enables pupils to prepare well for life in modern Britain and for their next steps.  Staff do not have high enough expectations of pupils’ behaviour. They do not

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(Information for the school and proprietor)

apply the school’s behaviour policy consistently. As a result, not all pupils have positive attitudes towards their education. Leaders need to ensure that staff have the necessary knowledge to be able to implement the school’s behaviour policy effectively and reinforce high expectations of pupils’ behaviour.  The proprietor and senior leaders’ knowledge of the independent school standards is not sufficiently secure. The school does not consistently meet all the standards. The proprietor and leaders must ensure that they have the necessary insight to enable them to make sure that the school consistently meets the independent school standards.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection. 8 to 10 November 2022 The Department for Education has further guidance on how to complain about a school. 8 to 10 November 2022

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School details

Unique reference number 145023 DfE registration number 925/6007

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School details

Inspection number 10260488 Type of school Other independent special school

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School details

Annual fees (day pupils) £100 to £180 per day

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School details

Email address natalie@goodappleindependent.co.uk

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School details

Date of previous inspection 12 to 14 March 2019

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Information about this school

 Good Apple Independent School provides education for pupils who have been or are on the verge of being permanently excluded from mainstream school. Some pupils have experienced trauma and have additional needs related to their behaviour. A significant number of pupils have EHC plans that detail social, emotional and mental health as a primary need . Some pupils also have a diagnosis of autism spectrum disorder. There is also provision for pupils with a diagnosis of attention deficit hyperactivity disorder .  The school is registered to provide education for up to 16 pupils.  The school’s registered premises is at Unit 3 Granary House, Acland Street, Gainsborough, Lincolnshire. Since 2020, the school has also operated from 64 Bridge Street, Gainsborough, Lincolnshire. This additional premises provides 8 to 10 November 2022 facilities for PE, boxing, construction and motor mechanics, as well as additional

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Information about this school

classroom and recreational space.  The school is currently operating beyond its registration agreement with the Department for Education (DfE). There are currently 29 pupils on the school roll. The school notified the Department for Education (DfE) that it is operating beyond its registration agreement during the inspection.  The proprietor is responsible for an alternative provision that operates from the same premises. For the purpose of this inspection, all pupils were considered to be on the school roll as there is no distinction between the staff or the premises used by the school or the alternative provision. All staff are employed by the same company operated by the proprietor.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about this inspection

The school has failed to meet the independent school standards. These are the requirements of the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school leaders and have taken that into account in their evaluation of the school.

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Information about this inspection

 The inspection was commissioned by the DfE due to concerns raised regarding the welfare, health and safety of the pupils.  Inspectors carried out deep dives in reading, English, mathematics, life skills and personal, social and health education. For each deep dive, inspectors discussed the curriculum with subject leaders or senior staff, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors also discussed the science curriculum with leaders and visited a motor mechanics lesson.  Inspectors also looked at individual pupils’ EHC plans and checked these against the school’s provision.  The lead inspector met with the proprietor, who is also the headteacher, remotely because they were ill with COVID-19 during the inspection.  Inspectors considered a wide variety of school documents, including the school self-evaluation and school development plan.

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Information about this inspection

 Inspectors took note of the responses received on Ofsted Parent View and considered the results of the Ofsted surveys of the school’s staff and pupils. Inspectors met with small groups of pupils to gather their views. 8 to 10 November 2022  To judge the effectiveness of safeguarding, inspectors read the school’s relevant policies, scrutinised the single central record, checked the school’s procedures for the safe recruitment of staff and met with the safeguarding team. Inspectors also spoke with staff and pupils.  Inspectors considered relevant documentation and reviewed the school facilities, to check the school’s compliance with the independent school standards.

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Inspection team

Dave Gilkerson, lead inspector His Majesty’s Inspector

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Inspection team

Gordon Watts Ofsted Inspector 8 to 10 November 2022

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if– – 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 – 2(1)(b) the written policy, plans and schemes of work– – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan.  2(2) For the purposes of paragraph (2)(1)(a), the matters are– – 2(2)(h) that all pupils have the opportunity to learn and make progress.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school– – 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 – 3(b) fosters in pupils self-motivation, the application of intellectual, physical and

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Part 1. Quality of education provided

creative effort, interest in their work and the ability to think and learn for themselves – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time – 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 – 3(e) demonstrates good knowledge and understanding of the subject matter being taught – 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 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 – 7(b) such arrangements have regard to any guidance issued by the Secretary of State. 8 to 10 November 2022  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.  12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005[12].  16 The standard in this paragraph is met if the proprietor ensures that– – 16(a) the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy; and – 16(b) appropriate action is taken to reduce risks that are identified.

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

 18(2) The standard in this paragraph is met if– – 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 – 18(2)(c) the proprietor carries out appropriate checks to confirm in respect of each such person– – 18(2)(c)(ii) the person’s medical fitness – 18(2)(c)(iii) the person’s right to work in the United Kingdom; and – 18(2)(c)(iv) where appropriate, the person’s qualifications – 18(2)(d) the proprietor ensures that, where relevant to any such person, an enhanced criminal record check is made in respect of that person and an enhanced criminal record certificate is obtained before or as soon as practicable

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

after that person’s appointment – 18(2)(e) in the case of any person for whom, by reason of that person living or having lived outside the United Kingdom, obtaining such a certificate is not sufficient to establish the person’s suitability to work in a school, such further checks are made as the proprietor considers appropriate, having regard to any guidance issued by the Secretary of State.  18(3) The checks referred to in sub-paragraphs (2)(c) and (except where sub- paragraph (4) applies) (2)(e) must be completed before a person’s appointment.  21(1) The standard in this paragraph is met if the proprietor keeps a register which shows such of the information referred to in sub-paragraphs (3) to (7) as is applicable to the school in question.  21(3) The information referred to in this sub-paragraph is– – 21(3)(a) in relation to each member of staff ("S") appointed on or after 1st May 2007, whether–

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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 8 to 10 November 2022 disqualification, prohibition or restriction which takes effect as if contained in such a direction – 21(3)(a)(iv) checks were made to ensure, where appropriate, that S had the relevant qualification – 21(3)(a)(vi) checks were made pursuant to paragraph 18(2)(d) – 21(3)(a)(vii) a check of S’s right to work in the United Kingdom was made; and – 21(3)(a)(viii) checks were made pursuant to paragraph 18(2)(e).

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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– – 23(1)(a) suitable toilet and washing facilities are provided for the sole use of pupils – 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.  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)(b) accommodation for the short term care of sick and injured pupils, which includes a washing facility and is near to a toilet facility.  27 The standard in this paragraph is met if the proprietor ensures that– – 27(a) the lighting in each room or other internal space is suitable, having regard to the nature of the activities which normally take place therein; and

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Part 5. Premises of and accommodation at schools

– 27(b) external lighting is provided in order to ensure that people can safely enter and leave the school premises.  28(1) The standard in this paragraph is met if the proprietor ensures that– – 28(1)(c) cold water supplies that are suitable for drinking are clearly marked as such; and – 28(1)(d) the temperature of hot water at the point of use does not pose a scalding risk to users.

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school– – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and 8 to 10 November 2022 – 34(1)(c) actively promote the well-being of pupils. 8 to 10 November 2022 to 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

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Part 8. Quality of leadership in and management of schools

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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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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