Emerge School

School pre-registration inspection report

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Emerge School Elgin Chambers, 22–24 Cemetery Road, Shelton, Stoke-on-Trent, Staffordshire ST4 2DL

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1)(b)(ii), 2(2)(a), 2(2)(b), 2(2)(d), 2(2)(d)(i), 2(2)(d)(ii), 2(2)(e)(i), 2(2)(h), 2(2)(i), 2A(1), 2A(1)(a), 2A(1)(b), 2A(1)(d), 2A(1)(e), 2A(1)(f), 2A(1)(g), 2A(2), 3(b), 3(d), 3(f), 3(h), 3(i), 3(j), 4  The proposed school timetable indicates that pupils will receive full-time education that will provide them with experiences in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education.  Leaders intend to use a purchased scheme of work for the reading, mathematics and personal, social, health and economic (PSHE) curriculums. These schemes are likely to enable pupils to build on their knowledge overtime and, in doing so, develop their understanding of key concepts.  Leaders are committed to ensuring that pupils receive high-quality PSHE teaching. The PSHE curriculum is broad, offering pupils a range of appropriate viewpoints on

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Main inspection findings

important issues within society. Leaders plan to use their knowledge of the pupils to shape the curriculum to meet their individual needs. Leaders’ plans to support teachers to deliver this curriculum effectively are well developed.  Leaders have designed classrooms that convey a calm and purposeful environment. They have made sure that all classrooms are well equipped with suitable resources to support teachers to meet the needs of pupils with special educational needs and/or disabilities (SEND). Paragraph 2(1), 2(1)(a), 2(1)(b), 2(1)(b)(i), 2(2), 2(2)(e), 2(2)(e)(ii), 2(2)(e)(iii), 3, 3(a), 3(c), 3(e), 3(g)  The written curriculum policy is not supported by detailed schemes of work across all subjects. Apart from in reading, mathematics and PSHE, leaders are unclear about the precise things they want pupils to learn at a given point in their education. They have not considered how new learning will build on the things pupils already know. This

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Main inspection findings

means that pupils are unlikely to remember all the important knowledge they ought to.  The proposed school is planning to cater for individual pupils who may have SEND, including those with an education, health and care (EHC) plan. Leaders have not made sure that curriculum planning specifies how teachers will meet these pupils’ needs.  Leaders intend to deliver a broad curriculum that reflects the aims and objectives of the national curriculum. These plans cover a wide range of subjects and key stage 1, key stage 2 and key stage 3. However, leaders have not ensured that teachers have the knowledge and skills needed to teach the curriculum in all the planned subjects across all key stages. This means that teachers are unlikely to deliver well-planned lessons in all subjects and key stages.  Leaders have plans in place to ensure that pupils with SEND have their needs accurately identified when they begin school. However, they have not yet considered

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Main inspection findings

how teachers will adapt their teaching in the light of pupils’ progress through the curriculum. It is not clear whether teaching staff will have the knowledge and skills they need to accurately assess pupils’ understanding of the curriculum. This is likely to hinder learning, and limit pupils’ progress through the curriculum.  Leaders’ plans to ensure that pupils receive up-to-date careers guidance are at an early stage. While leaders have considered how they will ensure that this advice is impartial, they have not thought carefully enough about how pupils will be well informed to make appropriate choices about their future careers.  These standards are unlikely to be met. Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 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 are committed to developing pupils’ spiritual, moral, social and cultural

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Main inspection findings

(SMSC) understanding. There is nothing to suggest that the curriculum would undermine fundamental British values or that pupils would be exposed to partisan political views. Leaders plan to ensure that pupils receive fair and balanced views through the curriculum.  Leaders have well-developed plans to promote the fundamental British values. For example, leaders plan to enhance pupils’ understanding of democracy by providing pupils with a variety of opportunities to engage with, and learn from, the democratic process.  Leaders have ensured that these standards are likely to be met. Part 3. Welfare, health and safety of pupils Paragraphs 7, 7(a), 7(b), 9, 9(a), 9(b), 9(c), 10, 11, 12, 13, 14, 15, 16, 16(a), 16(b)  The designated safeguarding lead (DSL) is a member of the school’s senior leadership team. This leader is knowledgeable about how to keep pupils as safe as possible. Leaders have high expectations of all staff regarding safeguarding training. All staff at

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Main inspection findings

the proposed school have undertaken safeguarding training. Leaders have a clear process in place to ensure that staff receive this training as part of their induction.  The school has appropriate policies in place for health and safety and fire safety. The proprietor has commissioned external agencies to conduct fire safety checks and legionella checks. Leaders have acted on feedback and guidance from these checks to ensure that the premises is compliant with these regulations.  There is a suitable behaviour and anti-bullying policy in place. The policy sets out the consequences of any poor behaviour. There is also a physical intervention policy in place, as well as an exclusions policy. Leaders have commissioned external support to train staff in the implementation of these policies. As a result, it is likely that staff have the knowledge and skills to implement these policies well.  Leaders have a system in place to record any incidents of poor behaviour, including

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Main inspection findings

the trigger for the behaviour and the follow-up actions that will be required to support and improve pupils’ behaviour. Leaders plan to use this information to identify trends and patterns in pupils’ behaviour.  The risk-assessment policy details how assessments will be carried out and how the risks identified will be mitigated. A review of a range of risk-assessments, including the off-site and educational visits risk-assessment, confirms that staff adhere to the principles of the policy to identify any risks and indicate how risks will be managed. Additionally, hazards identified at the previous pre-registration inspection have been addressed. Remedial action has been taken to ensure that these no longer pose a risk to health.  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)

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Main inspection findings

Regulation 2006. Leaders have also considered the supervision of pupils during lessons, at breaktimes and at lunchtimes. If implemented as intended, it is likely that these supervision arrangements will be appropriate.  Leaders have ensured that these standards are likely 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),

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Main inspection findings

21(5)(c), 21(6)  Staff who are currently employed have been subject to all the required safeguarding checks. Leaders have systems in place to ensure that new staff appointed to the proposed school will be recruited in line with safer recruitment guidance. They ask suitable safeguarding questions during interviews.  Full safeguarding checks have also been carried out on members of the proprietor body. All checks are recorded on the school’s single central register.  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), 23(1)(a), 23(1)(b), 24(1)(a), 24(2), 25, 26, 27, 27(a), 27(b), 28(1), 28(1)(a), 28(1)(b), 28(1)(c), 28(1)(d), 28(2)(a), 28(2)(b), 29(1), 29(1)(a), 29(1)(b)

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Main inspection findings

 Since the last pre-registration inspection, leaders have improved the premises significantly. For example, leaders have ensured the proposed school has a suitable shower facility, and that crawl spaces in the loft rooms are boarded up and secured with padlocks to restrict pupils entering these spaces. Leaders have also ensured that all windows are fitted with appropriate security locks.  Leaders have given due regard to the accessibility of the building for all pupils. They have made appropriate adjustments to the school site to ensure that the ground floor of the building is accessible to all.  While there is an appropriate place for pupils to play outside, the space is not suitable for physical education (PE). Leaders propose to use a local leisure facility to deliver the PE curriculum. These facilities are well maintained, and leaders have ensured that suitable risk assessments are in place for these settings.

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Main inspection findings

 Rooms in the building are suitable for teaching and learning. Rooms have high ceilings and good acoustics, and most are well lit by natural light. All rooms have plenty of working light fixtures and fittings.  These standards are likely to be met. Paragraphs 24(1), 24(1)(b), 28(2)  At present, there are no separate toilets for the sole use of pupils.  There is a small medical room that is also used as the staff room. Currently, it does not have a sink or a washing facility. While there is a sink in a room adjacent to the proposed medical room, this room is used for teaching and the preparation of food. As such, this is not a suitable washing facility for the medical room.  These standards are unlikely 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(1)(j), 32(2), 32(2)(a), 32(2)(b), 32(2)(b)(ii), 32(2)(c), 32(2)(d), 32(3),

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Main inspection findings

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)  At the time of the inspection, the school did not have working website. Leaders are in the process of constructing the website. On request, leaders ensured that all the required documentation under part 6 of the independent school standards was made available, including the school’s safeguarding policy, admissions policy and exclusion policy.  Leaders demonstrate a good understanding of their duty to support the annual reviews of pupils with an education, health and care plan. Leaders have secure systems in place to ensure that this will be enacted.  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 Paragraphs 33, 33(a), 33(b), 33(c), 33(d), 33(e), 33(f), 33(g), 33(h), 33(i), 33(i)(i),

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Main inspection findings

33(i)(ii), 33(j), 33(j)(i), 33(j)(ii), 33(k)  The complaints policy is in writing and is made available on request. Leaders plan to ensure that this is on the proposed schools’ website once this is live. The proprietor body have ensured that the policy and procedure is clear and contains information about timescales.  This policy includes information about both informal and formal proceedings. The policy states that an appeals panel would include a member who is independent of the school. Leaders have taken action to ensure that these individuals are suitably skilled. A member of staff has been designated as a complaints officer to handle any complaints.  Leaders have ensured that these standards are likely to be met. Part 8. Quality of leadership in and management of schools Paragraph 34(1)(c)  The proprietor body and co-headteacher have acted to ensure that pupils’ welfare, health and safety are prioritised. For example, they have ensured that all areas of the

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Main inspection findings

proposed school’s site that pose a potential risk of harm have been suitably secured, and access to these areas is restricted. They have also ensured that all staff have received suitable safeguarding training. Leaders have plans to check on the impact of this training periodically. Paragraphs 34(1), 34(1)(a), 34(1)(b)  The proprietor body has an ambitious vision for the school. They are passionate about improving the lives of pupils in the local community and beyond. Leaders have put a great deal of effort into developing the provision at the school in recent months. They show a real passion for their work. However, the proprietors do not have a secure understanding of the independent school standards. This means that they are not able to ensure that the independent school standards are consistently met.  The proprietor body is working closely with the headteacher and deputy headteacher to consider aspects that need improvement. They have already begun to consider

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Main inspection findings

potential changes to the premises so that they are able to meet the standards that were found unlikely to be met during this inspection.  Leaders plan to provide an education for pupils between the ages of 5 and 14. These intentions are unlikely to be successful. This is because, at present, staff do not have the knowledge or 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  The proposed school’s accessibility plan is likely to meet the requirements 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 Ltd

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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 5 to 14 5 to 14 5 to 14 Number of pupils on the school roll 0 35 35

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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 35 pupils aged 5 to 14. It is the proprietor’s intention 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 DfE to determine whether the proposed school is likely to meet all the independent school standards if it is registered. This is the school’s second 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 His Majesty’s Inspector

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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; – 2(1)(b) the written policy, plans and schemes of work; and – 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)(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that– – 2(2)(e)(i) is presented in an impartial manner; – 2(2)(e)(ii) enables them to make informed choices about a broad range of career options; and – 2(2)(e)(iii) helps to encourage them to fulfil their potential.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at

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Part 1. Quality of education provided

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(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 3(e) demonstrates good knowledge and understanding of the subject matter being taught; and – 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 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)(b) accommodation for the short term care of sick and injured pupils, which includes a washing facility and is near to a toilet facility.

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