Core Training and Development

School pre-registration inspection report

p.1

Unit 15, Redbrook Business Park, Wilthorpe Road, Barnsley, South Yorkshire S75 1JN

p.1

Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1)(b), 2(1)(b)(i), 2(1)(b)(ii), 2(2)(b), 2(2)(d), 2(2)(d)(i), 2(2)(d)(ii), 2(2)(g), 2(2)(h), 2(2)(i)  Leaders have ensured that the curriculum in English, mathematics, science and personal, social, health and economic (PSHE) education is clearly sequenced. Through this, teachers are clear about the knowledge that pupils will learn and how they will learn it.  At present, leaders operate the school as an independent provision. They work with host schools to determine individual pathways for pupils. As leaders of an independent school, they intend to continue this mission. At present, it is clear that teachers manage the information from host schools well. This supports meaningful, small- group sessions for pupils. Ongoing liaison with these schools is a strength. The proprietor has established purposeful relationships by which providers hold one another to account. As a result, pupils’ return to their local school is more successful.

p.1

Main inspection findings

 The independent school standards (the standards) in paragraphs 2(1)(b), 2(1)(b)(i), 2(1)(b)(ii), 2(2)(b), 2(2)(d), 2(2)(d)(i), 2(2)(d)(ii), 2(2)(g), 2(2)(h) and 2(2)(i) are likely to be met.

p.1

Main inspection findings

Paragraphs 2(1), 2(1)(a), 2(2), 2(2)(a)  The curriculum of the alternative provision is limited to English, mathematics, science and PSHE education. The school does not offer, nor does it have plans to offer, technological, physical or aesthetic and creative education to pupils in key stages 3 and 4. Leaders have planned an offer that provides sufficient coverage to enable key stage 2 pupils to reach an appropriate level of understanding in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education. However, the school does not currently have pupils of this age and so these plans are untested.  Leaders are clear in their rationale for this curriculum offer. It is leaders’ intention to operate the school as an independent school that offers alternative provision. They will provide ‘step-out’ placements for pupils from key stage 2 through to key stage 4

p.1

Main inspection findings

in Barnsley. Leaders intend to work with local host schools that will complement Core Training and Development’s curricular offer. Through their commissioning documents, leaders expect host schools to specify the required curriculum coverage during any placements.  The standards in paragraphs 22(1), 2(1)(a), 2(2) and 2(2)(a) are unlikely to be met.

p.2

Main inspection findings

Paragraphs 2(2)(e), 2(2)(e)(i), 2(2)(e)(ii), 2(2)(e)(iii)  As leaders of an alternative provider, leaders are taking some steps to help pupils make informed choices about the options they can access after school. Leaders intend Core Training and Development to continue this approach as an independent school. Post-16 career pathways are discussed in an impartial manner with pupils. Leaders ensure that pupils are able to access careers-related programmes at their host schools. Leaders have not set out an organised and well-sequenced approach to this. However, not all pupils benefit from this.  Through the PSHE education curriculum, pupils will learn how to prepare for an interview and write a curriculum vitae. The teaching of these skills will help pupils to apply for work or college placements.  The proposed curriculum will ensure that pupils develop an understanding of world issues as well as how to become a good citizen.

p.2

Main inspection findings

 The standards in paragraphs 2(2)(e), 2(2)(e)(i), 2(2)(e)(ii) and 2(2)(e)(iii) are unlikely to be met.

p.2

Main inspection findings

Paragraphs 2A(1), 2A(1)(a), 2A(1)(b), 2A(1)(d), 2A(1)(e), 2A(1)(f), 2A(1)(g), 2A(2)  The proprietor proposes that pupils will learn about relationships and sex education (RSE) through the PSHE education curriculum. The proprietor implements a well- considered approach in the current alternative provider setting. Plans are comprehensive and age appropriate.  There is a separate policy for RSE on the school’s website. This was constructed in consultation with parents and carers and pupils.  The standards in paragraphs 2A(1), 2A(1)(a), 2A(1)(b), 2A(1)(d), 2A(1)(e), 2A(1)(f), 2A(1)(g) and 2A(2) are likely to be met.

p.2

Main inspection findings

Paragraphs 3, 3(a), 3(b), 3(c), 3(d), 3(e), 3(f), 3(g), 3(h), 3(i), 3(j), 4  Leaders have considered assessment systems with the intention of checking pupils’ broader skills on entry through the use of baseline assessments. Leaders intend that these will ensure that the curriculum is tailored to new pupils’ individual needs. Further, regular assessment is carried out to establish individual pupils’ progress.  The standards in paragraphs 3, 3(a), 3(b), 3(c), 3(d), 3(e), 3(f), 3(g), 3(h), 3(i), 3(j) and 4 are likely 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 rightly prioritise teaching pupils the importance of being mentally healthy and how to look after their emotional well-being. The proprietor sees this as an essential

p.2

Main inspection findings

tenet of the current alternative provision and of the future independent school. The proprietor has put in place a strong PSHE education programme. Pupils regularly learn about British values, equality and safety. They also learn about relationships, and health education, in line with statutory requirements. This is planned to continue if the proprietor opens a school.  The school has detailed plans in place to promote pupils’ PSHE education effectively. This is an integral part of the school’s curriculum and reflects the school’s aims and ethos.  It is planned that pupils’ social and emotional needs will be assessed. Leaders want to prioritise pupils’ ability to develop resilience and self-esteem so that they are better prepared for life after school. Activities are planned to support pupils who may need help.  It is proposed that pupils will learn about how to live independently and learn about healthy consenting relationships through the planned RSE curriculum.

p.3

Main inspection findings

 Pupils will learn about tolerance and harmony with others through learning about the groups protected by the Equality Act 2010. It is planned that pupils will learn about the different faiths and religions to widen their view of the diverse population in the UK and beyond.  Leaders believe that pupils should receive a balanced presentation of views in lessons. Discussions with staff are planned to ensure that they do not promote any partisan political views. Visiting speakers will be monitored closely to ensure that they present unbiased accounts to pupils.  The standards in this part are likely to be met.

p.3

Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 7, 7(a), 7(b), 9, 9(b), 9(c)  The current school has a safeguarding policy that follows up-to-date guidance from the Secretary of State. Leaders have written quizzes to informally assess staff’s understanding of the key information in part 1 of ‘Keeping children safe in education’ (September 2022). The proprietor will implement this policy, with appropriate updates in the proposed school.  Leaders have attended training in safer recruitment in education. They offer strict compliance with the guidance in ‘Keeping children safe in education’ (September 2022). However, the systems used to obtain references are open to misuse. Similarly, the methods to determine a candidate’s awareness of child protection in the school’s recruitment processes could be more robust.  Leaders have appropriate systems in place to ensure that potential safeguarding concerns are identified and managed effectively. Staff receive suitable safeguarding

p.3

Main inspection findings

training. The training includes information on the signs and symptoms of different types of abuse. Staff are given clear guidance on how to report any concerns about pupils’ welfare. The designated safeguarding lead has undertaken additional training appropriate to the role.  Leaders have an appropriate behaviour policy in place. A clear emphasis is placed on establishing routines through positive talk and constant encouragement. This is part of the school’s philosophy. Aspects of this policy are not implemented effectively. Behaviour logs and records of restraint and the use of sanctions are not completed. Evidence in some pupils’ records suggests that serious incidents have not been effectively recorded over time.  There is an appropriate anti-bullying strategy in place, which is implemented effectively.  The standards in paragraphs 7, 7(a), 7(b), 9, 9(b) and 9(c) are unlikely to be met.

p.4

Main inspection findings

Paragraphs 9(a), 10, 11, 12, 13, 14, 15, 16, 16(a), 16(b)  The proprietor has ensured that an appropriate health and safety policy is in place. The site tour showed that this is implemented effectively.  Fire safety checks take place regularly. Fire extinguishers, emergency lighting and smoke alarms are serviced. Fire drills take place to ensure that pupils can leave the site quickly and safely. The proprietors have arranged for a full fire safety audit to take place prior to the school opening.  There is a first-aid policy in place and an accident book is kept. First-aid equipment is kept securely and is all in date.  Pupils are well supervised throughout the day. There is an appropriate ratio of staff members to pupils.  The admissions policy is in place. Leaders are aware of the need to record all pupils’ previous schools, with full address, on the admissions register. They are ensuring that this is in place should the Department for Education (DfE) agree to opening the

p.4

Main inspection findings

school.  Attendance is registered electronically. The system allows for analysis of pupils’ attendance. A system is in place to check why pupils are not attending on the first day that they are absent. This will remain in place in the school.  The risk assessment policy is comprehensive. Risk assessments sampled during this inspection show that risks are well considered.  The standards in paragraphs 9(a), 10, 11, 12, 13, 14, 15, 16, 16(a) and 16(b) are likely to be met.

p.4

Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 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), 20(1), 20(2), 20(3), 20(3)(a), 20(3)(a)(i), 20(3)(a)(ii), 20(3)(b), 20(3)(b)(i), 20(3)(b)(iii), 21(7)(a), 21(7)(b), 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(4), 21(6)  The proprietor has put in place a single central record. This records all of the required relevant checks for the safe recruitment of staff.  Leaders have ensured that medical checks are carried out on staff. These are kept confidentially in staff files.  The standards in this part are likely to be met.

p.4

Main inspection findings

Part 5. Premises of and accommodation at schools Paragraph 23(1)(a), 23(1)(b), 23(2), 24(1), 24(1)(a), 24(1)(b), 24(1)(c), 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)(b), 29(2), 31, 31(a), 31(b), 31(c)  The school building and associated premises are maintained to a high standard. The building is clean, and the headteacher works to ensure that maintenance tasks are completed promptly.  The medical room facility meets all of the requirements. There is a small outdoor space available to supervised pupils. Hot water is safely regulated, and drinking water supplies are labelled as such. There are no concerns about indoor and outdoor lighting, the building’s acoustics or the toilet and washing facilities.  The standards in paragraphs 23(1)(a), 23(1)(b), 23(2), 24(1), 24(1)(a), 24(1)(b), 24(1)(c), 24(2), 24(3), 25, 26, 27, 27(a), 27(b), 28(1), 28(1)(a), 28(1)(b), 28(1)(c),

p.5

Main inspection findings

28(1)(d), 28(2), 28(2)(a), 28(2)(b), 29(1), 29(1)(b), 29(2), 31, 31(a), 31(b) and 31(c) are likely to be met.

p.5

Main inspection findings

Paragraph 23(1), 23(1)(c), 29(1)(a)  There are no changing or shower facilities available to secondary-aged pupils. Leaders are clear that provision for pupils’ physical education (PE) is currently made through their host schools. The school does not have a PE curriculum and pupils are not taught this subject. Leaders have determined that changing and shower facilities are not required. Leaders understand that this is a requirement of the independent school standards.  The standards in paragraphs 23(1), 23(1)(c) and 29(1)(a) are unlikely to be met.

p.5

Main inspection findings

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)(i), 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)  The company has a website that is accessible to parents. Relevant information, including the name and address and telephone number of the proprietor, is easily located. Other documentation, such as the safeguarding policy, is also accessible for parents.  Currently, the website covers both the company’s current school and the proposed new school.  Leaders have templates in place to report pupils’ academic and social progress to parents and local authorities. Leaders intend to provide annual reports to parents.  The proprietor has put in place a template to report on the income and expenditure of funds relating to pupils placed by other schools or local authorities.

p.5

Main inspection findings

 The proprietor intends to publish inspection reports on the school website.  The standards in this part are likely to be met.

p.6

Main inspection findings

Part 7. Manner in which complaints are handled Paragraph 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 is in writing and has been made available to parents on the website. It sets out timescales for processing a complaint. There is clear guidance on how the complaint can be considered on an informal basis.  If a parent is not satisfied with the response to a complaint, a hearing before an independent panel is to be arranged. Written records of the complaint will be kept confidentially, and copies given to the complainant and, where needed, the person complained about.  The standards in this part are likely to be met.

p.6

Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraph 34(1), 34(1)(a), 34(1)(b), 34(1)(c), 34(2)  The proprietor has a clear vision for the future of the school. Through her previous work, she has gained an impressive understanding of the needs of pupils with social, emotional and mental health (SEMH) needs. The successful alternative provision that is currently operating on the school site is evidence of this.  The proposed school is to have a strong focus on pupils returning to a mainstream school. It is planned that this will happen after pupils have received support in managing their behaviour, help in catching up on missed learning and assistance in developing confidence and self-belief.  At the time of the inspection, not all of the independent school standards were met. The proprietor recognises these needs.  The standards in this part are unlikely to be met.

p.6

Main inspection findings

Schedule 10 of the Equality Act 2010  The school has an accessibility policy in place that is reviewed on a three-yearly basis.  The plan outlines how school leaders intend to continue to consider how to make the school more accessible to those with special educational needs and/or disabilities.

p.6

Compliance with regulatory requirements

The school is unlikely to meet the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements, as set out in the annex of this report.

p.7

Proposed school details

This inspection was carried out under section 99 of the Education and Skills Act 2008, the purpose of which is to advise the Secretary of State for Education about the school’s likely compliance with the independent school standards that are required for registration as an independent school.

p.8

Proposed school details

Website www.coretraininganddevelopment.co.uk

p.8

Proposed school details

Email address g.carter@coretraininganddevelopment.org

p.8

Proposed school details

Date of previous standard inspection Not previously inspected

p.8

Provider already operating

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

p.8

Provider already operating

Total hours operating as a school per week N/A

p.8

Provider already operating

Total hours of teaching provided per week N/A

p.8

recommendation

Age range of pupils N/A 8–16 8–16 Number of pupils on the school roll N/A 25 25

p.8

School’s current position School’s proposal

Gender of pupils N/A Mixed Number of full-time pupils of compulsory school age N/A 25

p.9

School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities N/A 25

p.9

School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan N/A 25

p.9

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 N/A 25

p.9

School’s current position School’s proposal

Number of full-time equivalent teaching staff N/A 5

p.9

School’s current position School’s proposal

Number of part-time teaching staff N/A 1

p.9

School’s current position School’s proposal

Number of staff in the welfare provision N/A N/A

p.9

Information about this proposed school

 The school is situated on an industrial estate on the outskirts of Barnsley.  The proprietor currently runs an alternative education provision for pupils aged between eight and 16 years, with the same name as the proposed school, on the school site. This provision will be incorporated into the independent school when it opens.  The proposed school intends to provide education for pupils with SEMH needs, pupils with autism spectrum disorder and pupils with attention deficit hyperactivity disorder. Some pupils attending the proposed school may have an education, health and care plan.  The proposed school does not have any religious character.  The school does not intend to use any alternative provision.

p.9

Information about this inspection

 This pre-registration inspection was commissioned by the DfE. The purpose of the inspection was to determine whether the school is likely to meet the independent school standards prior to opening as a registered school. It was the school’s second pre-registration inspection.  The inspection was conducted with two days’ notice.  The proposed school is currently operating as an alternative provider. There are 19 key stage 3 and key stage 4 pupils attending.  The inspectors met with the proprietor.  The inspectors reviewed documents and policies associated with the independent school standards. The inspectors toured the premises, accompanied by the proprietor.  The inspectors looked at documents and policies relating to the school’s safeguarding policy and procedures.

p.11

Inspection team

Marcus Newby, lead inspector His Majesty’s Inspector

p.11

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(2) For the purposes of paragraph (2)(1)(a), the matters are– – 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; – 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;

p.12

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.  9 The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that– – 9(b) the policy is implemented effectively; and – 9(c) a record is kept of the sanctions imposed upon pupils for serious misbehaviour.

p.12

Part 5. Premises of and accommodation at schools

 23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that– – 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. – 29(1)(a) physical education to be provided to pupils in accordance with the school curriculum; and

p.12

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

p.13

Part 8. Quality of leadership in and management of schools

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

p.14

Part 8. Quality of leadership in and management of schools

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

p.14

Part 8. Quality of leadership in and management of schools

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.14

Part 8. Quality of leadership in and management of schools

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

p.14

Part 8. Quality of leadership in and management of schools

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

p.14

Part 8. Quality of leadership in and management of schools

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

p.14