Wildwood Nature School

School pre-registration inspection report

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Wildwood Nature School St Mary Brookfield Hall, York Rise, London NW5 1SB

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Main inspection findings

Part 1. Quality of education provided All paragraphs  Leaders have developed a suitable curriculum policy which sets out clearly the school’s ethos and ambition for all its pupils, including children in the early years. Leaders explained how they intend to go beyond the breadth of the national curriculum through the forest school curriculum and by including a wide range of well-being knowledge and activities for pupils.  All the areas of learning are covered. Leaders have well thought out plans for the curriculum in discrete subjects, such as phonics, mathematics and physical education. Leaders intend to appoint qualified staff to deliver the curriculum and training is booked for July2023.  Leaders have developed plans for a strong focus on reading. Leaders have selected a phonics programme for the teaching of early reading and will timetable daily story time. Leaders’ plans show that literature texts will be at the heart of literacy teaching

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Main inspection findings

for spelling, grammar and writing. Leaders plan for staff to receive phonics training when they are appointed.  The school will be based at the school’s additional outdoor site for two days’ a week, and at the school’s main site for the other three days each week. Pupils will continue with core and foundation subjects on these days in the forest context.  Leaders plan to deliver foundation subjects in a cross-curricular way. The plans show that leaders have thought about how to ensure progression and learning of key subject content on a two-year cycle. Leaders plan to use a wide range of helpful resources from published schemes.  The school’s assessment framework meets requirements. There is a focus on formative assessment. Trustees with appropriate knowledge and expertise in the provision for pupils with special educational needs and/or disabilities (SEND) lead this aspect of the school’s work currently, prior to the appointment of a leader for SEND.

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Main inspection findings

 The school’s policy for relationships and sex education meets requirements.  Leaders have ensured that the independent school standards (the standards) in this part are likely to be met. Part 2. Spiritual, moral, social and cultural development of pupils All paragraphs  Leaders’ have developed strong, detailed plans for pupils’ well-being, which are integrated into cross-curricular themes and circle time. These cover a wide range of topics at an age-appropriate level for the proposed age range of pupils. Plans show how leaders intend for pupils to learn about listening to others, citizenship, democracy and respect and tolerance for those with protected characteristics. The plans also include how pupils will be encouraged to look after their mental and physical health. The school’s forest school curriculum will provide opportunities for pupils to develop independence, teamwork and spirituality.  Leaders have ensured that the standards in this part are likely to be met.

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Main inspection findings

Part 3. Welfare, health and safety of pupils All paragraphs  The safeguarding policy does not meet requirements. It is a model policy and has not been adapted so that it is suitable for this particular school. In addition, some related policies, currently referenced in the school’s safeguarding policy, including safer recruitment, staff conduct, low-level concerns and online safety do not exist because leaders have not completed this work.  Between them, the trustees and acting headteacher have qualifications, knowledge and experience of safeguarding, including that required of a designated safeguarding lead. However, this is focused on education in nursery provision and leaders have not given sufficient thought to safeguarding older pupils up to the proposed age of 11. The standards relating to safeguarding are unlikely to be met.  The behaviour policy is well thought out, is in line with the school ethos and includes

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Main inspection findings

helpful scenarios for staff, parents and carers. The anti-bullying policy includes prejudicial bullying and sexual and online bullying. Both policies meet requirements.  Risk assessments for the proposed main premises, the proposed additional sites and travel between the various proposed sites are in place. Risk assessments are detailed and helpful in identifying and minimising risks to pupils. In discussion and during the visit, leaders demonstrated a strong understanding of safety and risk.  The first-aid policy meets requirements and a recording template is ready for use. The admissions register and attendance registers comply with current legislation.  Leaders have not completed the required work on fire safety for the main school building. Key recommendations, including improvements to fire doors, have not been actioned. Regular checks of the fire alarms and fire extinguishers have been done.

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Main inspection findings

The standard relating to fire safety is not likely to be met.  Leaders have not ensured that the standards in this part are likely to be met. Part 4. Suitability of staff, supply staff, and proprietors All paragraphs  Leaders have set up an electronic record of pre-employment checks ready to use when they appoint staff. Most of the checks for the trustees and the acting headteacher have been completed and recorded. However, some checks were missing. Leaders were not aware of the requirement to carry out checks for prohibition from teaching and s128 checks for the leadership of an independent school.  The school does not have a safer recruitment policy to guide leaders in checking the suitability of staff.  Leaders have not ensured that the standards in this part are likely to be met. Part 5. Premises of and accommodation at schools All paragraphs  There are separate toilets for boys and girls, which meet requirements. The hot water

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Main inspection findings

for washing is at a suitable temperature. Separate drinking water will be available for pupils and clearly labelled.  The medical room at the proposed main site is in a suitable space which will include a washing facility, next to the toilets. It will always be readily available although it will also be used as a community room at the start of the school day. Leaders have put arrangements in place to support pupils who may be unwell at the outdoor sites.  The teaching space is warm and well lit. Leaders have detailed plans to create different learning spaces, including a book corner using furniture and a range of furnishings.  There is outside space at the proposed main premises, which pupils can use for recreation and some lessons. This is limited in size, but leaders have clear plans and agreed bookings to use other outdoor spaces for forest school, recreation and physical education.  At the time of the inspection, leaders showed confirmation that a contractor is booked

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Main inspection findings

to install a sink in the medical room and an accessible toilet and to complete the installation of new staff toilets during the week following the inspection.  Leaders have ensured that the standards in this part are likely to be met. Part 6. Provision of information All paragraphs  The school’s website is up to date and provides a wide range of information for parents. This includes all the required policies, clear information about the school’s ethos and curriculum, including forest school curriculum and contact details.  Leaders have ensured that the standards in this part are likely to be met. Part 7. Manner in which complaints are handled All paragraphs  Leaders have a clear, detailed policy for handling complaints and appropriate documents to help them to record and manage the process. As part of their school ethos, leaders intend to develop strong communication with parents and other members of the school’s wider community so that any concerns can be resolved at an

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Main inspection findings

informal stage.  Leaders have ensured that the standards in this part are likely to be met. Part 8. Quality of leadership in and management of schools All paragraphs  The proprietor has not ensured that all the independent school standards are met, so the school was not ready to open.  The trustees and the acting headteacher have developed the school’s forest school curriculum and chosen suitable resources for primary-age pupils.  Leaders have ensured that some aspects of the proposed school’s preparations, particularly in the curriculum, including the forest school curriculum, are likely to meet the independent school standards in part 1. The proprietor has clear plans to increase the number of trustees and strengthen the governance of the school.  Leaders have not ensured that the standards in this part are likely to be met. Schedule 10 of the Equality Act 2010  An accessibility access plan is in place.

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Main inspection findings

 Leaders have ensured that this requirement is likely to be met. Statutory requirements of the early years foundation stage  The learning and development requirements are likely to be met. Plans are in place to deliver the seven areas of learning effectively.  The safeguarding requirements are not likely to be met. Appropriate policies are not in place.  Leaders have not ensured that the statutory requirements are likely to be met.

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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

Email address info@wildwoodnatureschool.org.uk

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Proposed school details

Date of previous standard inspection Not previously inspected

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n

Age range of pupils Not applicable 4 to 11 Not applicable Number of pupils on the school roll Not applicable 40 Not applicable

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School’s current position School’s proposal

Gender of pupils Not applicable Mixed Number of full-time pupils of compulsory Not applicable 40 school age Number of part-time pupils Not applicable 0

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities Not applicable Some

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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 Some

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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 Some

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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 0

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School’s current position School’s proposal

Number of staff in the welfare provision Not applicable 5

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Information about this proposed school

 The proposed school is located in York Rise, NW5 1SB, in Camden local authority. The premises are a church hall which was previously used as a nursery school. The proposed school will be based at a site in Queen’s Wood, Muswell Hill Road, N10 3JP for two days a week. The school will use various outdoor sites to supplement the main provision at Queen’s Wood; these sites are, Mortimer Terrace Nature Reserve Wesleyan Place, NW5 1LG and Dartmouth Park Secret Garden, Doynton Street, N19 5BX. The school will use sports facilities at Parliament Hill Fields, Highgate Road, NW5 1QR for physical education.  The school will be a mixed school for pupils between the ages of four and 11 years old. Pupils will be taught in three mixed-age groups from Reception to Year 6 and taught some activities in whole cohort groups.  The proposed school will be based at the York Rise site for three days a week and at the Queen’s Wood site for two days a week. Early reading, English and mathematics

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Information about this proposed school

will be taught every day. Science and foundation subjects within cross-curricular themes also will be taught on both sites. In addition, pupils will do forest school and other outdoor activities, such as nature walks, gardening and cooking at the outdoor sites.

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Information about this inspection

 The inspection was commissioned by the Department for Education to check if the proposed school was likely to meet all the independent school standards if it opens.  This was the school’s first pre-registration inspection.  The inspector met with the three members of the proprietor body, including the acting headteacher, to discuss the details of the proposed new school. This included the proposed curriculum, the arrangements for governance, the provision for pupils’ spiritual, moral, social and cultural development and safeguarding. The inspector scrutinised a wide range of policies, curriculum plans and other documentation relating to safeguarding and health and safety. The inspector had a tour of the premises and visited the site of the proposed forest school site in Queen’s Wood.

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Inspection team

Janet Hallett, lead inspector Ofsted Inspector

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Part 3. Welfare, health and safety of pupils

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

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Part 3. Welfare, health and safety of pupils

– 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and

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Part 3. Welfare, health and safety of pupils

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

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Part 3. Welfare, health and safety of pupils

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

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

 18(2) The standard in this paragraph is met if-

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

– 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.

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

 20(6) The standard in this paragraph is met in relation to an individual ("MB"), not being the Chair of the school, who is a member of a body of persons corporate or unincorporate named as the proprietor of the school in the register or in an application to enter the school in the register, if-

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

– 20(6)(a)(ii) does not carry out work, or intend 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.

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

 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.

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

 21(3) The information referred to in this sub-paragraph is-

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

– 21(3)(a) in relation to each member of staff(“S”) appointed on or after 1 st May 2007, whether- – 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 disqualification, prohibition or restriction which takes effect as if contained in such a direction;

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

– 21(3)(b) in relation to each member of staff ("S"), whether a check was made to establish whether S is subject to a prohibition order or an interim prohibition order, including the date on which such check was completed.

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

 21(5) The information referred to in this sub-paragraph is, in relation to supply staff-

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

– 21(5)(a) whether written notification has been received from the employment business that-

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

– 21(5)(a)(i) checks corresponding to those referred to in sub-paragraph (3)(a)(i) to (iv), (vi) and (vii) have been made to the extent relevant to any such person.

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school-

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Part 8. Quality of leadership in and management of schools

– 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently;

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Part 8. Quality of leadership in and management of schools

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

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Part 8. Quality of leadership in and management of schools

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

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Early Years Foundation Stage

 3.3. Schools are not required to have separate policies to cover EYFS requirements provided the requirements are already met through an existing policy. Where providers other than childminders are required to have policies and procedures as specified below, these policies and procedures should be recorded in writing. Childminders are not required to have written policies and procedures. However, they must be able to explain their policies and procedures to parents, carers, and others (for example Ofsted inspectors or the childminder agency with which they are registered) and ensure any assistants follow them.

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Early Years Foundation Stage

 3.7. Providers must have regard to the government’s statutory guidance ‘Working Together to Safeguard Children’ 17 and to the ‘Prevent duty guidance for England and Wales’18. All schools are required to have regard19 to the government’s ‘Keeping Children Safe in Education’20 statutory guidance, and other childcare providers may also find it helpful to refer to this guidance. If providers have concerns about children’s safety or welfare, they must notify agencies with statutory responsibilities without delay. This means the local children’s social care services and, in emergencies, the police. 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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Early Years Foundation Stage

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

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Early Years Foundation Stage

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

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Early Years Foundation Stage

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

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Early Years Foundation Stage

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Early Years Foundation Stage

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Early Years Foundation Stage

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