Maypole School

School pre-registration inspection report

p.1

Green Street, Sunbury-on-Thames TW16 6QE

p.1

Main inspection findings

Part 1. Quality of education provided Paragraph 2(1)–2(2)(i)  The school aims to provide ‘high quality education, with a tailored programme for each individual that truly meets their needs, so that every pupil learns and progresses at the pace and level appropriate to them’.  Subjects offered by the school are likely to provide the breadth of learning required by the independent school standards (the standards). Subjects will include English, mathematics, science, art, music and religious education. Curriculum plans set out the detail of what pupils will be taught in each subject.  Reading will be given an appropriately high priority in the curriculum. Reading will be an integral part of school life. Leaders intend to provide a wide range of engaging texts to capture pupils’ interest. Staff will read to pupils every day, and pupils will have regular opportunities to read during lessons in a range of subjects.

p.1

Main inspection findings

 Pupils’ reading skills will be assessed when they join the school. The school’s reading programme will build on pupils’ starting points. The school will use a phonics programme to support the development of early reading skills. All staff will complete training in the teaching of reading. The headteacher has completed training in teaching phonics and intends to work alongside staff to support the implementation of the phonics programme.  The breadth of the curriculum will continue into key stages 4 and 5 and the post-16 programmes. Leaders intend to provide greater flexibility in the curriculum for older pupils so that they can focus on particular talents, interests and subjects. Some pupils, for instance, will follow part-time programmes in subjects such as hair and beauty, mechanics and animal care at a local college. Older pupils will work towards a range of qualifications, including GCSEs, BTEC National Diplomas and functional skills.

p.1

Main inspection findings

 Physical education will be taught on site as well as in the local community. The school will use local sports halls and leisure centres to teach activities such as gymnastics and swimming.  Fundamental British values and respect for others, with particular regard to the protected characteristics, will be promoted throughout school life. For instance, pupils will be encouraged to express their views about topical issues, staff will model respectful relationships, and pupils will have opportunities to serve on the school council.  Leaders have taken account of the most recent statutory guidance on relationships and sex education (RSE). The school’s RSE policy provides guidance about the school’s approach to teaching the subject.  The school’s personal, social and health education (PSHE) programme includes content likely to support pupils’ personal development. The older pupils will be supported to develop employability skills. They will have access to independent

p.1

Main inspection findings

external careers guidance that is likely to meet requirements. Leaders intend to arrange work placements according to pupils’ individual interests and ambitions.  The school’s therapeutic approach will be central to the school’s curriculum. The school’s curriculum policy states, ‘Maypole will provide a range of therapeutic learning environments, that enable us to meet the needs of children with a wide range of unique complex needs.’ Therapies provided will include speech and language therapy, occupational therapy and psychotherapy. The school will allocate therapy according to each pupil’s needs, as indicated by the pupil’s education, health and care (EHC) plan and assessments completed by the school’s therapists. Paragraphs 3–3(j), 4  Leaders articulate clearly the school’s recruitment procedures to ensure that staff are suitable. They intend to employ well-qualified and experienced staff. New members of

p.2

Main inspection findings

staff will be subject to a probation period to ensure their suitability. Staff training will be a routine and regular part of school life. The intention is to create a supportive and open culture of mutual support among staff. Leaders will use a range of activities to monitor curriculum delivery, such as a review of pupils’ work and visits to lessons.  The school’s assessment policy states leaders’ intention to use ‘a range of assessment tools and approaches, appropriate to the task and to the individual needs of the pupil’. Assessments will also take account of targets in pupils’ EHC plans. Leaders aim to work closely with parents and carers. Leaders consider strong relationships with parents to be central to pupils’ success.  It is likely that all the standards in this part will be met.

p.2

Main inspection findings

Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5(d)(iii)  The school aims to offer a ‘therapeutic’ approach to education. Pupils will be encouraged to recognise and understand their feelings and to appreciate the impact of their actions on others. They will be taught how to express their feelings in appropriate ways.  Emphasis will be given to building pupils’ self-esteem and confidence. The school timetable is designed to support pupils’ personal and social development. For instance, the school day will start with a ‘wellbeing session’, which will be aimed at putting pupils in the right mindset for learning before starting academic lessons.  Leaders are mindful of the complex needs, contexts and circumstances that are likely to be present for prospective pupils. Leaders are very experienced in working with pupils who have experienced trauma and who are likely to have had extended periods

p.2

Main inspection findings

of time outside the formal education system.  The school’s vision states leaders’ commitment to providing a secure, high-quality learning environment: ‘We want our pupils to feel safe, wanted and valued, to enjoy their learning, and to believe in their ability to succeed.’  Leaders anticipate that many pupils are likely to have felt excluded from many experiences in the past. They intend to provide a wide range of activities to enrich pupils’ learning and to support personal development. Activities such as horse riding, community events and trips will be a regular part of school life, as well as special events such as festivals.  The school’s PSHE curriculum will support pupils’ understanding and respect for diversity. For example, tolerance of, and respect for faiths and beliefs will be promoted throughout the school’s curriculum. Pupils will learn about world religions, such as Sikhism and Christianity, and will have opportunities to discuss world issues, such as

p.3

Main inspection findings

the war in Ukraine.  It is likely that the standard in this part will be met.

p.3

Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraph 7–7(b)  The school’s safeguarding policy complies with the latest statutory guidance. It provides a comprehensive range of information about roles, responsibilities and procedures, including links to advice, support and specialist agencies, such as Childline and the NSPCC. The chief executive officer intends to develop close links with safeguarding personnel in local authorities. All staff will complete child protection and safeguarding training.  Leaders are knowledgeable about safeguarding matters. They speak confidently about how to identify concerns and about the procedures in place to ensure pupils’ safety. Leaders are acutely aware of the particular vulnerabilities of pupils with special educational needs and/or disabilities (SEND).  The school will use an electronic, centralised system to record and monitor safeguarding concerns. Leaders intend to provide training in its use for all members of

p.3

Main inspection findings

staff.  Leaders will use a robust firewall to ensure that pupils can use the internet safely in school. Pupils will learn about online safety as part of the school’s PSHE curriculum. Leaders anticipate that high supervision rates will mean that pupils will not be able to access the internet without an adult being present. The school’s mobile phone policy will require pupils to hand any mobile phones in to staff at the start of the school day for safekeeping.  Leaders have considered procedures for the start and end of the school day carefully. Pupils will be greeted by staff and escorted into the school building. Paragraphs 9–9(c), 10  The school’s behaviour and anti-bullying policies are likely to achieve leaders’ aims for pupils’ behaviour if implemented consistently and effectively.  The behaviour policy states the school’s aim to understand pupils’ behaviour in the context of pupils’ needs, experiences and circumstances: ‘It is important that we

p.3

Main inspection findings

understand the meaning behind pupils’ behaviour if we are going to be able to support their difficulties.’  The behaviour policy emphasises the importance of strong relationships between pupils and staff. It details a range of possible strategies for managing behaviour, including de-escalation techniques. The rewards and sanctions planned appear reasonable and proportionate.  The school’s anti-bullying policy illustrates leaders’ commitment to tackling bullying of any kind: ‘Bullying is wrong, and it damages individual pupils. We therefore do all we can to prevent it, by developing a school ethos in which bullying is regarded as unacceptable.’ The policy sets out the procedures to be followed where a concern about potential bullying is raised. Paragraphs 11, 12, 13, 14, 15, 16–16(b)  The school’s health and safety, first-aid and risk assessment policies are suitable and fit for purpose. Policies and procedures provide a secure framework to support the

p.4

Main inspection findings

school’s work.  Leaders have completed a range of risk assessments that identify and address potential risks and steps that will be taken to mitigate risks. Immediate measures have been taken to improve site security. For instance, the fence has been renewed to ensure that the perimeter is secure, and a playground area has been resurfaced.  Leaders have considered the supervision of pupils carefully. The directors have careful procedures in place to ensure the appointment of staff with suitable skills, aptitudes and experience. They will use a suite of training modules to support induction and staff development.  An independent fire-risk audit has been completed. All required actions have been addressed. The school’s fire safety log is well organised and provides key information in an accessible format. Leaders have completed fire warden training. All staff will complete training in the use of fire extinguishers.

p.4

Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2)–18(3), 19(2)–19(3), 20(6)–20(6)(c), 21(1)–21(7)(b)  The school’s experienced business manager and human resources lead will manage staff safeguarding and recruitment checks. The directors and governors will oversee procedures to ensure that all checks have been completed in a timely manner.  The single central record was in place and complete at the time of this inspection. It is likely to meet statutory requirements.  It is likely that the standards in this part will be met.

p.4

Main inspection findings

Part 5. Premises of and accommodation at schools Paragraphs 23(1)–23(1)(c), 24(1)–24(2), 25, 26, 27–27(b), 28(1)–28(2)(b), 29(1)– 29(1)(b)  The proposed school will occupy a single-storey building that was formerly used as a church hall. The premises are clean and well maintained. The building comprises a number of rooms, including office space, a kitchen for use with pupils, and a professional kitchen for the preparation of school meals. The building includes a suitably equipped medical room with a toilet and a shower.  The building is suitable for the proposed number of pupils. However, the completion of work to prepare the accommodation for use as classrooms and learning spaces has been delayed. This means that the accommodation is not yet fit for purpose.  Leaders intend to use folding doors to divide the largest room in the building into separate learning areas. The doors had not arrived at the time of the inspection,

p.5

Main inspection findings

which means that this room is not yet suitable for its intended use. The building also includes several smaller rooms that are ready for use and suitable for small-group work.  Separate toilet facilities are available for boys, girls and staff, as well as shower facilities. Drinking water is labelled as such and will be freely available to pupils.  At the time of the inspection, the school’s boiler was not working. The heating system was not operating, and there was no hot water. It was not possible to check that the hot water does not present a scalding risk.  Leaders have arranged for the installation of internet access. However, at the time of the inspection, this work had not been completed. Loose cabling was arranged around the building ready for installation.  The school has the use of a spacious outdoor area, comprising a lawned area and a smaller, hard-surfaced area. This outdoor space is secured with a lockable gate.

p.5

Main inspection findings

 It is unlikely that all the standards in this part will be met.

p.5

Main inspection findings

Part 6. Provision of information Paragraph 32(1)–32(4)(c)  The proposed school’s website provides all required information, including details of senior leaders and governors.  Leaders intend to provide regular reports to parents about their children’s academic achievement and personal development. Reports will be provided at twice-yearly parent days, at annual review meetings and through the end-of-year education reports.  Leaders have suitable procedures in place to manage arrangements for annual reviews. The chief operating officer and headteacher intend to use their substantial expertise in special needs education to oversee assessments, procedures and reporting.  It is likely that all the requirements of the standard in this part will be met.

p.5

Main inspection findings

Part 7. Manner in which complaints are handled Paragraph 33–33(k)  The school’s complaints policy complies with Department for Education (DfE) guidance and with the requirements of the standards. It is published on the school’s website. The policy details sensible timescales for each stage of the complaints procedure.  The policy encourages that any concerns or complaints be raised as early as possible, so that these can be explored, considered and resolved as quickly as possible. The policy states: ‘Maypole School takes all concerns seriously and will make every effort to resolve the matter as quickly as possible.’  It is likely that the requirements of this standard will be met.

p.6

Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraph 34(1)–34(1)(c)  The school was not able to demonstrate that it is likely to meet all the requirements of the standards at the time of this inspection. Nevertheless, the proposed arrangements, policies and procedures for the new school overall reflect positively on leaders and managers.  The directors are confident that the remaining work required to ensure that the premises are fit for purpose will be completed in the next few weeks.  Leaders have extensive experience of providing education for pupils with SEND. They are clearly committed to making sure that pupils with SEND can access high-quality provision. One said, ‘We feel that our pupils need as many champions as possible, and we intend to provide that.’  The proprietor has appointed a governing body. Governors represent a wide range of skills and expertise in areas such as SEND, school leadership and finance. Leaders

p.6

Main inspection findings

intend that the governing body will provide an additional layer of scrutiny over the school’s work, so that leaders are held to account robustly, as well as providing support and advice.  Proposed policies and systems for leadership, management and governance are likely to support the school in fulfilling its statutory requirements and achieving its aims.  The standard in this part is likely to be met.

p.6

Main inspection findings

Schedule 10 of the Equality Act 2010  The school’s equality policy states the school’s commitment to ensuring equality, diversity and inclusion. Its accessibility plan indicates suitable consideration of equality of access to the premises, the school’s curriculum and school life.

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

School status Independent special school

p.8

Proposed school details

Proprietor Maypole Therapeutic Education Ltd

p.8

Proposed school details

Annual fees (day pupils) £57,000 to £90,000

p.8

Proposed school details

Email address acherrywood@maypoleschool.co.uk

p.8

Proposed school details

Date of previous standard inspection Not previously inspected

p.8

recommendation

Age range of pupils Not applicable 5 to 19 5 to 19 Number of pupils on the school roll Not applicable 27 27

p.8

School’s current position School’s proposal

Gender of pupils Not applicable Mixed Number of full-time pupils of compulsory school age Not applicable 27 Number of part-time pupils Not applicable 0

p.8

School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities Not applicable 27

p.9

School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan Not applicable 27

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 Not applicable 27

p.9

School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 27

p.9

School’s current position School’s proposal

Number of part-time teaching staff Not applicable 0

p.9

Information about this proposed school

 The school intends to cater wholly for pupils with SEND. All pupils will have an EHC plan, and their places will be funded by a local authority.  Leaders intend that the school will specialise in providing education for pupils with social, emotional and mental health difficulties. Pupils may also have a range of associated conditions, such as autism spectrum disorder and/or sensory or physical needs.  The school will be housed in a single-storey building that was formerly used as a church hall.  The chair of the proprietorial body is currently the interim headteacher of The Flagship School.

p.9

Information about this inspection

 The purpose of this inspection was to check whether the school is likely to meet the Education (Independent School Standards) Regulations 2014, if the DfE decides to register it. It was the school’s first pre-registration inspection.  The inspector discussed and reviewed all relevant proposals and plans for the new school with two of the directors, including the chair of the proprietorial body, the headteacher and the school’s business manager.  The inspector scrutinised a wide range of policies, documents and records presented by the proprietor as evidence of the school’s likelihood of meeting the independent school standards. She also checked the single central record.

p.10

Inspection team

Julie Sackett, lead inspector His Majesty’s Inspector

p.10

Part 5. Premises of and accommodation at schools

 25 The standard in this paragraph is met if the proprietor ensures that the school premises and the accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practicable, the health, safety and welfare of pupils are ensured.  26 The standard in this paragraph is met if the proprietor ensures that the acoustic conditions and sound insulation of each room or other space are suitable, having regard to the nature of the activities which normally take place therein.  28(1) The standard in this paragraph is met if the proprietor ensures that– – 28(1)(b) toilets and urinals have an adequate supply of cold water and washing facilities have an adequate supply of hot and cold water. 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

p.11

Part 5. Premises of and accommodation at schools

you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.12

Part 5. Premises of and accommodation at 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.12

Part 5. Premises of and accommodation at 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.12

Part 5. Premises of and accommodation at 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.12

Part 5. Premises of and accommodation at 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.12

Part 5. Premises of and accommodation at schools

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

p.12

Part 5. Premises of and accommodation at schools

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

p.12