Community-Ed Academy

School pre-registration inspection report

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Community-Ed Academy Headway House, Trafalgar Road, Gorleston-on-Sea, Great Yarmouth, Norfolk NR31 6NX

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1), 2(1)(a)–2(1)(b), 2(2), 2(2)(a)–2(2)(i), 2A(1)–2A(1)(g), 2A(2)  All pupils who are likely to attend the proposed school will have special educational needs and/or disabilities (SEND), with an associated education, health and care plan (EHC plan). Typically, pupils will have autism spectrum disorder, cognitive and learning needs, social, emotional and mental health needs (SEMH), and speech and language needs. Pupils will have experienced significant disruption to their education prior to joining the school.  The curriculum policy reflects the school’s aims to help prepare young people for their next steps in education, training or employment. All pupils will follow a core curriculum of English, mathematics, science, information and communication technology, history, geography, physical education and personal, social, and health education (PSHE), which includes relationships and sex education lessons. Pupils will

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Main inspection findings

also study music, art and design, and woodwork through creative projects. Pupils will be able to gain qualifications up to GCSE level. Leaders have plans to widen the vocational offer as the school’s population grows.  The school will provide four and a half hours of teaching each day. This includes dedicated one-to-one reading time with an adult. In addition to this, pupils will also take part in therapeutic sessions and enrichment activities.  The PSHE curriculum that leaders have planned is appropriate. It has a sharp focus on equipping pupils with the skills they need to live independently. For example, it includes opportunities for pupils to gain qualifications in food and hygiene, as well as finance. The fundamental British values unit of work will provide pupils with effective preparation for their responsibilities and experiences of life in British society. In addition to their PSHE lessons, pupils will have bespoke sessions that will support

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Main inspection findings

them to stay safe in the wider community.  Leaders plan to offer impartial and age-appropriate careers advice. Pupils will be supported to undertake work-related learning and work experience. Paragraph 3, 3(a)–3(j)  Leaders and governors have extensive experience working with young people with SEND. They have the necessary knowledge and expertise to improve pupils’ self- confidence and self-esteem. This will help pupils to engage with and progress through the curriculum.  Leaders want to appoint teachers who will have qualified teacher status and good subject knowledge. The proprietor will also seek to appoint teaching assistants who have experience working in this type of setting. Staff will receive regular training opportunities to develop their knowledge of subjects and classroom practice.  Schemes of work set out the essential knowledge that pupils will be taught. They include detailed guidance on how to adapt the curriculum and teaching for pupils with

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Main inspection findings

SEND. Classrooms and the library have appropriate resources. Leaders plan to purchase computer equipment for pupils to use. Paragraph 4  On arrival at the school, pupils’ attainment and specific needs will be checked. Leaders will use a range of ongoing assessments to keep abreast of pupils’ progress. Staff will use these assessments to make suitable adaptations to pupils’ learning and therapies.  The independent school standards for the quality of education are likely to be met by the proposed school. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5, 5(a)–5(d)  Leaders have considered carefully the possible SEMH needs of prospective pupils. They place a great deal of importance on developing pupils’ ability to socialise and function in the wider world. There is a well-planned programme of nurture and therapeutic care that threads through the intended curriculum.  Schemes of work include references to how pupils’ spiritual, moral, social and cultural

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Main inspection findings

(SMSC) development will be promoted. There is a particular focus on helping pupils to show respect for, and tolerance of, others. Through their learning in PSHE, pupils will learn how to live healthy, happy and productive lives. This includes learning about other cultures and faith.  Leaders propose to take pupils on a range of educational visits to places of interest in order to widen their experiences. The enrichment programme will provide opportunities for pupils to socialise and undertake experiences they have not had before.  The requirements of the independent school standard in these paragraphs are likely to be met. Part 3. Welfare, health and safety of pupils Paragraph 7, 7(a)–7(b)  Leaders have clear procedures and detailed policies to safeguard pupils and promote all aspects of their welfare, health and safety. Pupils will have access to a range of therapeutic support.  As part of the school’s admissions procedures, information gained from assessments

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Main inspection findings

and pupils’ key workers, parents and carers will be used to inform plans to meet pupils’ personal, social and emotional needs.  The proprietor and headteacher are designated safeguarding leads and have undertaken the required training. All new staff and governors will be trained at an appropriate level and will receive regular updates.  The safeguarding policy is comprehensive and includes all current requirements for safeguarding arrangements in school. The policy is available on the school’s website. Paragraphs 9, 9(a)–(c), 10  Leaders understand the needs of pupils they are planning to cater for. The behaviour policy clearly sets out the expectations for pupils’ behaviour and the roles and responsibilities of staff to enable pupils to behave well in school.  Suitable policies and procedures are in place for positive handling, managing exclusions and preventing bullying.  There will be an electronic system in place to record and monitor behaviour patterns.

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Main inspection findings

Leaders aim to use this information to provide support for pupils and to secure continuous improvement in pupils’ behaviour over time. Paragraphs 11–16  Detailed policies for health and safety and first aid are in place. Staff already appointed are first-aid trained. Leaders plan to train all new staff in first aid.  The proprietor has ensured that there are robust arrangements for the necessary health and safety checks to be made.  Plans for fire safety, such as regular practice of fire evacuation, are appropriate. Fire equipment is installed, and the required external checks have taken place. Fire exits are clearly labelled. The school meets the requirements of the Regulatory Reform (Fire Safety) Order 2005.  Leaders are expecting pupil numbers to gradually increase to allow for gradual recruitment and retention of staff. Leaders have planned for appropriate staff-to-pupil ratios so there will be effective supervision at all times.

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Main inspection findings

 The school’s procedures for recording attendance are appropriate. The school has an admissions register which records the necessary information.  Leaders have drawn up a policy that provides staff with guidance on how to complete risk assessments, including for any educational visits. Staff will consider each pupil’s individual risk assessment when completing any risk assessments for school-based or off-site activities.  Overall, the independent school standards for this part are likely to be met. Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2)–18(2)(e), 18(3), 19(2)–19(2)(d), 20(6)–20(6)(c), 21(1)–21(6)  The proprietor ensures that the necessary recruitment checks on staff are completed prior to new appointments. These have been completed for the headteacher and proposed cover staff from the proprietor’s alternative provision.  All appropriate checks on the suitability of staff, the proprietor and governors are

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Main inspection findings

recorded on the school’s single central record. This meets statutory requirements.  Leaders will recruit additional staff as the school grows. The proprietor will ensure that the necessary checks are made.  Leaders plan to use agency staff when required. They are aware of the necessary safeguarding checks needed when agency staff are deployed.  This standard is likely to be met. Part 5. Premises of and accommodation at schools Paragraphs 23(1)–23(1)(c), 24(1)–24(2), 25–29  The school building is large with accommodation for several classrooms, therapy rooms, art and woodwork rooms, kitchens, a library and a main hall which doubles up as a dining area. The accommodation is suitable to support the teaching of the proposed curriculum. The premises are suitable to accommodate the number and age range of pupils proposed and to support pupils’ SEMH needs.  The building has natural light, electric lighting and ventilation. External and

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Main inspection findings

emergency lighting are in place and suitably checked.  There are suitable and separate toilet and washing facilities for staff and pupils. There is also an accessible shower and toilet for pupils with disabilities.  There are two showers in the school building. This is sufficient, as most physical education will take place in nearby sports centres, where pupils will have access to shower facilities.  The medical room has a bed and is adjacent to a shower room and toilet.  There is access to suitable drinking water in the school kitchens, as well as a few of the classrooms.  There is a courtyard area and garden for pupils to use at breaktimes. To access a larger space for ball games and walks, leaders are going to use the nearby recreation ground. There is a suitable risk assessment in place.  The independent school standards for premises and accommodation are likely to be met by the proposed school.

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Main inspection findings

Part 6. Provision of information Paragraph 32(1)–32(1)(j), 32(2)–32(3)(g)  The school has a website which contains school policies, including policies for safeguarding and the curriculum.  The proposed checks on pupils’ progress and achievement will form the basis of the necessary reports to parents and local authorities.  Pupils at the school will have EHC plans and are likely to be fully funded by their local authority. Leaders know they must account for how this funding is spent and give a detailed annual breakdown of income and expenditure to the local authority.  Leaders understand what they need to do to implement effective processes linked to pupils’ EHC plans and the associated annual reviews.  This independent school standard is likely to be met by the proposed school. Part 7. Manner in which complaints are handled Paragraph 33–33k  The complaints policy provides clear guidance and covers all the required processes

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Main inspection findings

and procedures.  Leaders have systems in place for maintaining written records of all complaints and information about the follow-up actions taken.  This independent school standard is likely to be met by the proposed school. Part 8. Quality of leadership in and management of schools Paragraph 34(1)–34(1)(c)  The proprietor currently operates alternative provision. This includes pupils with SEND. He also has experience working in an independent special school.  The newly appointed headteacher has run independent special schools previously.  The governing body draws expertise from education, social care and finance.  There is a range of quality assurance procedures in place to enable the proprietor, leaders and governors to oversee the school’s work once it has opened. Support and challenge for the headteacher will be provided by the governing body. The safeguarding governor will monitor the procedures for keeping pupils safe. The

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Main inspection findings

headteacher has clear plans for overseeing the quality of the curriculum and its delivery.  Arrangements are in place to provide new staff with the training and development they need to ensure they are suitably equipped to work with pupils with SEND.  This independent school standard is likely to be met by the proposed school. Schedule 10 of the Equality Act 2010  The accessibility plan provides details of how all pupils can access the premises and the curriculum effectively.  This requirement is likely to be met by the proposed school.

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Compliance with regulatory requirements

The school is likely to meet the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.

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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

School status Independent special school

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Proposed school details

Date of previous standard inspection Not previously inspected

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recommendation

Age range of pupils Not applicable 11 to 16 11 to 16 Number of pupils on the school roll Not applicable 20 20

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School’s current position School’s proposal

Gender of pupils Not applicable Mixed Number of full-time pupils of compulsory school age Not applicable 20 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 20

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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 20

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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 20

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 7

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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 7

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Information about this proposed school

 The proprietor seeks registration for the school with the Department for Education as an independent special school to cater for pupils who have a wide range of SEND needs, including autism spectrum disorder, cognitive and learning needs, SEMH needs and speech and language needs. The provider also seeks to cater for children who are looked after by the local authority.  The proprietor currently operates an unregistered alternative provision in Great Yarmouth. There is one sole director.  There will be a governing body.  The proprietor seeks capacity for 20 pupils. There is a graduated plan in place to stagger pupils’ entry.  Local authorities will commission school placements.  The school is located on a single site at Headway House, Trafalgar Road East, Gorleston on Sea, Great Yarmouth, NR31 6NX.

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Information about this inspection

 This was the first pre-registration inspection of the proposed school.  The proposed school is not yet operating.  The inspector met with the proprietor, the chair of governors, govenors from the governing body and the headteacher.  The inspector toured the premises, scrutinised the single central record and reviewed safeguarding arrangements.  The inspector scrutinised a range of documentation, including policies and procedures and other information provided by the proprietor.

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Inspection team

Liz Smith, lead inspector His Majesty’s Inspector 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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Inspection team

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Inspection team

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Inspection team

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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Inspection team

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Inspection team

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Inspection team

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