Starbold Farm Outdoor Learning Centre

School pre-registration inspection report

p.1

Starbold Farm Outdoor Learning Centre The Stone House, Starbold Farm, Banbury Road, Southam CV47 2BL

p.1

Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1), 2(1)(a), 2(1)(b), 2(1)(b)(i), 2(1)(b)(ii), 2(2), 2(2)(a), 2(2)(b), 2(2)(d), 2(2)(d)(i), 2(2)(d)(ii), 2(2)(g), 2(2)(h), 2(2)(i) and 3(i)  The proprietor and leaders clearly articulate their vision for the proposed school. They explain and demonstrate how they will meet the needs of pupils with special educational needs and/or disabilities (SEND) linked to autism spectrum disorder. The proposed curriculum, which covers the primary phase, secondary phase and sixth form, is based on the national curriculum and examination syllabuses. This is likely to support the reintegration of pupils into mainstream education where this is possible.  Leaders demonstrate how they will provide child-centred pastoral support for each pupil, while at the same time supporting their academic development. Leaders constantly reiterate how their policies, plans and actions will all be dictated by the

p.1

Main inspection findings

individual needs of the proposed pupils.  After receiving a referral for a place in the school, leaders assert that they will dissect the education, health and care plan (EHC plan) to evaluate if they are able to meet the needs of the individual pupil. This will take place alongside meetings with the pupil and their parent(s) or carer(s). It is intended that pupils will undertake an initial assessment when they join the school. This will include information provided by previous settings and in-house assessments in English and mathematics. It is proposed that every pupil will have an individual learning plan, linked to their EHC plan, which identifies and meets their specific learning needs. Where appropriate, pupils will have the opportunity to study a range of qualifications, including functional skills and iGCSEs.  Curriculum plans and schemes of work map out the order of learning that pupils will

p.1

Main inspection findings

follow. The plans indicate that pupils are likely to access a broad range of experiences in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education. Teachers will be expected to use the curriculum plans as a starting point to plan lessons, which will then be tailored to the needs of individual pupils. It is intended that lessons will be underpinned by learning agreements, known as ‘session contracts’. These will include a range of information, including the purpose of the learning and the prior knowledge that pupils will need to have mastered, all of which will be shared with pupils.  Leaders plan to establish a sixth-form provision because some pupils may not be ready to move into a post-16 setting. However, leaders are keen to make pupils aware of alternative post-16 options if they are ready to access them. Leaders are knowledgeable about further education and skills provision in the local area.

p.1

Main inspection findings

 The proprietor has ensured that these independent school standards (the standards) are likely to be met. Paragraph 2(2)(e), 2(2)(e)(i), 2(2)(e)(ii) and 2(2)(e)(iii)  Through the personal, social, health and economic (PSHE) education curriculum, leaders have developed a suitable plan to make sure that pupils are likely to receive impartial careers information, education, advice and guidance. It is intended that school staff will deliver much of this curriculum, using resources provided by the National Careers Service. Volunteering opportunities in the community are threaded through the proposed curriculum. In addition, leaders are keen to secure suitable, long-term work experience placements for pupils in settings such as local cafés and hotels.  The proprietor has ensured that these standards are likely to be met. Paragraphs 3, 3(a), 3(b), 3(c), 3(d), 3(e), 3(f), 3(g), 3(h), 3(j) and 4  In line with the school’s nurturing ethos, leaders demonstrate the necessary

p.2

Main inspection findings

knowledge and expertise to improve pupils’ self-confidence, self-esteem and levels of motivation. This is likely to support pupils to make good academic progress in different subjects.  The blueprint of the proposed school is that outdoor learning will underpin the curriculum. Leaders have created a high-quality learning environment that utilises the surrounding outdoor space. Leaders are determined that outdoor learning is not simply carrying out indoor learning outside. They articulate clearly how outdoor learning is a way of rebranding education to make it both functional and physical. For example, the concept of area in mathematics could be developed by calculating measurements to source materials for a particular outdoor space, or a stream can be used to re-enact the story of ‘The Three Billy Goats Gruff’.  The headteacher has teaching and leadership experience in schools. Leaders assert that English and mathematics teachers will have qualified teacher status and be

p.2

Main inspection findings

experts in their respective subjects. Other staff will be unqualified teachers. A qualified English teacher has already been appointed.  The proprietor has ensured that these standards are likely to be met. Paragraph 2A(1), 2A(1)(a), 2A(1)(b), 2A(1)(d), 2A(1)(e), 2A(1)(f), 2A(1)(g) and 2A(2)  The relationships and sex education (RSE) policy sits alongside the PSHE policy. It outlines provision for both primary-age and secondary-age pupils. Leaders intend to consult with parents and carers on an individual basis about the content of the policy. The RSE policy references the right of parents and carers to withdraw their child fully, or partly, from sex education lessons.  The proprietor has ensured that these standards are likely to be met. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 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),

p.2

Main inspection findings

5(c), 5(d), 5(d)(i), 5(d)(ii) and 5(d)(iii)  Leaders are already anticipating the SEND of prospective pupils. A well-planned programme of nurture and pastoral care threads through the intended curriculum, underpinned by a range of social and emotional development approaches. This is likely to support pupils’ spiritual, moral, social and cultural development.  Developing pupils’ social skills in a range of situations is a school priority. Leaders assert that this will be underpinned by staff building close relationships with pupils so that they know what ‘makes them tick’. However, leaders are aware that many of the prospective pupils will need varying levels of support with their social skills due to their past experiences and individual needs.  There is no evidence in curriculum plans and wider documentation to suggest that fundamental British values will be undermined. Rather, leaders explain clearly how

p.3

Main inspection findings

these values will be promoted through the curriculum and other activities, such as visiting different places of worship and celebrating a range of religious festivals. Leaders are keen to develop the pupil voice, even in day-to-day arrangements, such as deciding what to spend available funds on.  The proprietor has ensured that these standards are likely to be met. Part 3. Welfare, health and safety of pupils Paragraphs 7, 7(a), 7(b) and 32(1)(c)  The school’s safeguarding policy takes account of the most recent government guidance and will be available on the group’s website if the proposed school opens. Currently, the policy is available to parents and carers on request in either a paper or electronic format.  The headteacher, who will be the designated safeguarding lead, has completed suitable training in relation to this role.  Proposed safeguarding training for staff will focus on noticing signs and symptoms of

p.3

Main inspection findings

abuse and dealing with disclosures. It will also cover specific safeguarding issues, such as online safety and child-on-child abuse. Leaders are knowledgeable about the safeguarding risks that are pertinent for pupils with autism spectrum disorder. Leaders plan to keep safeguarding at the top of everyone’s agenda through weekly safeguarding updates.  The planned PSHE curriculum is likely to help pupils learn how to keep themselves safe in different situations, including when they are working online.  The proprietor has ensured that these standards are likely to be met. Paragraphs 9, 9(a), 9(b), 9(c) and 10  Leaders have put together a detailed behaviour policy. The school’s approach to behaviour management dovetails with their ‘autism values’, which include pupils taking ownership of their behaviour and repairing broken relationships. Positive pupil behaviour will be rewarded with ‘awesome points’, which correspond to a monetary

p.3

Main inspection findings

value. Pupils can use these points to purchase items that support their education. Staff can also award a limited number of ‘autism tokens’ to pupils who display values that contribute to the wider school community. If there are any behaviour incidents, leaders intend to respond immediately through a ‘behaviour investigation for growth’ initiative, which is underpinned by a restorative approach. Also, it is intended that pupils will attend weekly review sessions with the headteacher, which will include a review of their behaviour over the week. Leaders aim to create a calm environment where pupils feel safe. The proposed curriculum, pupil-centred approach and daily routines provide opportunities to praise, reinforce and reward pupils’ positive behaviour.  The proposed school has a suitable anti-bullying policy in place. Pupils will be taught about the different types of bullying. Leaders anticipate that incidents of bullying will

p.4

Main inspection findings

be low due to the high level of staff supervision that will be in place. However, they have a plan in place if bullying does occur that focuses on restoring relationships, which involves pupils and their parent(s) or carer(s).  As part of their approach to managing behaviour, leaders intend to keep detailed records of any behaviour and bullying incidents. This should enable them to identify any behaviour patterns.  The proprietor has ensured that these standards are likely to be met. Paragraphs 11, 12, 13, 16, 16(a) and 16(b)  The detailed health and safety policy and other related policies are in place. The headteacher is first-aid trained and it is proposed that new staff will be trained in first aid when appointed.  A fire risk assessment of the building was carried out recently. Leaders have already responded to all of the action points. The health and safety log is a one-stop shop where all checks, including fire extinguisher and emergency lighting checks, will be

p.4

Main inspection findings

recorded. The headteacher is trained as a fire marshal, and it is intended that fire safety will be included in the staff induction process.  The proprietor has ensured that these standards are likely to be met. Paragraphs 14 and 15  There are currently no pupils attending the school. The information that the proposed school plans to include on the admissions register is in line with the Department for Education’s (DfE) guidance.  The staff-to-pupil ratio suggests that pupils are likely to be suitably supervised throughout the school day. It is intended that pupils will work with different teachers, but each pupil will have a key worker who will provide support for their welfare.  The proprietor has 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),

p.4

Main inspection findings

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), 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) and 21(5)(c)  The proposed school has appropriate recruitment procedures in place. This includes obtaining references prior to interview. It is likely that all the necessary pre- employment checks will be made before an offer of employment is given.  The headteacher and the director of education completed safer recruitment training in March 2023 and October 2020 respectively. It is intended that they will sit on every recruitment panel.  The format of the single central record contains the full range of pre-employment

p.4

Main inspection findings

checks. It will be stored centrally in an electronic format. It is intended that the central administration team will update the single central record when new members of staff are recruited, and it will be checked by the safeguarding and compliance leader.  The school does not intend to use supply staff due to the SEND of the pupils that they intend to admit. However, leaders are clear about the checks and procedures that would need to be followed if they did.  The proprietor has 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), 23(1)(c), 24(1), 24(1)(a), 24(1)(b), 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), 28(2)(a), 28(2)(b), 29(1), 29(1)(a) and 29(1)(b)  The proposed school is in what was originally a residential building. It is surrounded by countryside and has picturesque views. The premises have been refurbished and

p.5

Main inspection findings

decorated to a high standard. All rooms are well lit and have good acoustics. There are six learning rooms in the main building and two learning rooms in the annex. In addition, there is a social hub, a pupil kitchen, a staffroom and a garage area that houses a table tennis table and a cross-trainer. There is suitable space for the proposed number of pupils to learn.  There are three separate unisex toilets available to pupils and a staff toilet. All have hot and cold running water and handwashing facilities. The temperature of the water is suitably regulated. The medical room is spacious and contains a washbasin. The medical room is close to a toilet.  There is one shower in the proposed school. In addition, leaders intend to use a local leisure centre as part of the physical education curriculum. The facilities at the centre include a swimming pool and a sports hall. Showers are available in the leisure centre

p.5

Main inspection findings

if pupils need to use them. Pupils will be transported to the centre by staff in cars. Leaders are aware of the risk assessment process that will need to be carried out in line with their current health and safety arrangements when this takes place.  There is an outdoor area that can be used for pupils to play and socialise. There are several grassed areas and a courtyard. The area is suitably secure and well lit. The area has the potential to develop a wide range of outdoor learning activities, which underpin the school’s proposed curriculum.  The proprietor has ensured that these standards are likely to be met. Part 6. Provision of information Paragraph 32(1), 32(1)(a), 32(1)(b), 32(1)(c), 32(1)(f), 32(1)(g), 32(1)(h), 32(1)(i), 32(2), 32(2)(a), 32(2)(b), 32(2)(b)(ii), 32(2)(d), 32(3), 32(3)(a), 32(3)(b), 32(3)(c), 32(3)(d) and 32(3)(f)  All policies, documents and information required for the pre-registration inspection

p.5

Main inspection findings

were provided in a timely manner. Where relevant, policies reflect the fact that the proposed school will cater for pupils with SEND.  The proprietor runs two other schools and there is a group website. The website includes relevant contact details, the main aims of the current schools within the group and other useful information. It is intended that all required policies and documentation for the proposed school will also be available through this website.  Bi-annual reports will provide parents and carers with information about their child’s achievement in each of the subjects being taught. In addition, information about their child’s progress against the targets in their EHC plans will be included. The report will include comments from the headteacher.  Leaders have a comprehensive understanding of how relevant staff will contribute to the annual review process for pupils with an EHC plan. In addition, it is intended that

p.6

Main inspection findings

parents and pupils will play a key role in this process.  The proprietor has ensured that these standards are likely to be met. 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) and 33(k)  The complaints procedure sets out the steps that parents and carers need to take if they have a concern about the proposed school. The aim is to resolve complaints informally where possible, but more formal steps are outlined, including a panel hearing. It sets out suitable timeframes for dealing with complaints.  The proprietor has ensured that these standards are likely to be met. Part 8. Quality of leadership in and management of schools Paragraph 34(1), 34(1)(a), 34(1)(b) and 34(1)(c)  The proprietor has a clear rationale for why he wants to open the school, which is to support pupils with autism spectrum disorder who are struggling in mainstream

p.6

Main inspection findings

education. His vision is that prospective pupils will ‘reach their full potential with a clear pathway into life as independent learners’. The proprietor and school leaders are passionate about raising awareness of autism spectrum disorder and are keen to ‘put it on the map’.  The headteacher has worked closely with the proprietor and other leaders to prepare the proposed school for registration. The proprietor has established multi-layered monitoring systems to check that the headteacher and other staff fulfil their responsibilities effectively. The proprietor has demonstrated a secure knowledge of how to cater for the wide and varied needs of pupils with autism spectrum disorder in two other schools that he runs, both of which have been inspected by Ofsted.  Leaders at all levels demonstrate a good understanding of the standards. They are keen to develop the proposed school even further, building on what they have already

p.6

Main inspection findings

achieved in preparing for the registration process.  The proprietor has ensured that these standards are likely to be met. Schedule 10 of the Equality Act 2010  Leaders have ensured that they have a suitable accessibility plan in place that meets the requirements of schedule 10 of the Equality Act 2010. The proposed school considers and plans for the needs of pupils with SEND.

p.7

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.

p.8

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.9

Proposed school details

Type of school Other independent special school

p.9

Proposed school details

School status Independent special school

p.9

Proposed school details

Email address woodsidemail@woodsidelodgeolc.co.uk

p.9

Proposed school details

Date of previous standard inspection Not previously inspected

p.9

recommendation

Age range of pupils Not applicable 8 to 19 8 to 19 Number of pupils on the school roll Not applicable 15 15

p.9

School’s current position School’s proposal

Gender of pupils Not applicable Mixed Number of full-time pupils of compulsory school age Not applicable 15

p.9

School’s current position School’s proposal

Number of part-time pupils Not applicable 0 Number of pupils with special educational needs and/or disabilities Not applicable 15

p.9

School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan Not applicable 15

p.10

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 15

p.10

School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 14

p.10

School’s current position School’s proposal

Number of part-time teaching staff Not applicable 0

p.10

School’s current position School’s proposal

Number of staff in the welfare provision Not applicable 0

p.10

Information about this proposed school

 The proposed school was previously a residential building and sits within extensive grounds. The building has been decorated to a high standard.  The proposed school intends to cater for boys and girls from eight to 19 years of age.  The proposed school will cater exclusively for pupils with a diagnosis of autism spectrum disorder. It is anticipated that all pupils will have an EHC plan. Pupils will be placed in the school by local authorities, mainly Warwickshire. The proprietor runs two other schools: Brickyard Farm Outdoor Learning Centre and Woodside Lodge Outdoor Learning Centre.  The proposed school will not have a religious denomination.  The proposed school does not intend to use alternative provision.

p.10

Information about this inspection

 The pre-registration inspection was commissioned by the DfE to determine whether the proposed school is likely to meet the standards if it is given permission to open. This is the proposed school’s first pre-registration inspection.  Many documents were reviewed by the inspector prior to the inspection. Additional documents, including the school’s single central record, were scrutinised on site.  As the inspection included a full-day, on-site visit, a tour of the premises was completed.  The inspector met with the proprietor, the director of education and the headteacher.

p.11

Inspection team

Wayne Simner, 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 .

p.11

Inspection team

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

Inspection team

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

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.

p.12

Inspection team

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

Inspection team

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

p.12

Inspection team

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

p.12