Assess Education North West

Inspection of Assess North West 260 Picton Road, Wavertree, Liverpool L15 4LP

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils have been let down by leaders in all aspects of their school life. Pupils receive a poor quality of education. The curriculum is narrow. Pupils can only study English, mathematics and science. All pupils, including those with special educational needs and/or disabilities (SEND), receive the entirety of their curriculum online through remote education. Few pupils routinely attend the online lessons. Leaders have shown no ambition to broaden the curriculum or reintegrate pupils into face-to-face learning. Leaders’ expectations of what pupils can achieve are too low.

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What is it like to attend this school?

Pupils are not safe. Staff do not carry out robust checks to assure themselves of pupils’ welfare and safety. Although incidents of poor behaviour and bullying are rare, leaders keep no records. Pupils are not told what they should do to report any worries or concerns. This puts pupils at risk of harm.

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What is it like to attend this school?

There are a small minority of pupils who attend the online sessions regularly. That said, very few of these pupils actively participate in the lessons. Pupils have no opportunities to work and socialise with their peers. A few pupils whom inspectors spoke with enjoy their online lessons but most said that they miss being in school.

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What is it like to attend this school?

Pupils do not have opportunities to enhance their personal development. They do not receive an effective personal, social, health and economic (PSHE) education programme. This means that pupils do no not learn important life lessons. Leaders have not ensured that pupils are equipped for growing up in modern Britain.

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better?

The school’s limited curriculum does not meet pupils’ needs, aptitudes or interests. Pupils do not experience all the required areas of learning, including human and social, creative, physical and technological education. Leaders have put in place a curriculum which focuses on developing pupils’ knowledge solely in English, mathematics and science. All pupils are taught together in a single online class. Pupils do not have the chance to achieve the range of qualifications that they need to succeed well in later life. As a result, they have limited options available to them when deciding on their next stage of education, employment or training.

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better?

Leaders assess pupils’ starting points when they join the school. However, leaders do not ensure that they make effective use of this information. Consequently, while teachers devise lessons that follow the agreed schemes of work, they do not take into account pupils’ prior learning. Moreover, teachers do not routinely use assessment strategies to check on what pupils have learned and remembered. Teachers’ lack of insight into pupils’ understanding is exacerbated by most pupils’ reluctance to communicate with teachers about their learning in the lessons. Consequently, pupils do not achieve well.

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better?

Leaders have not prioritised reading well enough. They do not identify pupils who have gaps in their reading knowledge. As a result, teachers are not alert to pupils 14 to 16 March 2023 who may be struggling to read when accessing remote education. These pupils are not supported to catch up with their peers. Through the English curriculum, the subject leader has given thought to the choice of texts used in lessons to engage pupils’ interest in reading for pleasure. However, beyond this, work to develop pupils’ interest in reading is at an early stage.

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better?

Leaders and staff do not have the expertise to identify any additional needs that pupils may have. A significant proportion of pupils have education, health and care (EHC) plans. However, leaders do not use information in these plans to provide appropriate provision to support pupils. Pupils with SEND do not get the help and support that they need to overcome their individual barriers to learning. This prevents pupils with SEND from achieving well.

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better?

Pupils’ attendance is consistently low. This shows little signs of improvement. A significant number of pupils do not attend the online lessons at all. While leaders maintain records for pupils’ attendance, they do not take the urgent actions needed to improve pupils’ rates of attendance. Too many pupils are allowed to miss out on their education.

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better?

Most pupils join the school following unsuccessful and disjointed experiences of education. Pupils frequently arrive late to lessons. This disrupts the learning of their peers as teachers have to recap what has already been taught and repeat instructions. Furthermore, most pupils who attend online lessons do not actively engage with their teachers or their peers. Pupils lack motivation and their engagement in learning is poor.

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better?

Leaders, including the proprietor, have not ensured that pupils’ personal development is promoted effectively. While there are programmes for teaching PHSE education and relationships and sex education (RSE) in place, these are not actually taught. Pupils do not learn all that they should to keep themselves healthy and safe. For example, they are not taught about healthy relationships. Pupils have a limited understanding of different groups in society. Pupils have no opportunities to participate in extra-curricular activities or go on any trips arranged by the school.

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better?

Leaders provide some careers education and guidance for pupils. However, some pupils do not access impartial careers advice. Moreover, pupils do not have first- hand experiences of the workplace to enable them to get a better understanding of the world of work. This hinders pupils’ ability to make well-informed decisions about their future career.

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better?

The proprietor has not made sure that the school meets the independent school standards (‘the standards’). The majority of the standards are not met. The proprietor, who is also the headteacher, has an inaccurate view of the school’s performance, particularly in relation to the quality of education and safeguarding arrangements. The proprietor and leaders have not demonstrated that they have the knowledge and skills to improve the school. 14 to 16 March 2023 The proprietor has failed to provide suitable premises and accommodation. At the time of the inspection, the school’s new premises were due to undergo major renovation work. However, this work had stalled. The proprietor informed inspectors that the school’s premises were unlikely to be ready for use until the autumn term 2023.

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better?

The proprietor has not set out policies that are relevant to this school. Some policies shared with inspectors were for the proprietor’s other school. Other required policies were not in place. Mostly, these policies did not reflect the school’s current context. Staff do not follow the school’s procedures, such as those set out in the school’s behaviour and safeguarding policies.

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better?

The proprietor does not show clear understanding of the different needs of and risks to pupils who are educated entirely via remote education. There is no effective risk assessment policy in place that takes into account the current remote education arrangements. The proprietor has not identified possible risks to pupils’ welfare, health and safety due to pupils working remotely.

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better?

The school’s admissions and attendance registers do not meet statutory requirements.

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better?

Some parents, carers and commissioners are unclear that the proprietor operates two separate schools and about which of these two schools their children attend. Some commissioners who spoke with inspectors were unaware that pupils were taught entirely online and only study the three core subjects.

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better?

The school does not have an accessibility plan and therefore does not meet the requirements of schedule 10 of the Equality Act 2010.

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better?

Staff feel well supported by leaders in the school.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Leaders have developed a safeguarding policy that meets statutory requirements. This policy has been updated recently to reflect the context of this school. Parents are provided with a copy of the policy on request. However, staff do not routinely follow the protocols and procedures set out in this policy.

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Safeguarding

Leaders’ systems for monitoring attendance are inadequate. Too many pupils, including those with an EHC plan and those vulnerable pupils known to children’s social care, are persistently absent. Leaders do not ensure that staff carry out robust checks to reassure themselves that these pupils are safe and well. Where staff do contact parents and commissioning schools when pupils are absent, their records are disorganised. 14 to 16 March 2023 Leaders do not have sufficient systems in place to deal with safeguarding concerns should they arise.

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Safeguarding

Leaders do not ensure that pupils understand how to keep themselves safe, including from the potential risks that they might face online and outside school.

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(Information for the school and proprietor)

 Leaders’ processes to check and record pupils’ attendance are weak. Leaders do not have clear systems in place to assure themselves that pupils who are absent are safe and well. Pupils’ attendance is low and shows little sign of improving. This, in turn, poses a safeguarding risk to pupils. Leaders should take urgent action to put in place robust systems for monitoring, recording and following up on pupils’ absences.  Leaders have not ensured that there are effective safeguarding arrangements. There are too many weaknesses that leave pupils potentially unsafe. Leaders cannot be certain that all pupils are safeguarded when they are in the school’s care. Leaders must ensure that there are adequate safeguards in place for pupils, including drawing up and implementing risk assessments, that reflect the school’s remote education context.  The educational offer that leaders have put in place is narrow and lacks ambition.

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(Information for the school and proprietor)

The curriculum does not meet pupils’ needs, interests or aspirations. Pupils do not benefit from a breadth of suitable academic experiences or qualifications. Pupils are not well prepared for future education, employment and training. Leaders should ensure that an appropriately well-organised and well-delivered curriculum is put in place that gives pupils access to a wider range of academic experiences and qualifications and prepares them for their next steps.  Leaders do not make effective use of assessment information. Many pupils have gaps and misconceptions in their learning that are not addressed. Leaders should ensure that teachers access the information that they need to ensure that lesson activities build on what pupils know and can do.  The school does not have suitable premises and accommodation. Pupils are unable to access face-to-face education and are taught solely online. The proprietor should take urgent action to secure appropriate premises and

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(Information for the school and proprietor)

accommodation for the school.  Leaders have not prioritised the teaching of reading. Staff do not identify those pupils who struggle with reading when they join the school. These pupils are not supported to catch up quickly. Leaders must ensure that any pupils who have reading needs are identified. They should make sure that these pupils are helped to catch up quickly through effective support delivered by expert staff.  Leaders do not identify, assess and meet the needs of pupils with SEND well. These pupils do not achieve as well as they should. Leaders should make sure that they identify any pupils with SEND. Leaders should ensure that suitable 14 to 16 March 2023 provision is in place for all pupils with SEND, including those with EHC plans, to help these pupils achieve well.  Leaders do not provide for pupils’ personal development. Pupils do not receive PSHE education or RSE, as is their statutory entitlement. Pupils do not benefit

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(Information for the school and proprietor)

from an effective careers programme. The school does not prepare pupils well for their adult lives. Leaders must provide suitable opportunities to promote pupils’ personal development so that they can be fully prepared for their next steps and life in modern Britain.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 14 to 16 March 2023

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School details

Inspection number 10254710 Type of school Other independent school

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School details

Proprietor Assess Education North West Ltd

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School details

Annual fees (day pupils) £9,000 to £10,000

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School details

Email address d.robinson@assesseducation.co.uk 14 to 16 March 2023

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Information about this school

 This was the school’s first standard inspection. The school was registered by the Department for Education (DfE) in March 2022.  The school’s registered premises is at 260 Picton Road, Wavertree, Liverpool L15 4LP. However, the school has moved premises to 189–193 Picton Road, Wavertree, Liverpool L15 4LP. The proprietor has not notified the DfE of this material change. Pupils and staff have not been able to attend the premises since the school moved in October 2022 due to ongoing building work. Currently, pupils receive all of their education online.  The school shares the site with the proprietor’s other registered school, Assess Education. This school is located on the first floor of the building. The proprietor’s other school, Assess Education, occupies the ground floor.  The school uses no alternative provision.  Most pupils have social, emotional and mental health needs. A few pupils have an

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Information about this school

education, health and care plan. Some pupils have autism spectrum disorders.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about this inspection

The school has failed to meet the independent school standards. These are the requirements of the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.

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Information about this inspection

 Inspectors spoke with the headteacher, proprietor and other leaders in the school.  An inspector spoke with a representative of one of the schools that places a number of pupils at this school.  An inspector spoke with two representatives from the local authority.  Inspectors looked at a range of documentation relating to safeguarding. This included: the school’s single central record of staff and visitors, staff training records, safeguarding records and samples of the records kept on individual pupils.  An inspector conducted a tour of the premises.  Inspectors carried out deep dives in English, mathematics and science. They spoke with the curriculum leaders of these subject areas. Inspectors also visited 14 to 16 March 2023 lessons, looked at examples of pupils’ work, held discussions with teachers and talked with pupils.  Inspectors scrutinised leaders’ records of pupils’ behaviour.  Inspectors spoke with pupils, face-to-face and by telephone, about their

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Information about this inspection

experiences at the school.  Inspectors spoke with parents and family members on the telephone. Inspectors considered the responses to Ofsted Parent View, Ofsted’s online survey. This included the free-text responses.  Inspectors considered the responses to Ofsted’s online survey for staff. They also considered the responses to Ofsted’s online survey for pupils.

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Inspection team

Kate Bowker, lead inspector His Majesty’s Inspector

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Inspection team

Lindy Griffiths Ofsted Inspector 14 to 16 March 2023

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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(1)(b) the written policy, plans and schemes of work– – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan; 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)(d) personal, social, health and economic education which– – 2(2)(d)(i) reflects the school’s aim and ethos; and

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Part 1. Quality of education provided

– 2(2)(d)(ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act[9]; – 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; – 2(2)(h) that all pupils have the opportunity to learn and make progress; and – 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.  2A(1) The standard in this paragraph is met if the proprietor– – 2A(1)(b) ensures that every registered pupil who is provided with secondary education at the school is provided with relationships and sex education, except in so far as the pupil is excused as mentioned in sub-paragraph (2),

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Part 1. Quality of education provided

– 2A(1)(d)in making arrangements for the purposes of paragraphs (a), (b) or (c), has regard to any guidance under section 80A of the Education Act 2002 that applies in relation to the provision of education by maintained schools, 14 to 16 March 2023 – 2A(1)(e) makes and keeps up to date a separate written statement of its policy with regard to the provision of education as required by each of paragraphs (a) and (b), – 2A(1)(f) consults parents of registered pupils at the school before making or revising a statement under sub-paragraph (e), and – 2A(1)(g) publishes a copy of the statement on a website and provides a copy of the statement free of charge to anyone who asks for one.  2A(2) Arrangements made by the proprietor for the purposes of sub-paragraph (1)(b) must ensure that where a pupil’s parent requests that the pupil is wholly or partly excused from sex education provided as part of relationships and sex

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Part 1. Quality of education provided

education, the pupil is so excused until the request is withdrawn, unless or to the extent that the head teacher considers that the pupil should not be so excused.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school– – 3(b) fosters in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for themselves; – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; – 3(f) utilises effectively classroom resources of a good quality, quantity and range; – 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so

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Part 1. Quality of education provided

that pupils can progress; – 3(h) utilises effective strategies for managing behaviour and encouraging pupils to act responsibly.

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Part 2. Spiritual, moral, social and cultural development of pupils

 5 The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor– – 5(a) actively promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs; – 5(b) ensures that principles are actively promoted which– – 5(b)(i) enable pupils to develop their self-knowledge, self-esteem and self- confidence; – 5(b)(ii) enable pupils to distinguish right from wrong and to respect the civil and criminal law of England; 14 to 16 March 2023 – 5(b)(iii) encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely; – 5(b)(iv) enable pupils to acquire a broad general knowledge of and respect for

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Part 2. Spiritual, moral, social and cultural development of pupils

public institutions and services in England; – 5(b)(v) further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own and other cultures; – 5(b)(vi) encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act; and – 5(b)(vii) encourage respect for democracy and support for participation in the democratic process, including respect for the basis on which the law is made and applied in England; – 5(c) precludes the promotion of partisan political views in the teaching of any subject in the school; and – 5(d) takes such steps as are reasonably practicable to ensure that where political issues are brought to the attention of pupils– – 5(d)(i) while they are in attendance at the school, – 5(d)(ii) while they are taking part in extra-curricular activities which are provided

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Part 2. Spiritual, moral, social and cultural development of pupils

or organised by or on behalf of the school, or – 5(d)(iii) in the promotion at the school, including through the distribution of promotional material, of extra-curricular activities taking place at the school or elsewhere.

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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– – 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. –  10 The standard in this paragraph is met if the proprietor ensures that bullying at the school is prevented in so far as reasonably practicable, by the drawing up and implementation of an effective anti-bullying strategy. 14 to 16 March 2023  11 The standard in this paragraph is met if the proprietor ensures that relevant health and safety laws are complied with by the drawing up and effective implementation of a written health and safety policy.

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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[12].  13 The standard in this paragraph is met if the proprietor ensures that first aid is administered in a timely and competent manner by the drawing up and effective implementation of a written first aid policy.  14 The standard in this paragraph is met if the proprietor ensures that pupils are properly supervised through the appropriate deployment of school staff.  15 The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the Education (Pupil Registration) (England) Regulations 2006[13].  16 The standard in this paragraph is met if the proprietor ensures that– – 16(a) the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy; and

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Part 3. Welfare, health and safety of pupils

– 16(b) appropriate action is taken to reduce risks that are identified.

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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)(a) suitable toilet and washing facilities are provided for the sole use of pupils; – 23(1)(b) separate toilet facilities for boys and girls aged 8 years or over are provided except where the toilet facility is provided in a room that can be secured from the inside and that is intended for use by one pupil at a time; and – 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.  24(1) The standard in this paragraph is met if the proprietor ensures that suitable accommodation is provided in order to cater for the medical and therapy needs of pupils, including– – 24(1)(a) accommodation for the medical examination and treatment of pupils; – 24(1)(b) accommodation for the short term care of sick and injured pupils, which

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Part 5. Premises of and accommodation at schools

includes a washing facility and is near to a toilet facility; and  24(2) The accommodation provided under sub-paragraphs (1)(a) and (b) may be used for other purposes (apart from teaching) provided it is always readily available to be used for the purposes set out in sub-paragraphs (1)(a) and (b).  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 14 to 16 March 2023 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.  27 The standard in this paragraph is met if the proprietor ensures that–

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Part 5. Premises of and accommodation at schools

– 27(a) the lighting in each room or other internal space is suitable, having regard to the nature of the activities which normally take place therein; and  28(1) The standard in this paragraph is met if the proprietor ensures that– – 28(1)(a) suitable drinking water facilities are provided; – 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; – 28(1)(c) cold water supplies that are suitable for drinking are clearly marked as such; and – 28(1)(d) the temperature of hot water at the point of use does not pose a scalding risk to users.  28(2) The facilities provided under sub-paragraph (1)(a) will be suitable only if– – 28(2)(a) they are readily accessible at all times when the premises are in use; and – 28(2)(b) they are in a separate area from the toilet facilities.  29(1) The standard in this paragraph is met if the proprietor ensures that suitable

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Part 5. Premises of and accommodation at schools

outdoor space is provided in order to enable– – 29(1)(a) physical education to be provided to pupils in accordance with the school curriculum; and – 29(1)(b) pupils to play outside.

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Part 6. Provision of information

 32(1) The standard about the provision of information by the school is met if the proprietor ensures that– – 32(1)(a) the information specified in sub-paragraph (2) is provided to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector, the Secretary of State or an independent inspectorate; – 32(1)(b) the information specified in sub-paragraph (3) is made available to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector, the Secretary of State or an independent inspectorate; – 32(1)(g) any information reasonably requested in connection with an inspection under section 109 of the 2008 Act which is required for the purposes of the inspection is provided to the body conducting the inspection and that body is given access to the school’s admission and attendance registers; 14 to 16 March 2023 – 32(1)(h) where a pupil wholly or partly funded by a local authority (except where

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Part 6. Provision of information

funding is solely for free of charge early years provision in accordance with the duty contained in section 7 of the Childcare Act 2006[16]) is registered at the school, an annual account of income received and expenditure incurred by the school in respect of that pupil is provided to the local authority and, on request, to the Secretary of State; – 32(1)(i) where a pupil with an EHC plan wholly or partly funded by a local authority or other body through public funds is registered at the school, such information as may reasonably be required for the purpose of the annual review of the EHC plan is provided to the responsible local authority; and  32(2) The information specified in this sub-paragraph is– – 32(2)(a) the school’s address and telephone number and the name of the head teacher; – 32(2)(b) either– – 32(2)(b)(i) where the proprietor is an individual, the proprietor’s full name, address for correspondence during both term-time and holidays and a telephone

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Part 6. Provision of information

number or numbers on which the proprietor may be contacted, or – 32(2)(d) a statement of the school’s ethos (including any religious ethos) and aims.  32(3) The information specified in this sub-paragraph is– – 32(3)(a) particulars of the school’s policy on and arrangements for admissions, misbehaviour and exclusions; – 32(3)(b) particulars of educational and welfare provision for pupils with EHC plans and pupils for whom English is an additional language; – 32(3)(c) particulars of the policy referred to in paragraph 2; – 32(3)(d) particulars of arrangements for meeting the standards contained in paragraphs 9, 10, 11 and 13; – 32(3)(e) particulars of the school’s academic performance during the preceding school year, including the results of any public examinations; – 32(3)(f) details of the complaints procedure referred to in paragraph 33, and the number of complaints registered under the formal procedure during the

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Part 7. Manner in which complaints are handled

 33 The standard about the manner in which complaints are handled is met if the proprietor ensures that a complaints procedure is drawn up and effectively implemented which deals with the handling of complaints from parents of pupils and which– – 33(a) is in writing; – 33(b) is made available to parents of pupils; – 33(c) sets out clear time scales for the management of a complaint; 14 to 16 March 2023 – 33(d) allows for a complaint to be made and considered initially on an informal basis; – 33(e) where the parent is not satisfied with the response to the complaint made in accordance with sub-paragraph (d), establishes a formal procedure for the complaint to be made in writing; – 33(f) where the parent is not satisfied with the response to the complaint made in accordance with sub-paragraph (e), makes provision for a hearing before a panel appointed by or on behalf of the proprietor and consisting of at least three

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Part 7. Manner in which complaints are handled

people who were not directly involved in the matters detailed in the complaint; – 33(g) ensures that, where there is a panel hearing of a complaint, one panel member is independent of the management and running of the school; – 33(h) allows for a parent to attend and be accompanied at a panel hearing if they wish; – 33(i) provides for the panel to make findings and recommendations and stipulates that a copy of those findings and recommendations is– – 33(i)(i) provided to the complainant and, where relevant, the person complained about; and – 33(i)(ii) available for inspection on the school premises by the proprietor and the head teacher; – 33(j) provides for a written record to be kept of all complaints that are made in accordance with sub-paragraph (e) and– – 33(j)(i) whether they are resolved following a formal procedure, or proceed to a panel hearing; and – 33(j)(ii) action taken by the school as a result of those complaints (regardless of

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Part 7. Manner in which complaints are handled

whether they are upheld); and – 33(k) provides that correspondence, statements and records relating to individual complaints are to be kept confidential except where the Secretary of State or a body conducting an inspection under section 109 of the 2008 Act requests access to them.

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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– – 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. 14 to 16 March 2023 to 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

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Part 8. Quality of leadership in and management of schools

for children looked after, safeguarding and child protection.

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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