The Watkin Centre

School pre-registration inspection report

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The Watkin Centre 14 Royle Green Road, Northenden, Manchester, Lancashire M22 4NG

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Main inspection findings

Part 1. Quality of education provided Paragraph 2, 2(1)–2(1)(b)(ii), 2(2), 2(2)(a)–2(2)(d)(ii), 2(2)(h), 2(2)(i)  The proprietor body has prepared an appropriate curriculum policy. The policy emphasises the contribution that each subject will make to pupils’ spiritual, moral, social and cultural (SMSC) education. The information within the policy also shows that the active promotion of fundamental British values is at the core of leaders’ work. This includes values such as tolerance and respect, together with the development of pupils’ knowledge and understanding of being a British citizen.  The curriculum policy is not supported by suitable schemes of work for each subject. The schemes of work, and examples of curriculum plans for each subject, are of variable and often poor in quality. For example, leaders have not thought carefully about what they want pupils to learn during their time at the school. Leaders’

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Main inspection findings

curriculum design and curriculum thinking do not consider adequately the requirements of the key stages, or the individual needs of the pupils, all of whom will be pupils with special educational needs and/or disabilities.  Although leaders have considered writing and mathematics appropriately in the curriculum, they have not fully thought through the emphasis that they will place on speaking and listening and on reading.  Pupils will study subjects such as science, information and communication technology, religious education, art and design and physical education (PE). However, leaders have not fully considered how they will give pupils experience of a human and social curriculum. For example, they have not included history or geography.  Pupils’ personal, social, health and economic (PSHE) education will be taught through timetabled lessons. Aspects of PSHE education will also be woven into the whole

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Main inspection findings

curriculum, including careers education. The development of pupils’ life skills and also their emotional and well-being skills are considered an essential part of the curriculum by leaders. The topics to be covered are suitably wide-ranging and include all those that pay particular regard to the protected characteristics as set out in the Equality Act 2010. Paragraph 2A(1), 2A(1)(b), 2A(1)(d)–2A(1)(g), 2A(2), 2A(3)  The PSHE education curriculum will include the development of pupils’ understanding of sex, relationships and health education. Leaders have taken into consideration the relevant statutory guidance. They have drafted a policy statement, and they have considered how they will consult with parents and carers about the policy. Leaders are aware that this statement will need to be placed on the school’s website. Paragraph 3, 3(a)–3(j)  The proprietor body has already recruited some staff. They are in the process of

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Main inspection findings

recruiting other staff who will work at the school. Leaders have a clear idea of the calibre and expertise that they are looking for in new teachers and other staff.  Examples of short-term curriculum plans are weak. They are not fully thought through. These documents do not give teachers sufficient guidance as to the content of lessons that must be taught. Also, the lack of curriculum guidance does not adequately support teachers to enable them to match their subject teaching methods to the needs of the pupils. Despite this, the school is suitably resourced with a range of appropriate educational books and equipment that are relevant to the age range of pupils whom the school will serve.  The proprietor body and headteacher are keen to provide a good-quality education for pupils. Although the headteacher has the knowledge, skills and experience to guide and support teachers, the curriculum design has been left to inexperienced middle

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Main inspection findings

leaders. These teachers do not have sufficient levels of knowledge, skills and experience to plan an effective curriculum. As a result, the school cannot presently provide a suitable quality of education to ensure that pupils reach their potential. Paragraph 4  Leaders have a suitable assessment policy in place.  Leaders will assess pupils’ attainment and personal needs when they start at the school. Pupils’ progress and attainment will be assessed regularly. Pupils’ progress will be communicated regularly with parents and those responsible for governance. Teachers will use these assessments to inform their teaching.  Where appropriate, pupils will complete national end-of-key-stage assessments.  All of the independent school standards in this part are unlikely to be met if the proposed school opens. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5, 5(a), 5(b)–5(b)(vii), 5(c), 5(d)–5(d)(iii)

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Main inspection findings

 Documentary evidence indicates that pupils’ SMSC development is a thread that runs throughout the curriculum for the proposed provision. Pupils’ SMSC development is central to the school’s aims, policies and plans for enrichment activities.  Aspects of SMSC development are threaded through the PSHE scheme of work, showing that pupils will learn about democracy and different faiths. Enrichment activities will be offered to all pupils to ensure that they experience a diverse range of social and cultural activities and traditions. For example, plans are in place to help pupils to be involved in charity work and local community events.  Leaders have plans to provide an opportunity for pupils to discuss local and national issues in an impartial way. Pupils will be encouraged to put into practice the values that are fundamental to living in modern Britain.  The school’s policies include appropriate references to all the protected characteristics

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Main inspection findings

set out in legislation.  The independent school standards in this part are likely to be met if the proposed school opens. Part 3. Welfare, health and safety of pupils Paragraph 7, 7(a), 7(b)  The proprietor body has paid attention to the current statutory guidance for safeguarding pupils. A suitable and up-to-date safeguarding policy is in place. Leaders have introduced all the necessary arrangements to keep pupils safe and to promote their welfare at the school.  The headteacher and two other senior members of staff are already appointed as designated safeguarding leads (DSLs). It is likely that other senior staff will also be trained at DSL level. All new staff will receive appropriate induction training, safeguarding training and regular updates on areas such as radicalisation and extremism, sexual exploitation and sexting and e-safety. Paragraphs 9, 9(a)–9(c), 10  The proprietor body has detailed and suitable behaviour and exclusion policies in

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Main inspection findings

place. There is also an appropriate anti-bullying policy. Any incidents of poor behaviour will be recorded. Leaders intend to cross-reference these with any other concerns so that they can gain a full picture of an individual pupil and respond quickly to any additional needs that arise. The policy includes appropriate and proportionate sanctions. Paragraphs 11, 12, 13, 16, 16(a), 16(b)  The proprietor body has a written health and safety policy that is tailored to the premises of the proposed school. It complies with all relevant laws. Regular fire safety checks of the premises are planned. The proprietor body will ensure compliance with the Regulatory Reform (Fire Safety) Order 2005.  The proprietor body has an appropriate first-aid policy in place. A number of staff already appointed, have undergone first-aid training.  A written risk assessment policy is in place. The risk assessments that have already

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Main inspection findings

been completed show that leaders plan to take appropriate actions to minimise risks to pupils. This includes risk assessments for the school building, for staff, for events and individual pupils.  Leaders have made appropriate arrangements to ensure that the school’s computer network has appropriate monitoring and filtering in place. This is to assure pupils’ safety when they are working online. Paragraph 14  Pupils will always be appropriately supervised, including at breaktimes, when arriving at school and on leaving the school premises. Paragraph 15  Leaders have appropriate systems in place to register pupils’ attendance and to allow them to monitor any pupils’ absences effectively. Leaders will report on attendance on a regular basis through the governance arrangements at the school.  The proprietor body has published a suitable admissions policy for the school. However, as set out in the Education (Pupil Registration) Regulations 2006, some of

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Main inspection findings

the information required when admitting a pupil has been omitted.  All the independent school standards in this part are unlikely to be met if the proposed school opens. Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2), 18(2)(a), 18(2)(b), 18(2)(c)–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)(cc), 19(2)(a)(ii), 19(2)(b)– 19(2)(d), 19(2)(d)(i), 19(2)(d)(ii), 19(3), 20(6), 20(6)(a)–20(6)(a)(ii), 20(6)(b), 20(6)(b)(i)–20(6)(b)(iii), 20(6)(c), 21(1)–21(3), 21(3)(a), 21(3)(a)(i)–21(3)(a)(viii), 21(3)(b), 21(4), 21(5), 21(5)(a), 21(5)(a)(i), 21(5)(a)(ii), 21(5)(b), 21(5)(c), 21(6), 21(7)–21(7)(b)  The single central record (SCR) is in place and meets the requirements for the information it must contain. Leaders understand the need to complete all the required checks on the suitability of staff before they take up an appointment.

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Main inspection findings

 Records relating to the proprietor body are included on the school’s SCR. All of the suitability checks, including those relating to the leadership and management of a school, have also been carried out.  The proprietor body and headteacher have completed appropriate training to support the appointment of suitable staff to work in a school. Some teaching staff have already been appointed. Plans to recruit additional teachers and support staff are in place. The induction documentation for new staff makes it clear that they will undergo a full suite of safeguarding, and other appropriate training, on appointment.  Leaders are aware of the procedures that they should follow in the event of employing agency staff to ensure that they are suitable to work with pupils.  Leaders do not intend to engage volunteers. However, they are clear about their responsibility for checking the suitability of volunteers who may work with pupils if

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Main inspection findings

this does occur.  All the independent school standards in this part are likely to be met if the proposed school opens. Part 5. Premises of and accommodation at schools Paragraphs 23(1), 23(1)(a)–23(1)(c), 28(1)–28(1)(d), 28(2)–28(2)(b)  The proposed school is housed in a large townhouse that was formerly used as a private nursery. The good-sized building has been refurbished by the proprietor body to an appropriate standard. The accommodation comprises several small teaching rooms, a communal space, a music room, a kitchen, a medical room, a reception area and a suite of offices.  There are toilet facilities, but at the time of the inspection, one of the boys’ toilets was not flushing. All toilets can be secured from the inside.  There is running hot and cold water. However, the hot water was not at an appropriate temperature throughout the inspection.  There are signs indicating that the water is not suitable for drinking. Pupils will have

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Main inspection findings

access to drinking water throughout the day.  Shower and changing facilities are provided. However, at the time of the inspection, the shower was not working. Paragraph 24(1), 24(1)(a), 24(1)(b), 24(2)  A medical room has been set aside with suitable washing facilities in the room. There is easy access to a toilet. A bed and first-aid kit were in the medical room at the time of the inspection. Paragraphs 25, 26, 27, 27(a), 27(b)  The accommodation throughout is mainly of an appropriate standard. This includes suitable acoustics and lighting. Teaching rooms have a suitable source of natural light. The interior lighting is of an appropriate standard. However, one of the exit doorways does not have suitable external lighting. This will not ensure a safe exit from the premises in hours of darkness.  Access through main doorways and gates will be via keypads and coded locks. Leaders are committed to meeting the requirements for the health, safety and welfare

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Main inspection findings

of pupils. However, because the independent school standards around the toilets, external lighting and the shower are unmet, overall, health, safety and welfare requirements are also unmet. Paragraph 29(1), 29(1)(a), 29(1)(b)  The pupils will have access to an outdoor area that is safe. It will be an appropriate space in which pupils can play when not in lessons and for them to engage in PE activities. PE activities will be regularly timetabled in accordance with the school’s curriculum requirements. Some of these sessions will be conducted at a local sports centre. Leaders will have risk assessments in place to ensure pupils’ safety when travelling to and from the sports centre, and when using this site.  All of the independent school standards in this part are unlikely to be met if the proposed school opens. Part 6. Provision of information Paragraph 32(1)–32(1)(k), 32(2)–32(2)(d), 32(3)–32(3)(g)  The proprietor body is near to completing the setting up of a school website that will

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Main inspection findings

contain all the required information. The proprietor body is fully aware of the requirements that a school should publish on its website.  In the meantime, there is a suitable range of information available for parents and pupils when they join the school. A comprehensive range of policies for parents is in place, including information on admissions, behaviour, the curriculum and safeguarding. All documents will be made available for parents on request from the school office, as well as available on the school’s website.  Leaders intend to provide termly and annual reports on pupils’ progress and attainment to parents. Reports will be detailed and provide a holistic picture of a pupil’s progress. They will also report on pupils’ personal development and emotional health and well-being. Leaders are aware that any inspection reports and examination results need to be made available once released.  All of the independent school standards in this part are likely to be met if the

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Main inspection findings

proposed school opens. Part 7. Manner in which complaints are handled Paragraph 33, 33(a)–33(k)  The complaints policy is appropriate. It outlines all the required stages. It includes appropriate timescales and information about the storage and sharing of written records. The policy is detailed and it ensures transparency of the school’s intended complaints procedures.  All of the independent school standards in this part are likely to be met if the proposed school opens. Part 8. Quality of leadership in and management of schools Paragraph 34(1)–34(1)(c)  The proprietor body has plans in place to monitor compliance regularly. However, leaders do not have an appropriate understanding of the independent school standards. This is demonstrated by the number of independent school standards found to be unmet at the time of this inspection.  Leaders do not demonstrate the knowledge required to set up and run this

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Main inspection findings

independent school successfully. They have a commitment to providing an appropriate quality of education for pupils. However, the quality of education is currently underdeveloped and does not meet the independent school standards. The unmet independent school standards regarding premises mean that leaders do not fulfil their responsibilities to promote the well-being of pupils.  All of the independent school standards in this part are unlikely to be met if the proposed school opens. Schedule 10 of the Equality Act 2010  The school’s accessibility plan fully reflects statutory requirements.

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Compliance with regulatory requirements

The school is unlikely to meet the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements, as set out in the annex of this report.

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Proposed school details

This inspection was carried out under section 99 of the Education and Skills Act 2008, the purpose of which is to advise the Secretary of State for Education about the school’s likely compliance with the independent school standards that are required for registration as an independent school.

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Proposed school details

School status Independent special school

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Proposed school details

Annual fees (day pupils) £42,000 to £70,000

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Proposed school details

Email address carol.nolan@firstepstogether.uk

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Proposed school details

Date of previous standard inspection Not previously inspected

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Provider already operating

Number of pupils of compulsory school age 20 Number of pupils of compulsory school age who have an education, health and care plan, or who are looked after by a local authority None

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Provider already operating

Total hours operating as a school per week 16

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Provider already operating

Total hours of teaching provided per week 16

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recommendation

Age range of pupils 11 to 16 11 to 16 11 to 16 Number of pupils on the school roll 20 45 35

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recommendation

Reason for inspector’s recommendations  Although the building is relatively large, it is divided up into small teaching rooms that would not comfortably accommodate more than 35 pupils at any one time.

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School’s current position School’s proposal

Gender of pupils Mixed Mixed Number of full-time pupils of compulsory school age None 35

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities 20 35

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan None 35

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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 None Not known

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School’s current position School’s proposal

Number of full-time equivalent teaching staff 7 9

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School’s current position School’s proposal

Number of part-time teaching staff None None

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School’s current position School’s proposal

Number of staff in the welfare provision 7 10

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Information about this proposed school

 This proposed independent school is located in Manchester. It is housed in a large, repurposed former house. The proposed school will is located at 14 Royle Green Road, Northenden, Manchester, Lancashire, M22 4NG.  It is proposed that the school will provide full-time education for up to 35 mixed-gender pupils aged between 11 and 16 years. It is intended that the proposed school will cater for pupils who are struggling to cope with mainstream education by providing them with a smaller, nurturing environment. Leaders intend to offer pupils pathways to achieve academically and ultimately gain future employment. Referrals will be taken initially from Manchester City Council .  The proprietor body has applied to the Department for Education (DfE) to separately register two other schools. The first is the Kershaw Wood School, Talbot Street, Glossop, Derbyshire, SK13 7DG. The second is Peak Forest School, Stockport Road,

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Information about this proposed school

Hyde, SK14 3QF.  Leaders aim to re-engage pupils who are not suited to, or who are struggling with, traditional education pathways. They aim to do this by engaging pupils in personalised educational and vocational courses. Leaders anticipate that all pupils will have an education, health and care plan (EHC plan) for social, emotional and mental health.  The proprietor body has a limited company called First Steps Together Limited. The proprietor body is made up of two directors. They intend to have oversight and governance responsibilities for the school when it opens. A headteacher has already been appointed and is in post.  At the time of the inspection, the school was running as an unregistered school provision for 20 pupils. This arrangement has been negotiated with Manchester City Council. All pupils are part time, below 16 hours and none have an EHC plan.

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Information about this inspection

 This inspection was commissioned by the DfE to determine whether the school is likely to meet the independent school standards prior to opening as a registered school.  This was the school’s first pre-registration inspection.  The inspector held discussions with the headteacher, who is also one of three DSLs. She held discussions with members of the teaching and curriculum teams. She also spoke to a proprietor representative via a video call.  The inspector made a tour of the school to check the suitability of the proposed premises against the relevant independent school standards. She also looked at a wide range of documents and policies, including those relating to the curriculum, behaviour and health and safety. She also checked documents relating to safeguarding.

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Inspection team

Sue Eastwood, lead inspector His Majesty’s Inspector

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if-

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Part 1. Quality of education provided

– 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

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Part 1. Quality of education provided

– 2(1)(b) the written policy, plans and schemes of work-

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Part 1. Quality of education provided

– 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan.

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Part 1. Quality of education provided

 2(2) For the purposes of paragraph (2)(1)(a), the matters are-

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Part 1. Quality of education provided

– 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;

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Part 1. Quality of education provided

– 2(2)(b) that pupils acquire speaking, listening, literacy and numeracy skills;

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Part 1. Quality of education provided

– 2(2)(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that-

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Part 1. Quality of education provided

– 2(2)(e)(i) is presented in an impartial manner;

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Part 1. Quality of education provided

– 2(2)(e)(ii) enables them to make informed choices about a broad range of career options; and

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Part 1. Quality of education provided

– 2(2)(e)(iii) helps to encourage them to fulfil their potential;

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Part 1. Quality of education provided

– 2(2)(h) that all pupils have the opportunity to learn and make progress.

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Part 1. Quality of education provided

 3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school-

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Part 1. Quality of education provided

– 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught;

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Part 1. Quality of education provided

– 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;

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Part 1. Quality of education provided

– 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;

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Part 1. Quality of education provided

– 3(e) demonstrates good knowledge and understanding of the subject matter being taught.

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Part 3. Welfare, health and safety of pupils

 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].

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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-

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Part 5. Premises of and accommodation at schools

– 23(1)(a) suitable toilet and washing facilities are provided for the sole use of pupils;

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Part 5. Premises of and accommodation at schools

– 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.

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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.

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Part 5. Premises of and accommodation at schools

 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(b) external lighting is provided in order to ensure that people can safely enter and leave the school premises.

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Part 5. Premises of and accommodation at schools

 28(1) The standard in this paragraph is met if the proprietor ensures that-

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Part 5. Premises of and accommodation at schools

– 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.

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Part 8. Quality of leadership in and management of schools

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

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Part 8. Quality of leadership in and management of schools

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

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Part 8. Quality of leadership in and management of schools

– 34(1)(c) actively promote the well-being of pupils. 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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Part 8. Quality of leadership in and management of 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.

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Part 8. Quality of leadership in and management of 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 .

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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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