Trident Alternative Provision Ltd

School pre-registration inspection report

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Trident Alternative Provision Ltd 58 Lincoln Road, Solihull, West Midlands B27 6NX

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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)(e), 2(2)(e)(i), 2(2)(e)(ii), 2(2)(e)(iii), 2(2)(h), 2(2)(i), 2A(1), 2A(1)(a), 2A(1)(b), 2A(1)(d), 2A(1)(e), 2A(1)(f), 2A(1)(g), 2A(2), 3, 3(a), 3(b), 3(c), 3(d), 3(e), 3(f), 3(g), 3(h), 3(i), 3(j) and 4  The proprietor has developed a broad and ambitious curriculum. The written curriculum policy is supported by detailed schemes of work across all subjects. Curriculum plans reflect the aims and objectives of the national curriculum.  Leaders intend to use purchased schemes of work for several curriculum subjects, such as the reading, history and personal, social, health and economic (PSHE) curriculums. Since the previous pre-registration inspection, leaders have thought carefully about how the knowledge they expect pupils to learn builds over time. They

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Main inspection findings

have now identified the small steps pupils should take to be successful across all subjects. They have also ensured that each subject is supported by appropriate classroom resources.  Leaders have a broad knowledge of how to support pupils with special educational needs and/or disabilities (SEND). They are experienced, qualified teachers and have clear expectations of teaching at the school. They have ensured that curriculum plans make clear the potential adaptations that might be required to meet pupils’ individual needs. It is likely that staff will be able to take the ages, aptitudes and needs of pupils into account in their planning.  Leaders aim to check carefully on the needs of pupils when they join the school to ensure pupils’ needs are accurately identified. They plan to work closely with parents and commissioners as part of this work. They plan to use this information to develop bespoke curriculums and therapeutic pathways for each of the pupils who attend the

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Main inspection findings

school.  Leaders intend to make checks on pupils’ starting points in literacy and numeracy when they join the school. Leaders expect that teachers will use this information to adapt their teaching to meet pupils’ needs. Leaders have appropriate plans in place to ensure those pupils who are at an early stage of reading are able to catch up to their peers quickly.  Leaders intend to ensure that all staff have access to a wealth of subject-specific training. Leaders also plan to provide staff with training related to the specific needs of pupils under their care. These measures, alongside the well-considered curriculum, mean that it is likely that teachers will deliver well-planned lessons and make appropriate checks on what pupils know and remember.  It is likely that pupils will learn from a well-implemented personal, social, health and economic (PSHE) education programme. Leaders have placed a great deal of

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Main inspection findings

importance on this aspect of their curriculum. They have considered the needs of pupils and ensured that the PSHE curriculum is well planned to meet these individual needs. This programme offers pupils a range of opportunities to develop their understanding of protected characteristics and fundamental British values.  Leaders’ plans to ensure that pupils receive up-to-date careers guidance are well considered. They have thought about the way pupils will be supported to make appropriate choices about their future careers. For example, leaders have developed links with several local employers who can provide pupils with meaningful interactions with the world of work. Leaders intend to develop these further to meet the individual needs of pupils once pupils begin attending the school.  Leaders have ensured that these independent school standards (the standards) are likely to be met. Part 2. Spiritual, moral, social and cultural development of pupils

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Main inspection findings

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), 5(c), 5(d), 5(d)(i), 5(d)(ii) and 5(d)(iii)  Leaders are committed to developing pupils’ spiritual, moral, social and cultural understanding and have taken appropriate steps to ensure that the curriculum will not undermine fundamental British values. They have well-thought-out systems in place to help make sure that pupils will not be exposed to partisan political views.  Leaders have a good understanding of the specific vulnerabilities that pupils attending the school are likely to face. The PSHE curriculum and citizenship studies offer pupils the opportunity to develop their understanding of important social issues.  The PSHE curriculum, alongside wider opportunities within school, is likely to promote fundamental British values. Leaders intend to develop an elected school council and develop trips such as visits to local centres of faith. It is likely that these opportunities

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Main inspection findings

will enrich pupils’ understanding of different cultures and faiths.  Leaders have ensured that these standards are likely to be met. Part 3. Welfare, health and safety of pupils Paragraphs 7, 7(a), 7(b), 9, 9(a), 9(b), 9(c), 10, 11, 12, 13, 14, 15, 16, 16(a) and 16(b)  The designated safeguarding lead is a member of the school’s senior leadership team. They are knowledgeable about how to keep pupils safe. Leaders are clear about the likely vulnerabilities that pupils who attend the school may have. Leaders have well- developed plans to ensure that all adults working with pupils understand how to mitigate these risks.  Leaders have high expectations of all staff regarding their participation in safeguarding training. Leaders intend that all staff employed at the proposed school will undertake safeguarding training as part of their induction. Leaders intend for this training to be regularly updated throughout the year. They expect all staff to engage

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Main inspection findings

in this training.  Leaders have a sensible system ready to record and report any concerns about pupils’ safety and welfare.  Leaders have clear plans in place to manage the behaviour of pupils. There are comprehensive behaviour and anti-bullying policies in place. These policies take into account the potential vulnerabilities of pupils who may attend the school. Leaders intend for every pupil to have an individual behaviour risk assessment. These documents will provide information about how teachers should best manage pupils’ behaviour, including information about the triggers for misbehaviour.  The behaviour policy places particular focus on the use of praise and rewards as a tool to promote positive behaviour. As outlined in their behaviour policy, leaders plan to keep records of sanctions imposed in response to poor behaviour. They intend to use this information to spot patterns and trends and provide appropriate support to pupils

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Main inspection findings

where necessary.  There is a system in place to record admissions and attendance. These arrangements, if implemented effectively, are likely to comply with the Education (Pupil Registration) Regulation 2006. Leaders have also considered the supervision of pupils during lessons, at breaktimes and lunchtimes. If implemented as intended, it is likely that these supervision arrangements will be appropriate.  The school has comprehensive policies in place for health and safety and first aid. The proprietor has made detailed checks on the proposed school’s site to ensure the health and safety policy is fully implemented. For example, they have now made sure that all elements of part 5 of the standards, concerning the premises, are likely to be met.  The fire risk assessment confirms that the school is compliant with the Regulatory Reform (Fire Safety) Order 2005. There are appropriate measures in place for fire

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Main inspection findings

evacuation and the maintenance of fire equipment. All current members of staff are trained as fire marshals. Leaders intend that all staff employed at the school will be trained as fire marshals.  The risk assessment policy details how assessments will be carried out and how the risks identified will be mitigated. A review of a range of risk assessments, including the off-site and educational visits risk assessment, confirms that staff adhere to the principles of the policy to identify any risks and indicate how risks will be managed. Additionally, hazards identified at the previous pre-registration inspection have been addressed. For example, the temperature of hot water no longer poses a risk of scalding.  Leaders have 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),

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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), 20(6), 20(6)(a), 20(6)(a)(i), 20(6)(a)(ii), 20(6)(b), 20(6)(b)(i), 20(6)(b)(ii), 20(6)(b)(iii), 20(6)(c), 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), 21(5)(b), 21(5)(c) and 21(6)  Records show that the proprietor has made sure that all staff currently employed have been subject to all the required safeguarding checks.  Leaders have a sound understanding of the steps to follow when appointing new staff. They have an up-to-date knowledge of safer recruitment practices. It is likely that any new staff appointed to the proposed school will likely be recruited in line with safer

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Main inspection findings

recruitment guidance.  All safeguarding checks are recorded on the school’s single central record. The proprietor intends to ensure that this is well maintained. The proprietor also intends to make use of external support to provide ongoing scrutiny of the single central record.  Leaders intend to use supply staff. They are clear about the checks to be undertaken, and the procedures to be followed, if supply staff are used.  Leaders have 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), 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)(d), 28(2), 28(2)(a), 28(2)(b), 29(1), 29(1)(a) and 29(1)(b)  The premises are maintained to a high standard, rooms are clean and tidy and the building itself is in a good state of repair. The school has been decorated in calming colours. Classrooms are suitable for teaching and learning. They have high ceilings

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Main inspection findings

and benefit from plenty of natural light. Rooms also benefit from good acoustic conditions.  The proprietor has made sure that pupils will always have access to drinking-water. This is clearly marked for pupils. There is also adequate external lighting that covers the entrance to the school building and the playground.  The school is situated on a large site and benefits from a suitable outside area for pupils to play. This area is large enough to accommodate some sporting activities, although leaders intend that physical education lessons will be taught at a local leisure centre. Leaders have paid due regard to the risks associated with the external space.  There is a small purpose-built medical room. The room has a fixed sink and is situated next door to a toilet facility.  Leaders have given due consideration to the accessibility of the building. They have made arrangements to ensure the site is accessible for all pupils.

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Main inspection findings

 Leaders have 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)(d), 32(1)(f), 32(1)(g), 32(1)(h), 32(1)(i), 32(1)(j), 32(2), 32(2)(a), 32(2)(b), 32(2)(b)(ii), 32(2)(c), 32(2)(d), 32(3), 32(3)(a), 32(3)(b), 32(3)(c), 32(3)(d), 32(3)(e), 32(3)(f), 32(3)(g), 32(4)(a), 32(4)(b) and 32(4)(c)  At the time of the inspection, the proposed school did not have a working website. On request, leaders ensured that all the required documentation under part 6 of the standards was made available. Leaders do intend to have a working website prior to opening the school. They are clear about the documentation that is required to be housed on the school’s website.  Leaders have set out the school’s safeguarding policy. This was made available on request.  Leaders have an updated policy in place relating to the provision for pupils with SEND.

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Main inspection findings

This policy is suitably detailed, and now reflects the current situation in the school.  Leaders have clear systems in place to monitor the progress of pupils with SEND and to support the annual reviews of pupils with an education, health and care plan. Leaders plan to work closely with parents, as well as the school staff, to ensure the information in these reports is as accurate and as helpful as possible.  Leaders understand the requirement to publish any future inspection reports to parents.  Leaders have 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 policy is in writing and is to be made available on request. The proprietary body has ensured that the policy is clear and contains information about

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Main inspection findings

how to raise a complaint.  The complaints policy sets out clear timescales associated with each stage of the complaints process.  The policy states that an appeals panel would include a member who is independent of the school. Leaders have taken action to ensure these individuals are suitably skilled and are able to carry out their roles impartially.  Leaders have ensured 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), 34(1)(c)  The proprietor has a clear and ambitious vision for the school. Leaders bring with them a wealth of experience from working with pupils with SEND. They are knowledgeable about the needs of the pupils they intend to cater for and intend that all staff working at the proposed school are equally well skilled.  Leaders demonstrated a secure understanding of the standards. They also demonstrated that it is likely that they can ensure these standards are consistently

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Main inspection findings

met.  The proprietor and headteacher have acted to ensure that pupils’ welfare, health and safety are prioritised. For example, they have acted to resolve issues identified at the previous pre-registration inspection and ensured that the temperature of hot water does not pose a scalding risk.  They have also ensured that all staff have received suitable safeguarding training. Leaders have plans to make sure that all staff receive ongoing safeguarding training specifically related to the contextual issues pupils are likely to face. Leaders intend to check on the impact of this training periodically.  Leaders have ensured that these standards are likely to be met. Schedule 10 of the Equality Act 2010  Leaders have ensured that the school is likely to meet the requirements of schedule 10 of the Equality Act 2010. The accessibility policy sets out how the school intends to be fully accessible to all and how it would cater for a range of disabilities.

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Compliance with regulatory requirements

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

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Proposed school details

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

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Proposed school details

School status Independent special school

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Proposed school details

Annual fees (day pupils) £75,000 to £85,000

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Proposed school details

Date of previous standard inspection Not previously inspected

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recommendation

Age range of pupils Not applicable 11 to 16 11 to 16 Number of pupils on the school roll Not applicable 30 30

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School’s current position School’s proposal

Gender of pupils Not applicable Mixed Number of full-time pupils of compulsory school age 0 30

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School’s current position School’s proposal

Number of part-time pupils 0 0 Number of pupils with special educational needs and/or disabilities 0 30

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan 0 30

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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 0 30

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School’s current position School’s proposal

Number of full-time equivalent teaching staff 2 12

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Information about this proposed school

 The school propose to cater for pupils with a range of special educational needs including specific learning difficulties, cognitive and learning needs and behavioural, emotional and social development needs.  It is expected that most pupils will have an EHC plan. Pupils will be placed by local authorities.  A headteacher, a deputy headteacher and a special educational needs coordinator have been recruited to work at the school.  The proprietor intends to include a local governing board in work to maintain oversight of the school. He has already held interviews with potential members of the governing board.  The school does not intend to use alternative provision.  The school does not have a religious character.

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Information about this inspection

 The inspector carried out a range of activities to ascertain if the school is likely to meet the standards. These activities included meeting with the proprietor and school leaders, reviewing a broad range of policies and reviewing curriculum aims and examples of schemes of work, as well as reviewing leaders' intended systems and procedures for managing the school.  The inspector conducted a tour of the premises, including the outdoor space.  The inspector discussed safeguarding and welfare arrangements with the designated safeguarding lead.

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Inspection team

Alexander Laney, lead inspector His Majesty’s Inspector guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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