Bankside School

School pre-registration inspection report

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Bankside School The Rhydd, Hanley Castle, Malvern, Worcestershire WR8 0AD

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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)(g), 2(2)(h), 2(2)(i) and 3(i)  The proprietor body’s vision for the proposed school focuses on developing pupils’ independence, self-esteem and confidence. Leaders explain and demonstrate how they will meet the needs of pupils with special educational needs and/or disabilities (SEND) linked to autism. The proposed curriculum, which covers the secondary phase and sixth form, is based on the national curriculum and examination syllabuses. This is likely to support pupils to access the next stage of their education or training.  After receiving a referral for a place in the school, leaders assert that they will examine a pupil’s education, health and care plan (EHC plan) to check if the school can meet the pupil’s needs. At the same time, they will meet with the pupil and their

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Main inspection findings

parent(s) or carer(s). It is intended that pupils will undertake an initial assessment when they join the school. This process will be supported by the clinical team, which comprises speech and language therapists, occupational therapists and an assistant psychologist. In addition, pupils will complete baseline assessments in English and mathematics. The assessment information will inform which of the three curriculum routes the pupil will follow. The three routes range from a more formal curriculum to a sensory curriculum. It is proposed that every pupil will have ‘personalised learning goals’ linked to their EHC plan and initial assessments. Where appropriate, pupils will have the opportunity to study a range of qualifications, including functional skills and GCSEs.  Curriculum plans and schemes of work map out the order of learning that pupils will follow. The plans indicate that pupils are likely to access a broad range of experiences

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Main inspection findings

in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education. Curriculum plans are multi-layered. In the broadest sense, they provide a high-level overview of what pupils will learn across study units. In addition, more detailed plans map out the knowledge, skills and vocabulary that pupils will learn within each unit of work. Teachers will be expected to use the curriculum plans as a starting point to plan lessons, which leaders assert will be tailored to the needs and interests of individual pupils.  Leaders plan to establish a sixth-form provision because some pupils may not be ready to move onto a more traditional post-16 setting. This is especially the case if a pupil continues to require a sensory and/or therapeutic curriculum. In addition, at the end of Year 11, some pupils may have the potential to complete level 2 qualifications if they are given more time to achieve this in the sixth-form provision. However,

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Main inspection findings

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.  The proprietor body 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)  Alongside 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 designated careers time will feature on the timetable from Year 7 onwards. In addition, an external careers adviser will meet with pupils at least once per year to identify career pathways. Leaders are planning to attend ‘life beyond school’ events in the local area, which are organised by a careers and enterprise company with a

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Main inspection findings

specific focus on pupils with SEND. Also, leaders are keen to secure suitable, long- term work experience placements for pupils. This could be in-house work experience, such as working in the school kitchen or working in an external setting, such as a soft- play area.  The proprietor body 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 intend to develop pupils’ confidence, self-esteem and levels of independence. They assert that this is their core purpose. Leaders intend to enrich the curriculum through a range of initiatives such as ‘forest school’ and enrolling pupils on the Duke of Edinburgh’s Award scheme.  Leaders articulate how teachers and staff will make reasonable adjustments so that pupils can access the curriculum. This will include building on pupils’ interests, giving

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Main inspection findings

pupils elements of choice, making use of the outdoor environment, using a range of visual resources, including technology, and support from additional staff.  The principal has teaching and leadership experience in other schools. Leaders assert that all teachers will have qualified teacher status. As the school grows, leaders intend to appoint more teachers with subject specialisms, as well as teachers who have experience with, or a desire to work with, pupils with SEND. A qualified English teacher has already been appointed.  The proprietor body has ensured that these standards are likely to be met. Paragraph 2A(1), 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 secondary-age pupils. Leaders intend to consult with parents and carers on an individual basis about the content of the policy. The RSE policy

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Main inspection findings

references the right of parents and carers to withdraw their child fully, or partly, from sex education lessons.  The proprietor body 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), 5(c), 5(d), 5(d)(i), 5(d)(ii) and 5(d)(iii)  Preparing pupils for adulthood is a school priority, and leaders have already mapped out how they will do this. Plans include travel training, developing healthy lifestyles and promoting personal hygiene to name but a few.  Developing pupils’ social skills in a range of situations is evident in the curriculum. This is supported by a range of activities to support community engagement such as visiting local shops, cafes and the library. However, leaders are aware that many of the prospective pupils will need varying levels of support with their social skills due to

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Main inspection findings

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 these values will be promoted through the curriculum and other activities, such as celebrating a range of religious festivals. Leaders are keen to develop the pupil voice, even in day-to-day arrangements such as working with the cook to decide on menu choices for school meals.  The proprietor body 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 its website if the proposed school opens.  The designated safeguarding lead (DSL) has completed suitable training in relation to this role. The principal and deputy principal intend to be deputy DSLs and are due to

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Main inspection findings

complete their training in September.  Proposed safeguarding training for staff will focus on government guidance updates, dealing with pupil disclosures and recording concerns. Leaders also intend to hold fortnightly safeguarding briefings, which will cover topics such as online safety. Throughout the year, staff will also complete regular quizzes and competency checks to audit their safeguarding knowledge so that additional training can be arranged if required. Leaders are knowledgeable about the increased vulnerability of pupils with autism.  The planned computing curriculum is likely to help pupils learn how to keep themselves safe when they are working online. The planned PSHE curriculum will cover positive relationships and encourage pupils to express their feelings if they are worried about something.  The proprietor body has ensured that these standards are likely to be met. Paragraphs 9, 9(a), 9(b), 9(c) and 10

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Main inspection findings

 Leaders have produced a detailed behaviour policy. The school’s approach to behaviour management dovetails with its core values of independence, confidence and self-esteem. Leaders intend to operate an individualised reward system for pupils such as ‘choice time’, in-school responsibilities and off-site walks. It is intended that every pupil will have an individual risk assessment that identifies behaviour triggers and de-escalation strategies. Leaders assert that relevant staff will have knowledge of these so that each pupil’s behaviour can be managed consistently. The proposed curriculum, pupil-centred approach and daily routines, including regular debriefs with pupils, provide opportunities to 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 through the PSHE curriculum. Leaders have

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Main inspection findings

strategies in place if bullying does occur that focus on supporting both the victim and the perpetrator.  Leaders intend to keep detailed records of any behaviour and bullying incidents in an online system. This is the same system that will be used to record safeguarding incidents and concerns. This should enable leaders to identify any behaviour patterns and possible trends.  The proprietor body has ensured that these standards are likely to be met. Paragraphs 11, 12, 13, 16, 16(a) and 16(b)  A detailed health and safety policy and other related policies are in place. It is intended that all staff will complete first-aid training. This is provisionally booked before the school’s proposed opening date.  It is intended that fire safety checks, including emergency lighting and call point checks, will be carried out on a regular basis by the site manager. Recording proformas are the same as the ones that are currently used in Bankside College,

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Main inspection findings

which is on the same site. It is intended that fire safety will be included in the staff induction process, which will include the safe operation of fire extinguishers.  The proprietor body 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 Department for Education (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 teaching assistant who will be a regular point of contact.  The proprietor body 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),

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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)(c) and 21(6)  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 principal and deputy principal completed safer recruitment training in March 2023 and March 2022 respectively. It is intended that they will sit on every recruitment

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Main inspection findings

panel.  The format of the single central record contains the full range of pre-employment checks. It will be stored centrally in an electronic format. It is intended that the senior administrator will update the single central record when new members of staff are recruited. It will be routinely checked by the principal and the regional director.  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 body 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 building was previously an adult residential building. It is on the

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Main inspection findings

same site as Bankside College, which is a short walk away. The proposed school is surrounded by countryside and has picturesque views. The premises have been refurbished and decorated to a very high standard. All rooms are well lit and have good acoustics. There are 12 classrooms, including a science laboratory, a computer suite and a food technology room. In addition, there is a dining room, a hall, a library, several calm areas, three sensory rooms and lots of storage space. There is suitable space for the proposed number of pupils to learn.  There are sufficient individual unisex toilets available to pupils and an accessible toilet. All have hot and cold running water and handwashing facilities. The medical room is spacious and contains a washing facility. The medical room is next door to a toilet.  There is currently one shower in the proposed school, but more are being fitted in the ‘cabin’, an annex building adjacent to the school field. Leaders intend to use the local

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Main inspection findings

leisure centre to support the delivery of the physical education curriculum on a regular basis. The facilities at the centre include a swimming pool. Showers are available in the leisure centre if pupils need to use them. Leaders have already carried out suitable risk assessments for the leisure centre in line with their health and safety arrangements.  There is an outdoor area that can be used for pupils to play and socialise. There are several grassed areas, a large field, a sensory garden and a courtyard. The area is suitably secure and well lit.  The proprietor body 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)(c), 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

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Main inspection findings

were provided in a timely manner. Where relevant, policies reflect the fact that the proposed school will cater for pupils with autism.  Leaders have overseen the construction of a school website. The website includes the school’s vision, values and aims, relevant contact details and other useful information. It is intended that all required policies and documentation for the proposed school will be available through this website.  Leaders have a comprehensive understanding of how relevant staff, including the clinical team, will contribute to the annual review process for pupils with an EHC plan. It is anticipated that the half-termly pupil review meetings will feed into the annual review process. In addition, it is intended that parents and pupils will play a key role in this process.  The proprietor body has ensured that these standards are likely to be met. Part 7. Manner in which complaints are handled

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Main inspection findings

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 body 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 body has a clear rationale for why it wants to open the school. This is linked to the increased demand for specialist school places for pupils with autism and the lack of provision in the local area. The proprietor body’s vision is that prospective pupils will ‘be empowered to achieve their full potential’. The proprietor body has a

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Main inspection findings

positive track record of running similar schools.  The principal has worked closely with the regional director and other leaders to prepare the proposed school for registration. The proprietor body has established multi-layered monitoring systems to support and challenge school leaders to ensure they fulfil their responsibilities effectively. This includes having a governing body and a school improvement partner.  Leaders at all levels demonstrate a thorough understanding of the standards. They are keen to develop the proposed school even further, building on what they have already achieved in preparing for the registration process.  The proprietor body 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. It focuses on the physical environment, the curriculum and the sharing of information. The plan

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Main inspection findings

meets the requirements of schedule 10 of the Equality Act 2010. The proposed school considers and plans for the needs of pupils with SEND.

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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

Type of school Other independent special school

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Proposed school details

School status Independent special school

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Proposed school details

Annual fees (day pupils) £61,950 to £88,295

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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 18 11 to 18 Number of pupils on the school roll Not applicable 60 60

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School’s current position School’s proposal

Gender of pupils Not applicable Mixed Number of full-time pupils of compulsory school age Not applicable 60 Number of part-time pupils Not applicable 0

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities Not applicable 60

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan Not applicable 60

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School’s current position School’s proposal

Of which, number of pupils paid for by a local authority with an education, health and care plan Not applicable 60

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 22

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School’s current position School’s proposal

Number of part-time teaching staff Not applicable 0

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School’s current position School’s proposal

Number of staff in the welfare provision Not applicable 1

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Information about this proposed school

 The proposed school building was previously an adult residential building and sits within extensive grounds. The building has been renovated, refurbished and decorated to a high standard.  The proposed school intends to cater for boys and girls from 11 to 18 years of age.  The proposed school will cater for pupils with a diagnosis of autism. It is anticipated that all pupils will have an EHC plan. Pupils will be placed in the school by local authorities, mainly Worcestershire and Gloucestershire. The proprietor body runs several other schools as part of the ‘Options Autism’ group.  The proposed school will not have a religious denomination.  The proposed school does not intend to use alternative provision.

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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 regional director, the principal, the deputy principal and the site manager. He also met with a representative of the proprietor body.

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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 .

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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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