Kershaw Wood School

School pre-registration inspection report

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Kershaw Wood School Talbot Street, Glossop SK13 7DG

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1)–2(2)(b), 2(2)(h)–2(2)(i), 3–3(g), 3(i)–4  Leaders are keen to develop pupils who are ACTIVE (aspire, create, together, initiative, vocational, empowerment) citizens. They want the curriculum to prepare pupils for further and higher education pathways, as well as apprenticeships, when they leave school. However, leaders have not put sufficient plans in place to ensure that the curriculum achieves these aims.  The proprietor has ensured that the school has a written curriculum policy. Leaders intend to adhere to the national curriculum. There are opportunities for pupils to develop their speaking, listening, literacy and numeracy skills. However, it is not clear what subjects pupils will study at each key stage.  Leaders intend to deliver the key stage 2 curriculum using commercial schemes. However, they have not given sufficient thought as to how they might adapt these

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Main inspection findings

schemes to meet pupils’ needs, particularly pupils with education, health and care plans (EHC plan).  Leaders are still in the process of planning the key stage 3 curriculum. In most subjects, they have not decided exactly what they want pupils at key stage 3 to learn or in what order.  Pupils at key stage 4 will study a range of different subjects to gain accreditations and qualifications, depending on their pathway. However, the curriculums for these courses are not fully planned.  Resources to support the delivery of the curriculum are not available in many subjects.  Leaders are planning to use an accredited phonics scheme to support pupils who are still in the early stages of learning to read. All staff will engage in phonics training so that they can support these pupils.  Leaders will assess pupils when they join the school. They will use this information to decide which curriculum pathway is best suited to each pupil’s needs. However,

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Main inspection findings

leaders have not considered how they will continue to assess pupils’ knowledge and skills to make sure that the curriculum remains appropriate.  Leaders have not given enough thought to how they will adapt the curriculum so that it is well suited to meet pupils of different ages, needs and abilities. Leaders plan to work with external agencies to support the needs of pupils with EHC plans. They intend to meet with parents and carers of these pupils often to discuss their children’s progress. However, pupils may not be prepared well enough for their next steps. Paragraph 2(2), 2(2)(d)–2(2)(d)(ii)  The scheme for personal, social, health and economic (PSHE) education includes all the necessary content. Leaders will adapt this curriculum, when necessary, in response to each pupil’s personal circumstances. Paragraph 2(2), 2(2)(e)–2(2)(e)(iii)  Leaders have some ideas as to how they can provide pupils with impartial careers

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Main inspection findings

advice and guidance. However, their plans for careers provision are still in the early stages of being developed. Paragraph 2A(1)–2A(1)(b), 2A(1)(d)–2A(2)  The relationships and sex education (RSE) and health education programme will be delivered as part of the PSHE provision. The RSE and health education policy is available on the school’s website. It recognises the need to consult with parents about the delivery of this programme. However, the policy does not make it clear exactly what primary-age pupils will learn as part of this programme.  The school is not likely to meet all the independent school standards (the standards) in this part. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5–5(d)(iii)  Pupils will learn about right and wrong. They will appreciate the importance of taking responsibility for their actions. A focus on a different British value each half term will

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Main inspection findings

help pupils understand why each value matters and how it affects them.  Pupils will have opportunities to learn about, and celebrate, different cultures. Leaders will arrange visits to local places of worship so that pupils can appreciate how different religions practise their faith.  Pupils will learn why it is important to respect people who are different to them, including those whose differences meet the protected characteristics of the Equality Act 2010.  Leaders are keen to provide pupils with opportunities to be socially responsible. Pupils involved in the Duke of Edinburgh’s Award scheme will take part in voluntary work. Pupils will invite local residents to join in planting vegetables and flowers on the school’s site.  There will be a strong focus on developing pupils’ confidence and character. Pupils will frequently celebrate each other’s successes. Leaders aim to apply to be a ‘Rights Respecting School’ so that pupils know their views and opinions are valued.

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Main inspection findings

 Leaders will ensure that staff and visitors provide balanced points of view in their interactions with pupils.  The school is likely to meet all of the standards in this part. Part 3. Welfare, health and safety of pupils Paragraphs 7–7(b), 32, 32(1)(c)  The school’s safeguarding policy is available on the school’s website.  The policy reflects the latest national guidance. It provides useful information about local safeguarding partners and guidance on working with external agencies. Other related safeguarding policies are also suitable, including those relating to child-on- child abuse, online safety and low-level concerns.  The headteacher and the head of school have completed recent safeguarding training. An experienced designated safeguarding lead has been appointed from September 2023 to oversee the school’s safeguarding arrangements. A family liaison worker will also support leaders to promote the welfare, health and safety of the pupils.

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Main inspection findings

 Leaders have devised a comprehensive programme of safeguarding training for staff. Leaders will give agency staff guidance about how to report safeguarding concerns before they start working with the pupils.  Leaders know the potential safeguarding risks in the local area. They understand that pupils attending the school may be particularly vulnerable to the risk of harm.  Staff will report any safeguarding concerns using a central online system. This system will alert leaders to these concerns, so they can act promptly in response.  Pupils will be taught how to keep themselves safe through PSHE.  There is a system in place to filter pupils’ online use. Any attempts to access inappropriate information online will be flagged quickly to leaders.  Leaders are aware of their responsibilities if an allegation is made about the inappropriate behaviour of an adult towards a pupil. Paragraphs 3, 3(h), 9–9(c), 10

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Main inspection findings

 The school’s behaviour policy explains how staff will promote positive behaviour. Leaders will make sure that they understand pupils’ behaviour may be dysregulated. They will devise individual support plans to help staff provide these pupils with consistent support.  All staff will be trained to use intervention strategies appropriately, including the use of restraint. Staff will share effective behaviour management strategies during after- school debriefs.  Staff will log any incidents of poor behaviour, including bullying, on the school’s online management system. Reviews of this information every six weeks will inform leaders’ actions to improve behaviour.  The anti-bullying policy is appropriate. Pupils will learn about different types of bullying through their PSHE lessons. Staff will act as positive role models, teaching pupils how to get on with others and be respectful of differences. Paragraphs 11–13

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Main inspection findings

 Leaders have put suitable policies in place for health and safety, managing fire risk and first aid. They carry out suitable health and safety checks and fire safety checks. They keep appropriate records of these checks and seek prompt guidance from external experts when something needs to be rectified.  The premises are maintained to an appropriate health and safety standard. Clear signage around the building indicates the staff who are responsible for administering first aid and managing fire risk.  Staff will complete relevant health and safety as part of their induction programme when they join the school.  A fire risk assessment of the site and building was completed by external professionals in April 2023. The proprietor has responded to all the actions required following this assessment.  Leaders follow established routines for checking and servicing the fire equipment. Procedures for evacuating the building are clear.

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Main inspection findings

 The room that will be used for administering first aid is suitably equipped. First-aid kits are well stocked and accessible. Any accidents or incidents needing first aid will be recorded securely and reported to parents. All staff will receive first-aid training. Paragraph 14  Leaders will make sure that staffing levels allow appropriate supervision of pupils during the school day, including when pupils take part in off-site trips and visits. Paragraph 15  The school’s electronic admission register includes all the information required when a pupil starts attending the school.  Leaders have suitable arrangements in place to record pupils’ attendance each day. The attendance policy summarises the codes staff will use to record why a pupil is absent from school. Paragraph 16–16(b)  The proprietor has not made sure that the risk assessment policy is implemented effectively. Leaders do not follow the procedures outlined in the policy closely enough

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Main inspection findings

when devising risk assessments. They do not follow a consistent approach when assessing risk or identifying how to mitigate its impact.  The risk assessment policy does not make it clear who is responsible for overseeing the implementation of each risk assessment. It does not specify how often leaders will review each risk assessment to make sure that it remains suitable. Staff do not have sufficient guidance about how to interpret or implement risk assessments.  The school is not likely to meet all the standards in this part. Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2)–18(2)(e), 18(3), 19(2)–19(2)(d)(ii), 19(3), 20(6)–20(6)(c), 21(1)– 21(3)(b), 21(5)–21(5)(a)(ii), 21(5)(c), 21(6)  Leaders have undertaken recent training in staff recruitment. They understand their duty to carry out the necessary recruitment checks to ensure that new staff are suitable to work with children. They know they must complete these checks before a

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Main inspection findings

member of staff begins to work at the school.  Recruitment checks are recorded on an electronic single central record.  Leaders know the information they require if they choose to appoint supply staff through an agency.  The school is likely to meet all the standards in this part. Part 5. Premises of and accommodation at schools Paragraphs 23(1)–23(1)(c), 28(1), 28(1)(b), 28(1)(d)  There are suitable toilet and washing facilities for the sole use of pupils.  An accessible toilet is available. This toilet can also be used by staff and visitors.  There is a shower available for pupils. Pupils will also be able to use shower facilities at a local leisure facility.  Leaders frequently check the temperature of the hot water to ensure that it does not pose a scalding risk. Paragraph 24(1)–24(1)(b), 24(2)  There is a room set aside to care for pupils who are sick or injured. It is well equipped and is located near to a toilet.

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Main inspection findings

Paragraphs 25–27(b)  The building has been fully renovated to ensure that the accommodation is suitable for the proposed school. The site is secure.  There is sufficient space available in the building and outside to provide education for the proposed number of pupils.  Classrooms have suitable acoustics and are well ventilated.  Internal and external lighting are appropriate. Paragraph 28(1), 28(1)(a), 28(1)(c), 28(2)–28(2)(b)  Drinking-water is available at all times from a tap clearly marked in the kitchen. Paragraph 29(1)–29(1)(b)  There is an external space suitable for pupils to use for physical education and during social times.  The school is likely to meet all the standards in this part. Part 6. Provision of information Paragraph 32(1)–32(1)(b), 32(1)(d), 32(1)(f)–32(1)(i), 32(2)–32(2)(b), 32(b)(ii), 32(2)(d)–32(3)(e), 32(3)(g)  A statement of the school’s ethos and aims is available on the school’s website and in

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Main inspection findings

its prospectus.  Leaders will ensure that parents have access to all the information and policies required, either through the school’s website or on request. This includes documents relating to admissions, the curriculum, behaviour and health and safety.  Leaders have devised an annual report that will provide parents with information about how well their child is doing at school.  Leaders will work with local authorities to review pupils’ EHC plans. They understand their responsibilities with regard to providing information to local authorities about children looked after and pupils with an EHC plan when requested.  Leaders will use the school’s website to share information about the academic performance of pupils and to publish copies of inspection reports.  The school is likely to meet all the standards in this part. Part 7. Manner in which complaints are handled Paragraphs 32(3), 32(3)(f), 33–33(k)

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Main inspection findings

 The school’s complaints policy is available on the school’s website and on request.  The policy outlines what parents should do if they have a concern about any aspect of the school’s work. Each stage that leaders follow for dealing with complaints is clearly explained and the timeframe for each step is provided.  Leaders will retain a written record of all complaints and the actions they take in response.  The school is likely to meet all the standards in this part. Part 8. Quality of leadership in and management of schools Paragraph 34(1)–34(1)(c)  The proprietor has an ambitious vision about the type of provision they want to provide for pupils with special educational needs and/or disabilities (SEND). However, the proprietor has not ensured that the arrangements for the proposed school are likely to meet all the standards.  Leaders do not have a comprehensive understanding of the standards that relate to

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Main inspection findings

the curriculum. There is a lack of clarity about what pupils will learn. Leaders have not paid enough attention to how they will adapt the curriculum to meet the needs of pupils with SEND. They have not given sufficient thought to the provision of independent careers advice and guidance for pupils.  The school’s systems to keep pupils safe and to promote their well-being are appropriate. However, arrangements to assess and mitigate risks are not as secure.  The proprietor has not ensured that school leaders have the knowledge and skills they need to be effective in their roles. The proprietor does not have sufficient educational knowledge to be able to provide leaders with the necessary support and challenge. The proprietor intends to seek guidance from an external educational professional to help leaders rectify weaknesses.  The school is not likely to meet the standard in this part. Schedule 10 of the Equality Act 2010

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Main inspection findings

 The accessibility plan identifies how leaders will make sure that the school’s curriculum, documentation and premises are accessible for pupils with SEND.  The school is likely to meet the regulation in this part.

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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) £48,000 to £59,000

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Proposed school details

Website www.firststepstogether.online/kershaw- wood-school Email address manager@firststepstogether.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 1 Number of pupils of compulsory school age who have an education, health and care plan, or who are looked after by a local authority 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 8 to 16 8 to 16 8 to 16 Number of pupils on the school roll 1 45 45

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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 0 45

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities 0 45

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan 0 45

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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 45

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School’s current position School’s proposal

Number of full-time equivalent teaching staff 1 3

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School’s current position School’s proposal

Number of staff in the welfare provision 0 7

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Information about this proposed school

 The proprietor of the proposed school is First Steps Together Ltd. This company currently runs an alternative provision on the proposed school’s site. The proprietor is in the process of setting up three schools, including this one, and a nursery.  The school is located in Glossop, Derbyshire. It occupies premises previously used as a school.  The proposed school will provide full-time education for up to 45 pupils with SEND, aged between eight and 16 years. This is different to the information provided on the school’s application to the Department for Education (DfE). The original proposal was for a school for 70 pupils with SEND.  The school will provide for pupils who have social, emotional or mental health needs, cognitive and learning needs or speech, language and communication needs. Some of the pupils are likely to have a diagnosis of autism. All of the pupils will be pupils with SEND who have an EHC plan.

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Information about this inspection

 This was the proposed school’s first pre-registration inspection. It was commissioned by the DfE to determine whether the proposed school is likely to meet the standards if it is given permission to open.  The inspector met with one of the co-proprietors, the headteacher, the head of school and the curriculum leader. She met with the school’s safeguarding leader.  The inspector conducted a tour of the proposed site to check the premises against part 5 of the standards.  The inspector scrutinised a wide range of documentation, including policies, curriculum plans and the school’s website.  The inspector checked the arrangements for safeguarding and staff recruitment.

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Inspection team

Rachel Tordoff, 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)(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; and

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Part 1. Quality of education provided

– 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.

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Part 1. Quality of education provided

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

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Part 1. Quality of education provided

– 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).

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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(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;

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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 1. Quality of education provided

– 3(f) utilises effectively classroom resources of a good quality, quantity and range; and

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Part 1. Quality of education provided

– 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 that pupils can progress.

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Part 1. Quality of education provided

 4 The standard in this paragraph is met where the proprietor ensures that a framework for pupil performance to be evaluated, by reference to the school’s own aims as provided to parents or national norms, or to both, is in place.

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Part 3. Welfare, health and safety of pupils

 16 The standard in this paragraph is met if the proprietor ensures that-

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Part 3. Welfare, health and safety of pupils

– 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 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;

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Part 8. Quality of leadership in and management of schools

– 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

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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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Part 8. Quality of leadership in and management of schools

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