Teenage Kicks

School pre-registration inspection report

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Teenage Kicks 4a Partington Street, Failsworth, Manchester M35 9RD

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Main inspection findings

Part 1. Quality of education provided Paragraph 2(1), 2(1)(b)(ii), 2(2)–2(2)(e)(iii), 2(2)(h)–2(2)(i)  The proprietor body has prepared an appropriate curriculum policy. This policy clearly explains leaders’ aims for the curriculum. Leaders are committed to ensuring that pupils are well prepared for their future and are equipped to develop positive relationships within the school community and outside of it. The policy also outlines a sufficiently broad range of subjects for pupils to study in key stages 3 and 4. The policy outlines how the curriculum will contribute to pupils’ spiritual, moral, social and cultural (SMSC) education, and how pupils will learn about fundamental British values.  The curriculum policy is supported by appropriate schemes of work for each subject. Leaders have thought carefully about the essential knowledge that pupils should acquire during their time in the school. They have also considered the order in which

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Main inspection findings

pupils should learn new information. The curriculum is well designed to meet the individual needs of pupils, including those with special educational needs and/or disabilities (SEND). Leaders aim to develop a curriculum that is flexible and can meet the needs of all pupils, including those who may join during the school year.  Leaders have placed appropriate importance on the teaching of reading, writing, speaking and listening and mathematics. Pupils will also study a range of other subjects that will provide them with experiences in scientific, technological, human and social, physical and aesthetic and creative education. For example, pupils will study subjects including science, cooking and nutrition, religious education (RE), history and physical education (PE).  Pupils will have access to a range of academic and vocational qualifications according to their abilities, interests and needs. For example, pupils will be able to study GCSEs.

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Main inspection findings

 Leaders have ensured that there are timetabled personal, social, health and economic (PSHE) lessons for all pupils. There is an appropriate scheme of work for PSHE education that shows the important knowledge that pupils will learn over time. Topics will include bullying, fitness, health and well-being and careers. Leaders have also prioritised developing pupils’ skills for future life by offering lessons in the management of money. The curriculum encourages pupils to have respect for other people, including those with protected characteristics, as set out in the Equality Act 2010.  Leaders have developed a policy to ensure that pupils in key stages 3 and 4 receive careers education which meets the Gatsby benchmarks. They intend to provide impartial careers information, advice and guidance with the support of an external agency. Leaders also intend to arrange work experience and work placements, visits

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Main inspection findings

to employers and local businesses, visits to colleges and mock interviews. They are committed to ensuring that pupils who transition to college are supported effectively to do so. Leaders have a secure plan in place to ensure that careers education will be tailored to the individual needs and interests of pupils. Paragraph 2A(1), 2A(1)(b), 2A(1)(d)–2A(3)  Leaders’ PSHE curriculum will provide pupils with suitable relationships and sex education. The proposed school’s policy complies with the relevant statutory guidance. Leaders have thought about how they will consult with parents and carers about the policy. They are also aware of their duty to ensure that the policy is placed on the proposed school’s website. Paragraph 3(a)–3(g)  Leaders are committed to ensuring that teachers and other staff have the appropriate subject knowledge and experience to teach the curriculum effectively. The proprietor

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Main inspection findings

body has already recruited some staff and is in the process of recruiting additional staff who will work at the school.  Leaders have thought carefully about the calibre of staff that they are looking for to provide a high-quality education for pupils. Leaders have developed a robust package of support to help staff to deliver the curriculum effectively. This includes regular training and guidance for behaviour for learning, technology in education, the reading framework and developing literacy. Leaders also intend to work with local schools to share good practice and to allow staff to access additional professional development.  Leaders have prepared short-term curriculum plans but expect teachers to use their knowledge and expertise to develop plans further and to match them to the needs of the pupils. Leaders have ensured that classrooms are designated for specific subjects such as music and cooking and nutrition. Leaders have provided an appropriate range

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Main inspection findings

of resources for pupils. For example, there is a very well-resourced space for teaching physical education.  Leaders have sufficient knowledge and experience to support teachers so that they can deliver the curriculum well. They have thought about the monitoring activities that they will carry out to ensure that pupils increase their understanding, knowledge and skills across the curriculum.  Leaders will carry out assessments to establish pupils’ starting points when pupils join the proposed school. Leaders will use these initial checks to inform how pupils are grouped and taught. Leaders have thought carefully about their systems to check pupils’ ongoing learning and progress across the curriculum. This information will be shared with pupils and parents and carers. Teachers will be well trained to use this information to inform future teaching. Paragraph 3(h)–3(j)  There is a suitable policy in place setting out leaders’ expectations for pupils’

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Main inspection findings

behaviour and conduct. There is a secure focus on supporting pupils to recognise their own emotions and to manage their own behaviour in preparation for future life. Pupils’ behaviour that goes beyond what is expected of them will be routinely celebrated and rewarded. The policy outlines how pupils are expected to behave and sets out how negative behaviour will be addressed. Paragraph 4  Leaders have ensured that there is a suitable assessment policy in place.  The policy outlines how pupil performance will be monitored and shared with parents.  All of the independent school standards (the standards) in this part are likely to be met if the proposed school opens. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5, 5(a)–5(d)  Leaders have developed a policy to outline how pupils’ SMSC development will be prioritised across the curriculum and through wider enrichment opportunities. Pupils

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Main inspection findings

will learn about other faiths and cultures in the RE and PSHE curriculums. Leaders intend to include visits to places of worship in these lessons and to invite visitors from other faiths into school. Pupils will also learn about fundamental British values such as the rule of law, democracy, respect and tolerance. Leaders are committed to ensuring that all pupils feel part of the school community and that all pupils feel welcome and safe.  The school’s policies make appropriate references to all of the protected characteristics, as set out in the Equality Act 2010. The curriculum provides opportunities for pupils to discuss pertinent issues, and it aims to give them a suitable balance of opposing views.  Pupils will learn how to make responsible and safe choices in their future lives. For example, they will learn about the risks and dangers associated with child sexual exploitation, knife crime and substance abuse. Leaders are committed to ensuring

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Main inspection findings

that all pupils are able to experience trips and visits outside of their local area. For example, they have planned a wide range of enrichment activities, including visits to museums, libraries and the cinema.  The standard in this part is 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 put in place the necessary arrangements to safeguard pupils and to promote their welfare at the proposed school. There is a suitable and up-to- date safeguarding policy in place, which follows current statutory guidance. This is published on the school’s website.  The headteacher will be the designated safeguarding lead (DSL) in the proposed school. Leaders who deputise for the DSL will be trained to the same level.  Leaders have ensured that all new staff will receive appropriate induction. They will ensure that staff receive regular safeguarding training and regular updates on local

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Main inspection findings

and national safeguarding issues, such as radicalisation and extremism and e-safety. The proprietor body has recruited a school counsellor to provide additional support for pupils’ well-being. Paragraphs 9, 9(a)–9(c), 10  The proprietor body has detailed behaviour and anti-bullying policies in place. These policies outline the actions that leaders will take to address any incidents of unacceptable behaviour or bullying. The policies outline a suitable range of appropriate and proportionate sanctions for any poor behaviour. Leaders have established a suitable system for staff to record and report any incidents of poor behaviour and bullying. Paragraphs 11, 12  The proprietor body has written a suitable health and safety policy. It complies with all relevant laws.  The proprietor body has arrangements in place for the premises to be checked regularly, including electrical checks and checks of the water supply to ensure that

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Main inspection findings

there is no risk of legionella. Staff will complete health and safety training and other training, including first aid and fire safety as part of the induction process. Leaders have made appropriate arrangements to ensure that the school’s computer network has appropriate monitoring and filtering in place. This is to assure leaders that pupils are safe when they are working online.  Leaders have ensured that in the building where the proposed school will operate, there is a range of measures in place to comply with the Regulatory Reform (Fire Safety) Order 2005. For example, there are fire extinguishers which are checked regularly. There are smoke alarms, and leaders arrange regular fire drills for staff and pupils. There is appropriate signage around the building identifying fire doors and emergency routes and exits. Paragraph 13  The proprietor body has a suitable first-aid policy. Leaders have ensured that there is

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Main inspection findings

an appropriate number of staff suitably qualified to administer first aid. Leaders have ensured that there is a suitable number of fully stocked first-aid kits and a first-aid incident and accident book. Paragraph 14  The proposed number of staff is sufficient to ensure that pupils will be supervised safely throughout the school day. Pupils will always be supervised, including at breaktimes, when arriving at school and when undertaking visits off site, for example to the local sports facilities. Paragraph 15  The school has a suitable admissions policy. Leaders have established systems to ensure that the school admission and attendance registers comply with the Education (Pupil Registration) Regulations 2006.  Leaders have an appropriate system in place to register pupils’ attendance each day. This system allows leaders to monitor any absences effectively and to take swift and appropriate action when required. Parents will receive information about pupils’

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Main inspection findings

attendance in school reports. Paragraph 16, 16(a), 16(b)  Leaders have a suitable risk assessment policy in place. The risk assessments that have already been completed show how leaders plan to take appropriate actions to minimise risks to pupils. These include risk assessments for trips and visits out of school.  The standards in this part are likely to be met if the proposed school opens. Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 17, 18(2), 18(2)(a)–18(2)(e), 18(3), 19(2), 19(2)(a)–19(2)(d)(ii), 19(3), 20(6), 20(6)(a)–20(6)(c), 21(1)–21(5)(a)(ii), 21(5)(c), 21(6)  Leaders have established a single central record. It meets the requirements for the information that it must contain. Leaders understand that the required checks on the suitability of staff must be completed before they take up appointment. These checks include enhanced Disclosure and Barring Service checks, identification checks and

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Main inspection findings

checks on staff’s right to work in the UK. Leaders have completed safer recruitment training.  The required checks for the proprietor body, leaders and staff for the proposed school have been completed. Plans for the recruitment of additional teachers and staff are in place. Leaders have a clear and thorough plan for the induction of new staff. This includes staff completing safeguarding and other appropriate training on appointment.  Leaders are aware of the procedures that they should follow should they employ agency staff. This is to ensure that they are suitable to work with pupils.  The standards in this part are likely to be met if the proposed school opens. Part 5. Premises of and accommodation at schools Paragraph 25  The proposed school is located in a former industrial unit within a parade of shops and local businesses. The school operates over two floors. There are several classrooms, breakout spaces, a gymnasium, a kitchen and dining areas, offices and

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Main inspection findings

communal recreational rooms. Leaders have allocated a specific room to be a secure examination cupboard. The proprietor body has ensured that the accommodation is of a good standard and is well maintained. Paragraphs 23, 28  There are separate toilet facilities for male and female pupils. Toilet cubicles can be locked from the inside. There is a supply of hot and cold running water. The hot water is of a suitable temperature. There is a toilet on the ground floor for the use of disabled pupils and adults. The proprietor body has ensured that there is a shower cubicle in the medical room for pupils to use.  The proprietor body has made arrangements to ensure that pupils will have access to drinking-water throughout the day. There are water dispensers in communal areas of the school, and pupils have access to bottled water. Paragraph 24  There is a designated room for the short-term care of sick and injured pupils. There is

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Main inspection findings

a sink and shower in this room, as well as a bed and first-aid kit. Paragraphs 26, 27–27(b), 29(1)–29(1)(b)  Pupils have access to a safe and secure outdoor space for breaktime and PE. They will also have timetabled PE lessons in accordance with the school’s curriculum. Leaders intend for pupils to access local sports facilities for PE activities. They will have risk assessments in place to ensure the safety of pupils when travelling to and from the sports facilities, and when using these facilities.  Teaching spaces have suitable lighting and acoustics. Many rooms are filled with natural light. There is suitable external lighting so that pupils, staff and visitors can enter or exit the building safely in the dark.  The standards in this part are likely to be met if the proposed school opens. Part 6. Provision of information Paragraph 32(1)–32(1)(c), 32(1)(f)–32(1)(i), 32(1)(k), 32(2), 32(2)(a), 32(2)(b)–

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Main inspection findings

32(2)(b)(ii), 32(2)(c), 32(2)(d), 32(3)–32(3)(g)  The proprietor body has set up a school website. The website is in the process of being updated and will contain all of the required information. Leaders are fully aware of the information that they are required to publish on the proposed school’s website.  There is a suitable range of information available for parents and pupils when they join the school. A wide range of policies are in place and available on request, such as curriculum, admissions, behaviour and safeguarding policies.  Leaders intend to provide the necessary information to the responsible local authorities for those pupils with an education, health and care plan (EHC plan).  Leaders intend to provide termly and annual reports to parents on pupils’ progress, attainment, attendance and behaviour. Leaders are aware that following any inspection, copies of the report must be provided to parents and published on the

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Main inspection findings

school’s website.  The standard in this part is likely to be met if the proposed school opens. Part 7. Manner in which complaints are handled Paragraph 33–33(k)  The proprietor body has a suitable complaints policy. It includes appropriate timescales for responding to complaints, and it includes information about the storage and sharing of written records. The policy ensures that the procedure for making a complaint is transparent.  The standard in this part is 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 and senior leaders demonstrate the expertise required to set up and run this independent school successfully. They have experience in running an alternative education provision, and they have knowledge and expertise in mainstream education, in SEND and in outreach community work.  The proprietor body has ensured that those with responsibility for leadership and

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Main inspection findings

management have sufficient knowledge and expertise to carry out their roles effectively. They are likely to fulfil their responsibilities to promote the well-being of pupils.  The standard in this part is likely to be met if the proposed school opens. Schedule 10 of the Equality Act 2010  The proprietor body has ensured that there is a suitable accessibility plan that meets the requirements of paragraph 3 of schedule 10 of the Equality Act 2010.

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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) £48,875 to £65,000

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Proposed school details

Email address colin.phillips@teenagekicks.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 None 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 28

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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 None 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 None 45

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities None 45

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan None Not known

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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 6 8

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School’s current position School’s proposal

Number of staff in the welfare provision 3 3

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Information about this proposed school

 The proposed school is located in a former industrial unit in a parade of shops and businesses at 4a Partington Street, Failsworth, Manchester M35 9RD.  It is proposed that the school will provide full-time education for up to 45 mixed-gender pupils, aged between 11 and 16 years old. It is intended that the proposed school will cater for pupils who are struggling to cope in mainstream school and have been excluded from, or are at risk of exclusion from, a mainstream school.  The proprietor body is currently operating the school as an unregistered alternative provision. However, all of the current pupils attend on a part-time basis, and they are dual registered with their home schools.  The proprietor body intends to cater for pupils with SEND, including pupils with social, emotional and mental health needs. Some of these pupils may have an EHC plan. They will be placed at the school by local authorities and mainstream schools.

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Information about this proposed school

 The proprietor body does not intend to use any alternative provision.

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Information about this inspection

 This inspection was commissioned by the Department for Education (DfE) to determine whether the school is likely to meet the standards if the DfE decides to approve the request to register this school.  This was the school’s first pre-registration inspection.  The inspector held discussions with the chair of the proprietor body, the headteacher and other school leaders. She also spoke to the DSL.  The inspector completed a tour of the school to check the suitability of the proposed premises against the relevant standards. She also looked at a wide range of documents and policies, including those relating to the curriculum, behaviour and health and safety. The inspector checked documents relating to safeguarding.

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Inspection team

Sally Timmons, 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

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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Inspection team

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Inspection team

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Inspection team

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