Flourish With Us

Inspection of Flourish With Us King Street, Winterton, Scunthorpe DN15 9TP

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Requires improvement

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Overall effectiveness Inadequate

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils are not safe at this school. They do not get the support they need to help manage their emotions and behaviour. This results in many pupils exhibiting challenging behaviour throughout the day. There is continuous disruption to learning in the school.

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What is it like to attend this school?

Some pupils regularly leave classrooms in an unruly and unsafe manner. Some pupils hide in cupboards and run around the school hall. Lessons are repeatedly disturbed with pupils swearing, shouting and hiding under tables. Learning is chaotic. The behaviour of some pupils puts others at risk of harm.

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What is it like to attend this school?

Leaders have not implemented a safe and effective behaviour management policy. They have not ensured that staff have sufficient understanding of how to help pupils with complex special educational needs and or/disabilities (SEND). Therefore, too often, staff resort to inappropriately restraining pupils. This form of behaviour management is often used as a first option when pupils ignore staff’s instructions or demonstrate extremely challenging behaviour.

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What is it like to attend this school?

Leaders have not created a safe, supporting environment to help pupils feel secure. Pupils who are struggling to manage their behaviour are often placed in isolation, in inappropriate spaces, until they conform to staff’s instructions. This is potentially damaging to pupils’ emotional and physical well-being.

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What is it like to attend this school?

Pupils say there is no bullying in the school. Leaders do not know if this is the case, as they do not log or review incidents of bullying or inappropriate behaviour consistently or effectively.

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What is it like to attend this school?

Leaders have introduced a curriculum for all subjects. However, this has not been adapted to meet the needs of the pupils in the school. In some subjects, learning does not build over time and is not linked to pupils’ previous experiences. Although some staff want the best for the pupils, learning is disrupted in most lessons and expectations for success are low.

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better?

The proprietors of the school do not have sufficient understanding of the complexities of the pupils’ needs in the school. They do not implement safe, acceptable practice to support pupils to learn about their emotions and manage their behaviour. They do not ensure that principles such as developing pupils’ self- knowledge, self-esteem and self-confidence are promoted well enough. Pupils are not given sufficient chances to develop their spiritual, moral, social and cultural knowledge.

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better?

The proprietors do not have appropriate oversight of what happens in the school. They do not monitor how the curriculum is used to support learning. They are failing to meet many of the independent school standards. They have not ensured that 28 to 30 June 2023 their duties, as required by the Equality Act 2010, are met. The proprietors allow potentially unsafe or emotionally damaging practices to manage the complex needs of the pupils in the school. The proprietors do not have an awareness of the extent of how pupils’ behaviour disrupts learning in the school. They do not evidence the capacity to improve this school.

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better?

Leaders aim to support pupils who have struggled to access learning in other schools. They accept pupils into the school who have complex learning and social, emotional, and mental health needs. All pupils have education, health and care plans (EHC plan). These plans identify the support that the pupils need to help access education and do well. However, these plans are not used to support pupils to learn effectively. Furthermore, leaders do not ensure the EHC plans are consistently reviewed in a timely or effective manner. Leaders do not work effectively with outside agencies to meet the needs of pupils. Consequently, pupils do not get the support they need. Pupils make very little progress.

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better?

Leaders have introduced a curriculum designed to ensure pupils have access to learning in all subjects. However, in many subjects, staff utilise the curriculum plans with little or no adaptation for the different needs of the pupils in each class. They do not have sufficient expertise to adapt the curriculum to help pupils learn successfully. The activities pupils are asked to complete do not help them deepen their understanding or improve their skills. Pupils have little opportunity to build learning over time. Leaders assess pupils on entry to the school to ascertain any gaps in their learning. However, it is not clear how staff use this information to plan subsequent learning.

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better?

Staff do not use EHC plans effectively to help plan lessons to meet the needs of pupils. Staff do not understand pupils’ needs sufficiently to help pupils to make progress. This results in pupils frequently becoming frustrated or bored in lessons.

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better?

Leaders have introduced a new curriculum for mathematics, with some success. In this subject, learning is well structured. In this subject, staff focus on any gaps in understanding pupils may have. However, this does not happen in other areas of the curriculum. In mathematics, teachers have sufficient subject knowledge to present learning in a manner that pupils understand. Pupils have regular opportunities to revisit learning. Consequently, pupils are positive about their learning in mathematics. Staff would benefit from further training in some other subjects.

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better?

Many pupils, prior to joining the school, have experienced difficulties with learning to read. Leaders have introduced a new approach to teaching phonics to address these difficulties. Some staff have received training and teaching resources have been updated. However, there is no consistent approach to using the new programme, as some staff do not have sufficient understanding of it. Staff do not use consistent vocabulary to support pupils in learning to read. Pupils do not have sufficient opportunities to practise reading skills and, too often, the books pupils read do not match the sounds that they know. Consequently, at times, pupils find books too easy or too hard to read. This does not support them to develop positivity about reading. 28 to 30 June 2023 In some cases, the relationships between staff and pupils are positive. However, despite this, lessons are repeatedly disrupted by inappropriate and, at times,

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better?

dangerous behaviour. Systems that leaders have implemented to support pupils’ behaviour are not effective. Too often, staff use restraint and restrict pupils’ liberty when they become emotional or upset. Pupils are removed from classes regularly and placed in rooms and other areas which do not support their sensory or emotional needs. This is potentially causing emotional harm to pupils.

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better?

Leaders have not ensured that the school building is well maintained and in good order. This is a breach of the independent school standards. The outside playground has trip hazards and the play equipment is not well maintained. Many of the classrooms in the school are small and cramped. Leaders advocate the use of small, empty rooms in the school as ‘calming rooms’ for pupils who are struggling with behaviour and emotions. These rooms are not fit for this purpose as they are bare, claustrophobic spaces. During the inspection, some rooms contained dirty cushions or blankets. Some of the boys’ toilets do not have seats and one does not work. Some pupils in the school require support with intimate care. There are no suitable facilities to support these pupils. There is no suitable medical room in the school.

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better?

The provision for pupils’ personal development is poorly planned. Pupils do not have opportunities to learn through a wide, rich set of experiences. Leaders have sourced different curriculum resources to help staff plan important lessons on staying healthy and online safety. However, they have not identified how this learning is planned or structured.

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better?

There is no coherent plan for learning in relationships and sex education, fundamental British values or teaching about protected characteristics. Pupils do not have opportunities to learn about respect and tolerance of others. Leaders do not give pupils chances to learn about being citizens of the world through curriculum enrichment activities. There are no clubs or visits to support pupils to explore their own interests.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

The proprietors and leaders in the school do not have a secure understanding of safeguarding. They have not prioritised the well-being and safety of pupils in the school. At the start of the inspection, proprietors had not ensured that there was a suitably trained designated safeguarding lead employed in the school. Leaders were not aware of important statutory guidance regarding the role and training needed for the designated safeguarding leads. Leaders have not ensured that all staff are sufficiently trained to identify risk and harm.

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Safeguarding

Leaders have not ensured that important policies linked to health and safety, risk assessment or first aid are implemented consistently.

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Safeguarding

Leaders have not developed clear systems to identify, record and monitor 28 to 30 June 2023 safeguarding issues. While records show that leaders sometimes act on concerns, many other records, in areas such as the use of restraint of pupils, are incomplete or illegible. This means that support for vulnerable pupils is not always identified.

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Safeguarding

Analysis of historic safeguarding records demonstrates that serious concerns are not always followed up on and advice from local authority designated officers for safeguarding is not routinely sought. This puts the highly vulnerable pupils in their care at risk of harm.

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(Information for the school and proprietor)

 Pupils are unsafe in this school. Leaders have not ensured that there is a strong culture of safeguarding. At the time of the inspection, proprietors had not ensured that a trained designated safeguarding lead was employed in the school. Many staff have not completed statutory safeguarding training. This puts pupils at risk of harm. Leaders must ensure that all staff complete relevant safeguarding training and that a DSL is present in the school at all times. The DSL must have a robust understanding of the requirements and training needed for this role.  Historically, serious issues linked to the treatment of pupils by adults have not been identified as safeguarding concerns. This means that they have not been dealt with appropriately or referred to the relevant authorities. This puts pupils at risk of harm. Leaders must ensure that all staff fully understand their duty to share and record concerns appropriately and in a timely manner.

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(Information for the school and proprietor)

 Leaders have not identified fair, proportionate or safe behaviour management strategies to support pupils’ challenging or dysregulated behaviour. This means that staff use restraint and isolation disproportionately, and pupils are not helped to understand or improve their behaviour in a safe and supportive environment. Leaders must, with urgency, identify systems which help pupils improve their behaviour in a safe and supported way.  Pupils’ behaviour can be out of control. This is, in part, due to staff not understanding pupils’ individual needs well enough. Staff do not record incidents of inappropriate behaviour consistently or systematically. This means that leaders have insufficient oversight of how behaviour is being dealt with. They do not analyse information to identify how they can further help pupils. Leaders must ensure that all records are detailed and complete and that support for pupils’

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(Information for the school and proprietor)

needs is identified and used effectively.  The curriculum does not meet the needs of the pupils who attend the school. Leaders have not given sufficient regard to how learning is organised to interest pupils, and to support them to build knowledge over time. This results in pupils not achieving as well as they should. Leaders should monitor how the curriculum is being used to plan learning and check that assessment is used effectively to inform subsequent teaching.  Staff do not sufficiently understand the needs of the pupils in the school. Leaders do not ensure that pupils’ EHC plans are reviewed regularly or that any identified 28 to 30 June 2023 support needed is understood by staff. This means that staff do not have sufficient understanding of pupils’ needs to adapt the planned learning. Leaders should ensure that staff are informed about pupils’ needs and use the information to adapt lessons to support pupils to learn successfully.

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(Information for the school and proprietor)

 Leaders do not have sufficient oversight of pupils’ reading. Pupils who are at the early stage of reading do not receive consistent or effective support to develop their phonic knowledge. This hinders their learning. Leaders should ensure that the phonics curriculum is taught consistently and effectively.  Staff have not had sufficient training to teach and support pupils with complex needs. This means that they use approaches that do not support pupils to learn. Leaders must ensure that all staff are adequately trained to teach and support pupils with complex needs.  Leaders do not implement the school’s health and safety policy effectively. They do not address risks identified in the environment or with pupils’ behaviour. This means that pupils are placed at risk in the school. Leaders should ensure that health and safety concerns are identified swiftly and addressed robustly.  Pupils do not have any opportunities to experience learning beyond the subjects

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(Information for the school and proprietor)

taught in the curriculum. This prevents pupils from developing an understanding of the wider world, and their own talents and interests. Leaders must ensure that pupils have opportunities to learn important concepts such as respect and tolerance for others, as well as to have new opportunities to explore their own interests.  Many of the independent school standards are unmet. This includes those relating to the maintenance and health and safety of the school building and premises. Leaders must urgently review the school premises and ensure that the school building is fit for purpose, safe and all of the independent school standards in part 5 are met in full.  The proprietors do not have an awareness of the independent school standards. They have not ensured leaders at the school are aware of the standards necessary to run a school. Actions should be taken to review the leadership arrangements in the school. Leaders should be trained on the independent school

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(Information for the school and proprietor)

standards and ensure these are met in full.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 28 to 30 June 2023

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School details

Type of school Other independent special school

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School details

Annual fees (day pupils) £30,400 to £56,050

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School details

Email address faye@flourishwithusltd.co.uk

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School details

Date of previous inspection 7 to 9 December 2021 28 to 30 June 2023

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Information about this school

 Flourish With Us is a small independent day school for boys and girls. There are two proprietors. Both proprietors work at the school.  The school caters for pupils with SEND. Pupils have autism, attention deficit hyperactivity disorder and/or social, emotional and mental health needs. All pupils have an EHC plan.  On 6 July 2023 (following the inspection) the proprietor informed the Department for Education that they would be closing the school. The school has since been unregistered by the Department for Education.

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Information about this inspection

Inspectors carried out this inspection under section 109(1) and (2) of the Education and Skills Act 2008. The purpose of the inspection is to advise the Secretary of State for Education about the school’s suitability for continued registration as an independent school.

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Information about this inspection

The school has failed to meet the independent school standards. These are the requirements of the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.

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Information about this inspection

 Inspectors held discussions with the headteacher, who is also the proprietor of the school. The lead inspector discussed the school with representatives of Doncaster, North East Lincolnshire and North Lincolnshire local authorities.  The inspectors carried out deep dives in early reading, mathematics, history and personal, social, health and economic education. For each deep dive, inspectors met with the headteacher, discussed curriculum plans, visited a sample of lessons, met with teachers and support staff and discussed learning with pupils. They also reviewed samples of pupils’ work. An inspector also observed pupils reading to a familiar adult.  Inspectors considered responses to Ofsted Parent View, including free-text responses. They also considered the responses to Ofsted’s online survey for staff.  Inspectors met with those responsible for safeguarding at the school. They scrutinised a range of documentation in relation to safeguarding.

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Information about this inspection

 An inspector reviewed a wide range of documentation in relation to the independent school standards. This included the safeguarding policy, the behaviour policy, health and safety documentation and documents relating to pupils’ education health and care plans.  The lead inspector undertook a tour of the school and visited the classrooms, social areas and other facilities. The inspector checked the school buildings and grounds against the independent school standards. 28 to 30 June 2023

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Inspection team

Andrea Batley, lead inspector His Majesty’s Inspector

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Inspection team

Gordon Watts Ofsted Inspector 28 to 30 June 2023

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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)(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)(d) personal, social, health and economic education which-

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Part 1. Quality of education provided

– 2(2)(d)(ii) encourages respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act[9];

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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)(a) ensures that every registered pupil who is provided with primary education at the school is provided with relationships education,

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Part 1. Quality of education provided

– 2A(1)(d) in making arrangements for the purposes of paragraphs (a), (b) or (c), has regard to any guidance under section 80A of the Education Act 2002 that applies in relation to the provision of education by maintained schools,

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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

– 2A(1)(f) consults parents of registered pupils at the school before making or revising a statement under sub-paragraph (e), and

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Part 1. Quality of education provided

– 2A(1)(g) publishes a copy of the statement on a website and provides a copy of the statement free of charge to anyone who asks for one.

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Part 1. Quality of education provided

 2A(2) Arrangements made by the proprietor for the purposes of sub-paragraph (1)(b) must ensure that where a pupil’s parent requests that the pupil is wholly or 28 to 30 June 2023 partly excused from sex education provided as part of relationships and sex education, the pupil is so excused until the request is withdrawn, unless or to the extent that the head teacher considers that the pupil should not be so excused.

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Part 1. Quality of education provided

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

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Part 1. Quality of education provided

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

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Part 1. Quality of education provided

– 3(b) fosters in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for themselves;

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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;

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Part 1. Quality of education provided

– 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons;

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Part 1. Quality of education provided

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

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Part 1. Quality of education provided

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

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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

– 3(h) utilises effective strategies for managing behaviour and encouraging pupils to act responsibly;

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Part 1. Quality of education provided

– 3(j) does not discriminate against pupils contrary to Part 6 of the 2010 Act[10].

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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 2. Spiritual, moral, social and cultural development of pupils

 5 The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor-

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Part 2. Spiritual, moral, social and cultural development of pupils

– 5(a) actively promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs; 28 to 30 June 2023 – 5(b) ensures that principles are actively promoted which-

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Part 2. Spiritual, moral, social and cultural development of pupils

– 5(b)(i) enable pupils to develop their self-knowledge, self-esteem and self- confidence;

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Part 2. Spiritual, moral, social and cultural development of pupils

– 5(b)(ii) enable pupils to distinguish right from wrong and to respect the civil and criminal law of England;

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Part 2. Spiritual, moral, social and cultural development of pupils

– 5(b)(iii) encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely;

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Part 2. Spiritual, moral, social and cultural development of pupils

– 5(b)(iv) enable pupils to acquire a broad general knowledge of and respect for public institutions and services in England;

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Part 2. Spiritual, moral, social and cultural development of pupils

– 5(b)(v) further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own and other cultures;

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Part 2. Spiritual, moral, social and cultural development of pupils

– 5(b)(vi) encourage respect for other people, paying particular regard to the protected characteristics set out in the 2010 Act; and

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Part 2. Spiritual, moral, social and cultural development of pupils

– 5(b)(vii) encourage respect for democracy and support for participation in the democratic process, including respect for the basis on which the law is made and applied in England.

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Part 3. Welfare, health and safety of pupils

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

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Part 3. Welfare, health and safety of pupils

– 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and

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Part 3. Welfare, health and safety of pupils

– 7(b) such arrangements have regard to any guidance issued by the Secretary of State.

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Part 3. Welfare, health and safety of pupils

 9 The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that-

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Part 3. Welfare, health and safety of pupils

– 9(b) the policy is implemented effectively; and

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Part 3. Welfare, health and safety of pupils

– 9(c) a record is kept of the sanctions imposed upon pupils for serious misbehaviour.

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Part 3. Welfare, health and safety of pupils

 11 The standard in this paragraph is met if the proprietor ensures that relevant health and safety laws are complied with by the drawing up and effective 28 to 30 June 2023 implementation of a written health and safety policy.

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Part 3. Welfare, health and safety of pupils

 14 The standard in this paragraph is met if the proprietor ensures that pupils are properly supervised through the appropriate deployment of school staff.

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Part 3. Welfare, health and safety of pupils

 15 The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the Education (Pupil Registration) (England) Regulations 2006[13].

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Part 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 4. Suitability of staff, supply staff, and proprietors

 18(2) The standard in this paragraph is met if-

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Part 4. Suitability of staff, supply staff, and proprietors

– 18(2)(b) no such person carries out work, or intends to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act, or any disqualification, prohibition or restriction which takes effect as if contained in either such direction.

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Part 4. Suitability of staff, supply staff, and proprietors

 21(1) The standard in this paragraph is met if the proprietor keeps a register which shows such of the information referred to in sub-paragraphs (3) to (7) as is applicable to the school in question.

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Part 4. Suitability of staff, supply staff, and proprietors

 21(3) The information referred to in this sub-paragraph is-

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Part 4. Suitability of staff, supply staff, and proprietors

– 21(3)(a)(iii) a check was made to establish whether S is subject to any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition or restriction which takes effect as if contained in such a direction.

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Part 5. Premises of and accommodation at schools

 23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that-

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Part 5. Premises of and accommodation at schools

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

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Part 5. Premises of and accommodation at schools

 24(1) The standard in this paragraph is met if the proprietor ensures that suitable accommodation is provided in order to cater for the medical and therapy needs of pupils, including- 28 to 30 June 2023 – 24(1)(a) accommodation for the medical examination and treatment of pupils;

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Part 5. Premises of and accommodation at schools

– 24(1)(b) accommodation for the short term care of sick and injured pupils, which includes a washing facility and is near to a toilet facility; and

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Part 5. Premises of and accommodation at schools

– 24(1)(c) where a school caters for pupils with complex needs, additional medical accommodation which caters for those needs.

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Part 5. Premises of and accommodation at schools

 24(2) The accommodation provided under sub-paragraphs (1)(a) and (b) may be used for other purposes (apart from teaching) provided it is always readily available to be used for the purposes set out in sub-paragraphs (1)(a) and (b).

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Part 5. Premises of and accommodation at schools

 25 The standard in this paragraph is met if the proprietor ensures that the school premises and the accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practicable, the health, safety and welfare of pupils are ensured.

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Part 5. Premises of and accommodation at schools

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

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Part 5. Premises of and accommodation at schools

– 28(1)(b) toilets and urinals have an adequate supply of cold water and washing facilities have an adequate supply of hot and cold water;

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Part 5. Premises of and accommodation at schools

– 28(1)(c) cold water supplies that are suitable for drinking are clearly marked as such.

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Part 5. Premises of and accommodation at schools

 29(1) The standard in this paragraph is met if the proprietor ensures that suitable outdoor space is provided in order to enable-

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Part 6. Provision of information

 32(1) The standard about the provision of information by the school is met if the proprietor ensures that-

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Part 6. Provision of information

– 32(1)(b) the information specified in sub-paragraph (3) is made available to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector, the Secretary of State or an independent inspectorate;

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Part 6. Provision of information

– 32(1)(h) where a pupil wholly or partly funded by a local authority (except where funding is solely for free of charge early years provision in accordance with the duty contained in section 7 of the Childcare Act 2006[16]) is registered at the school, an annual account of income received and expenditure incurred by the school in respect of that pupil is provided to the local authority and, on request, to the Secretary of State;

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Part 6. Provision of information

– 32(1)(i) where a pupil with an EHC plan wholly or partly funded by a local 28 to 30 June 2023 authority or other body through public funds is registered at the school, such information as may reasonably be required for the purpose of the annual review of the EHC plan is provided to the responsible local authority.

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Part 6. Provision of information

 32(3) The information specified in this sub-paragraph is-

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Part 6. Provision of information

– 32(3)(e) particulars of the school’s academic performance during the preceding school year, including the results of any public examinations;

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Part 6. Provision of information

– 32(3)(f) details of the complaints procedure referred to in paragraph 33, and the number of complaints registered under the formal procedure during the preceding school year.

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Part 7. Manner in which complaints are handled

 33 The standard about the manner in which complaints are handled is met if the proprietor ensures that a complaints procedure is drawn up and effectively implemented which deals with the handling of complaints from parents of pupils and which-

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Part 7. Manner in which complaints are handled

– 33(b) is made available to parents of pupils.

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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. 28 to 30 June 2023 to 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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Part 8. Quality of leadership in and management of schools

If you would like a copy of this document in a different format, such as large print or Braille, 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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