Peak Forest School

School pre-registration inspection report

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Peak Forest School Stockport Road, Hyde, Manchester, Greater Manchester SK14 3QF

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2, 2(1) to 2(1)(b)(ii), 2(2) to 2(2)(e)(iii), 2(2)(h), 2(2)(i)  The proprietor body has produced an appropriate curriculum policy. The policy shows the consideration that leaders have given to pupils’ spiritual, moral, social and cultural education. In addition, the policy sets how pupils will learn about fundamental British values, including understanding difference and tolerating others.  The proprietor body intends that pupils will study subjects across all of the required areas of learning, including science and mathematics. Nevertheless, the proprietor body has not set out suitable plans and schemes of work for each subject. Leaders’ curriculum planning lacks the necessary detail about the most important knowledge that pupils need to know and remember in each subject and when this should be taught.  The proprietor body is clear about the needs of pupils who will be admitted to the

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Main inspection findings

school. However, leaders’ curriculum plans do not take sufficient account of the needs, interests and aptitudes of the pupils who will join the school.  Leaders’ decisions about the implementation of the curriculum in some subjects are at the early stages of development. For example, leaders have thought about what the art and physical education provision will look like, but they do not have suitable resources ready to facilitate the delivery of the curriculum. Moreover, they have not considered how pupils’ needs will be taken into account in the delivery of the curriculum.  The school is not ready to receive pupils and cannot ensure that they will access a well-thought-out curriculum that meets their needs and helps them to learn well.  Leaders have given suitable consideration for how personal, social, health and economic (PSHE) education will be taught. Pupils will learn PSHE education through

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Main inspection findings

timetabled lessons as well as in assemblies. Pupils’ emotional well-being is central to leaders’ plans for the school. Leaders have considered how pupils will learn about themselves and understand and respect people who are different to themselves. Leaders’ plans show regard for the protected characteristics set out in the Equality Act 2010.  Leaders have developed plans for pupils’ careers education. Leaders intend that pupils will receive impartial careers information, advice and guidance tailored to their individual needs and interests. Paragraphs 2A(1), 2A(1)(b), 2A(1)(d) to 2A(1)(g), 2A(2), 2A(3)  Leaders have taken into account the government’s statutory guidance when deciding what pupils will learn within the relationships and sex education (RSE) curriculum. There are plans in place for how leaders will communicate the content of this curriculum with parents and carers through the induction process for new pupils. The

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Main inspection findings

relevant information is published on the school’s website for parents to access, along with information about parents’ right to withdraw their child from some or all of the sex education delivered as part of statutory RSE. Paragraphs 3, 3(a) to 3(j)  The proprietor body has appointed a headteacher. It has also very recently commissioned an external consultant to work with the headteacher to prepare the school for opening. Leaders are in the process of recruiting teachers to work at the school. At the time of the inspection, there were no teaching staff in post other than the headteacher.  The curriculum plans lack the detail needed for teachers to understand leaders’ intentions for the important knowledge that should be taught and by when. Leaders have not set out for teachers how they should deliver the curriculum. They have not considered how teachers should adapt learning to meet the wide range of needs of

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Main inspection findings

pupils who will attend the school.  The proprietor body and the headteacher intend that teachers will carry out regular checks on pupils’ progress and attainment.  Leaders have not provided an appropriate quantity and range of resources for pupils to support their learning. For example, there is no sports equipment to enable the delivery of physical education lessons. Paragraph 4  Leaders have a suitable assessment policy in place.  Leaders have devised systems for assessing pupils’ learning and emotional needs on entry to the school. Leaders intend that these will enable staff to identify any gaps in pupils’ knowledge.  The information that leaders gain from assessment will be shared with parents and the proprietor body at regular intervals.  The independent school standards (the standards) in this part are unlikely to be met if the proposed school opens. Part 2. Spiritual, moral, social and cultural development of pupils

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Main inspection findings

Paragraphs 5, 5(a) to 5(d)  The proposed curriculum places significant focus on pupils’ spiritual, moral, social and cultural development. Curriculum plans indicate that pupils will learn about different faiths, cultures and religions. The school’s policies, plans and schemes of work show leaders’ consideration for the promotion of British values. Leaders have set out in policies, such as the behaviour policy, their intention that pupils will learn about mutual respect and tolerance.  The school’s policies include positive references to all of the protected characteristics, as set out in legislation.  Leaders understand the need to ensure that pupils benefit from a balance of opposing views when they learn about politics.  The standard in this part is likely to be met if the proposed school opens. Part 3. Welfare, health and safety of pupils Paragraphs 7, 7(a), 7(b)  Leaders have the relevant safeguarding knowledge that they need to ensure that

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Main inspection findings

pupils are safe. The school’s safeguarding policy reflects the latest government guidance and is published on the school’s website. Leaders have set up systems and procedures to keep pupils safe, such as a programme of safeguarding training for staff.  Leaders have ensured that safeguarding training is at the centre of the induction process for new staff.  The headteacher is the designated safeguarding lead. Leaders intend that other members of staff complete this training following their appointment. Paragraphs 9, 9(a) to 9(c), 10  There is a suitable behaviour policy in place, as well as an anti-bullying policy. These policies set out with clarity the school’s approach to dealing with any poor behaviour and how any incidents will be recorded. Leaders intend to cross-reference these with any other concerns so that they can gain a full picture of an individual pupil and respond quickly to any needs that arise.

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Main inspection findings

Paragraphs 11, 12, 13, 16, 16(a), 16(b)  The proprietor body has put a suitable health and safety policy in place. It has ensured compliance with the Regulatory Reform (Fire Safety) Order 2005. For example, it has used a specialist contractor to check fire-fighting equipment and emergency systems.  The proprietor body has put a suitable first-aid policy in place. It intends that there will be an appropriate number of staff with first-aid qualifications. Staff who are already working at the school hold appropriate first-aid qualifications.  The proprietor body ensures that leaders identify and monitor risks through the written risk assessment policy. Samples of risk assessments show that leaders give due care and attention to the identification and consideration of risks. Risk assessments show where individual consideration will be given to pupils’ needs or emerging needs. Paragraph 14  The proprietor body intends that there will be a sufficient number of staff available to

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Main inspection findings

supervise pupils on the school site. This includes during the start and end of the school day, and at social times. Paragraph 15  Leaders have established appropriate systems to register pupils’ attendance and to monitor absence effectively. The headteacher will provide regular reports to the proprietor body.  There is a suitable admissions policy in place. This includes the information that leaders will collect when admitting a pupil, as set out in the Education (Pupil Registration) Regulations 2006.  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 18(2), 18(2)(a) to 18(2)(e), 18(3), 19(2), 19(2)(a) to 19(2)(d)(ii), 19(3), 20(6), 20(6)(a) to 20(6)(c), 21(1), 21(2), 21(3), 21(3)(a), 21(3)(b), 21(5), 21(5)(a), 21(5)(c), 21(6)  An electronic single central record is in place. It is well organised and enables leaders

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Main inspection findings

to record the essential checks made as part of the recruitment process. All of the required checks have been completed for the staff who have already been appointed, including the members of the proprietor body. The proprietor body understands its responsibility to seek the necessary assurances relating to overseas background checks. It understands the requirement to complete the required pre-employment checks on staff before they begin working at the school.  Leaders have completed relevant safeguarding training, including safer recruitment.  Leaders have set up systems to check and record the relevant recruitment checks on any agency staff that they may use. The single central record has been set up to record these checks should they be required.  The standards in this part are likely to be met if the proposed school opens. Part 5. Premises of and accommodation at schools Paragraphs 23(1), 23(1)(a) to 23(1)(c), 24(1), 24(1)(a) to 24(1)(c), 25, 26, 27, 27(a),

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Main inspection findings

27(b), 28(1), 28(1)(a) to 28(1)(d), 28(2), 28(2)(a), 28(2)(b), 29(1), 29(1)(a), 29(1)(b)  The proposed school accommodation includes several teaching spaces, a communal area, a medical room, office spaces and changing facilities. The main reception is accessible via a secure entrance at the front of the school.  The classrooms are well lit. They have suitable acoustics. Windows are fitted with restrictors as appropriate.  There are suitable toilet facilities. All toilets are located in cubicles that can be locked from the inside. Drinking-water is clearly labelled and hot water is set at a safe temperature. Pupils will have access to drinking-water during the school day.  There is a suitable medical room that is located near to a toilet. The room contains a first-aid kit as well as lockable storage for medication.  A large outdoor area provides enough space for pupils to play and socialise. There are

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Main inspection findings

changing facilities on site as some of the physical education curriculum will be delivered on the school site.  The standards in this part are likely to be met if the proposed school opens. Part 6. Provision of information Paragraphs 32(1) to 32(1)(k), 32(2) to 32(2)(d), 32(3) to 32(3)(g)  The website for the proposed school provides parents with the required policies. It also contains contact details for the headteacher and proprietor body.  Leaders intend to provide parents with termly updates on their child’s progress, attainment and emotional well-being. Leaders are aware of the need to publish inspection reports and examination results on the school’s website once they are released.  The standard in this part is likely to be met if the proposed school opens. Part 7. Manner in which complaints are handled Paragraphs 33, 33(a) to 33(k)  The school’s complaints policy meets the requirements of the standards. It contains

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Main inspection findings

information about each of the stages within the complaints process, including how parents can raise concerns informally. The policy sets out appropriate timescales and how records of complaints will be stored.  A copy of the complaints policy is available on the school website.  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) to 34(1)(c)  The proprietor body and headteacher lack the skills and knowledge that they need to ensure that pupils receive an acceptable quality of education. These leaders do not have an appropriate understanding of some of the standards for quality of education found to be unmet at this inspection. The proprietor body has commissioned external support for the school. However, this support is in its infancy and has not yet had enough impact on ensuring that pupils will receive an acceptable quality of education.

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Main inspection findings

 The proprietor body has not ensured that the school is ready to open. It has not ensured that there are suitable curriculum plans and schemes of work in place for teachers to follow. It has not made sure that there are the resources needed by teachers to deliver the curriculum, such as science equipment. The proprietor body has not appointed any teaching staff. It is unlikely that any teachers who are appointed will have enough opportunity to complete leaders’ planned training prior to the proposed school opening.  The proprietor body’s plan to admit 32 pupils when the school opens is overly ambitious. Its consideration for the opening of the school lacks sufficient understanding of the complex needs of pupils that it intends to admit.  The standards in this part are unlikely to be met if the proposed school opens. Schedule 10 of the Equality Act 2010  Leaders have written a suitable accessibility plan.

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Main inspection findings

 The school is likely to meet the requirements of schedule 10 of the Equality Act 2010.

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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) £42,000 to £70,000

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Proposed school details

Email address Natalie.ogden@firstepstogether.uk

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recommendation

Age range of pupils Not applicable 11 to 16 11 to 16 Number of pupils on the school roll Not applicable 32 12

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recommendation

Reason for inspector’s recommendations  Although the proposed building could accommodate up to 32 pupils, leaders do not yet have sufficient staffing or resources in place for this number of pupils.

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School’s current position School’s proposal

Gender of pupils Not applicable Mixed Number of full-time pupils of compulsory school age Not applicable 32

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School’s current position School’s proposal

Number of part-time pupils Not applicable None

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities Not applicable 32

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan Not applicable 32

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School’s current position School’s proposal

Of which, number of pupils paid for by a local authority with an education, health and care plan Not applicable 32

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School’s current position School’s proposal

Number of full-time equivalent teaching staff 1 6

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School’s current position School’s proposal

Number of part-time teaching staff Not applicable None

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School’s current position School’s proposal

Number of staff in the welfare provision Not applicable 7

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Information about this proposed school

 This proposed independent school is located in premises at Stockport Road, Hyde SK14 3QF. It is housed in a large, two-storey building which was formerly used as a nursery.  It is proposed that the school will provide full-time education for up to 32 mixed-gender pupils aged between 11 and 16 years. It is intended that the proposed school will cater for pupils who struggle to cope with mainstream education by providing them with a smaller, nurturing environment.  The proprietor body intends to cater for pupils with social, emotional and mental health needs. All pupils will have an education, health and care plan.  The proprietor body is First Steps Together Limited. This company is registered at Companies House. There are two directors. These directors intend to have oversight and governance responsibilities for the school when it opens.  A headteacher is in post.  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 to determine if the school is likely to meet the standards prior to opening as a registered school.  This was the school’s first pre-registration inspection.  The inspector held discussions with the headteacher and the school’s external education consultant. The inspector spoke to the chair of the proprietor body on the telephone.  The inspector made a tour of the school site, both internally and externally, to check the suitability and safety of the premises.  The inspector scrutinised and evaluated a wide range of documents provided by the school, including safeguarding information, statutory policies and the proposed school curriculum.

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Inspection team

Jane Dennis, 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- – 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 – 2(1)(b) the written policy, plans and schemes of work- – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(f) utilises effectively classroom resources of a good quality, quantity and range.

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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- – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently. 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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