The T3 School

Inspection of The T3 School Sydenham House, Church Road, Ashford, Kent TN23 1RD

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not previously inspected

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Overall effectiveness Good

Does the school meet the independent school standards?

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What is it like to attend this school?

Friendly and caring staff form strong relationships with pupils that help individuals re-engage with their education. High academic standards are set, focused on what pupils could achieve. Pupils learn to like school again and they attend regularly. They benefit from one-to-one teaching that is helping them to learn.

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What is it like to attend this school?

The intimate school setting means that staff really know pupils. There is a tight bond between all, and most pupils behave calmly and respectfully. Rules and routines are well established so that pupils feel safe and know what is expected of them. Staff set a high bar and push the importance of an education to pupils. Throughout the day, staff converse with pupils to develop social skills and confidence. Traditional family board games bring laughter and enjoyment. These social times are skilfully combined with pupils’ academic studies.

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What is it like to attend this school?

There is a broad offer of opportunities for pupils to develop personally and become involved in the local community. The school forges strong links with other organisations so pupils benefit from a fuller educational experience. Pupils exercise at the gym, visit the library, help prepare lunch and fundraise for charities. They also enjoy animal care studies, when they work off site with expert farming instructors.

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better?

In a matter of months, the school has made a successful start in welcoming its pupils. A highly dedicated staff team supports pupils in valuing their education. The school’s policies, which meet the independent school standards (the standards), are coming to fruition. The proprietor ensures that all standards are met and that the school complies with schedule 10 of the Equality Act 2010. Currently, the proprietor is engaging with other professionals to form a governing body as pupil numbers gradually grow.

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better?

The school’s curriculum aligns with the subjects in the national curriculum. Ambitious programmes of study are in place, which can culminate in GCSE qualifications if appropriate. The school clearly understands that pupils’ typical starting points are lower than expected. Pupils’ education, health and care (EHC) plans are utilised very well. Staff know pupils’ key targets and are mindful of these in lessons. Each pupil has their own bespoke timetable that helps them build their knowledge in individual subjects. As a result, pupils are learning well.

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better?

Staff keenly model a positive reading culture. Each day begins with everyone reading, both staff and pupils. The school has a good selection of books to hook pupils’ interest. Staff work hard to help pupils see joy in reading and introduce them to popular authors and genres. For pupils who may have phonics gaps, the school assesses what sounds pupils do not know and teaches these. Currently, the school is auditing its phonics provision as it moves to a new phonics programme. 6 and 7 December 2023 Teachers demonstrate expertise in supporting pupils to achieve success. Careful questioning helps to explore pupils’ thinking. Assessment is regularly used to work out what pupils know and remember, and this is linked back to pupils’ EHC plans. Staff use this information to plan carefully what pupils need next. However, teachers do not always set appropriately ambitious tasks across different subjects. Sometimes, the work asked of pupils does not help them practise and develop the

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better?

The school is generally a calm and orderly environment. With the building being quite compact, leaders have thoughtfully considered its physical layout. Each classroom has what is needed to teach pupils effectively. Staff and pupils share tidy and organised communal spaces. The proprietor is knowledgeable about health and safety checks so that the premises are safe and well maintained. These include fire audits and risk assessments.

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better?

Systems and routines are becoming more embedded in everyday school life. The school’s strategies support pupils well in learning to concentrate for longer periods and to manage their emotions. Staff skilfully interweave one-to-one conversations throughout the day to help pupils better understand themselves. Pupils know that they need to earn the maximum ‘points’ possible after each lesson period. The school thinks carefully about how it can best reward pupils for their efforts. Despite this, staff’s understanding of the behaviour policy does needs strengthening, particularly around ensuring that sanctions are applied fairly and consistently to all pupils.

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better?

Personal development is seen as integral to pupils’ future successes. Staff actively promote an understanding of, and respect for, difference, for example when pupils are out and about and experiencing the world around them. This is helping pupils to develop their social confidence. Careers education and advice smartly guide pupils to set goals and make sensible plans to achieve these.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and proprietor)

 Pupils can undertake work that does not consistently match the planned curriculum ambition. At times, tasks can limit pupils’ knowledge acquisition and independent practice. The school should continue with supporting teachers’ subject knowledge so that there are consistent, high expectations in the work set for pupils.  The school’s behaviour policy is not always effectively applied by staff. Agreed sanctions are sometimes not followed through. This in turn leads to pupils’ 6 and 7 December 2023 behaviour not meeting the school’s expectations. The school needs to continue to train all staff in promoting positive behaviour in and out of lessons.

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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. 6 and 7 December 2023

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School details

Annual fees (day pupils) £35,000 to £42,500

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School details

Email address info@t3school.kent.sch.uk 6 and 7 December 2023

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Information about this school

 The T3 School is a small independent school. The school caters for pupils who have behavioural, emotional and social development needs. All pupils have an EHC plan.  Although the school opened in September 2022, it did not admit pupils until the 2023/24 academic year.  The headteacher is the sole director of the proprietor body, T3 Tutoring Ltd.  This is the school’s first standard inspection.  The school does not currently use any alternative provision.

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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 meets the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school had received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and staff.  The inspection team carried out deep dives in English, science and humanities. To do this, they met with subject leaders, looked at curriculum planning, had discussions with staff and pupils, visited lessons and looked at pupils’ work.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and children; and considered the extent to which the school has created an open and positive culture around safeguarding that puts children’s interests first.  Inspectors talked to pupils about their learning and experiences at school. The

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Information about this inspection

lead inspector also visited a local secondary school where pupils access its farming provision as part of their curriculum package.  There were no responses to Ofsted Parent View or to the staff survey. Inspectors spoke to all on-site staff and looked at the school’s internal processes for gathering feedback from parents and carers. 6 and 7 December 2023  The lead inspector toured the school site to gather evidence about compliance with the standards. Inspectors also reviewed a range of other documents and policies, including on the school’s website.

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Inspection team

James Broadbridge, lead inspector His Majesty’s Inspector

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Inspection team

Liz McIntosh Ofsted Inspector 6 and 7 December 2023 regulates and inspects 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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