Your Ideas School

School pre-registration inspection report

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Your Ideas School Your Ideas Youth & Community Centre, Dilwyn Close, Redditch, Worcestershire B98 0BU

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1), 2(1)(a), 2(1)(b), 2(1)(b)(i), 2(1)(b)(ii), 2(2), 2(2)(a), 2(2)(b), 2(2)(d), 2(2)(d)(i), 2(2)(d)(ii), 2(2)(h), 2(2)(i), 2A(1), 2A(1)(a), 2A(1)(d), 2A(1)(e), 2A(1)(f), 2A(1)(g), 3, 3(a), 3(b), 3(c), 3(d), 3(e), 3(f), 3(g), 3(h), 3(i), 3(j) 4  Leaders have a clear vision for the curriculum at the proposed school. They have designed it to meet the needs of each individual pupil. Many pupils who will attend the proposed school will have had a chequered experience of education. Leaders have therefore planned a well-considered transition programme for pupils when they join the school. This will help meet pupils’ immediate social and emotional needs and prepare them for academic learning.  Leaders intend to teach pupils on a one-to-one or two pupils-to-one staff basis. There will be a strong emphasis on English and mathematics so that pupils can develop their

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Main inspection findings

literacy and numeracy skills. Pupils will have lessons in personal, social, health and economic (PSHE) education and physical education (PE). As well as this, leaders intend to deliver lessons in human, social, aesthetic and creative education.  Leaders have put together appropriate long- and medium-term plans. These plans outline what pupils will learn and when they will learn it.  Leaders have prioritised reading as part of their proposed curriculum. All staff will be trained to teach a suitable phonics programme. Alongside this, leaders intend to put in place appropriate resources to support the effective delivery of phonics and help pupils develop an enjoyment of reading.  All pupils who attend the proposed school will have an education, health and care plan (EHC plan). These plans will be reviewed regularly so that they reflect pupils’ social, emotional and academic needs. Leaders intend to ensure that targets from EHC plans

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Main inspection findings

are broken down into smaller steps so that all staff are clear about how they can support pupils with their learning. The proprietor plans to ensure that the staff who teach pupils will have sufficient expertise in teaching pupils with special educational needs and/or disabilities (SEND).  Leaders have an appropriate strategy in place to assess pupils. This includes gathering information before pupils arrive at the school through previous school settings and parent and carer meetings. Leaders intend to assess pupils’ social and emotional well- being through an established commercial programme. From this, leaders intend to build a specific action plan for each pupil that will be shared with staff and reviewed regularly.  Leaders intend to use a commercial scheme of work to deliver their PSHE curriculum. Within this curriculum, pupils will learn about topics such as families and relationships, health and well-being, safety and the changing body. Leaders plan to teach PSHE at

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Main inspection findings

least once a week so that pupils gain knowledge and skills in these areas in a progressive and age-appropriate way. Leaders also intend to revisit these topics for pupils to build on their prior learning.  Leaders plan to ensure that fundamental British values are an integral part of the PSHE curriculum. Leaders plan to cover these values not only through the formal curriculum, but also through other aspects of school life such as trips and visits.  These independent school standards (the standards) are likely to be met. Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 5, 5(a), 5(b), 5(b)(i), 5(b)(ii), 5(b)(iii), 5(b)(iv), 5(b)(v), 5(b)(vi), 5(b)(vii), 5(c), 5(d), 5(d)(i), 5(d)(ii) 5(d)(iii)  Leaders plan to use the PSHE curriculum as the primary vehicle to foster pupils’ spiritual, moral, social and cultural development. Alongside this, leaders intend to have a key focus on helping pupils to develop their confidence and self-esteem.

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Main inspection findings

 Through the PSHE curriculum, leaders plan to ensure that pupils develop their understanding of right and wrong. This will also be modelled by well-trained staff who know and understand pupils well.  Leaders plan to extend pupils’ understanding of religions and cultures through visits to various places of worship. There are also plans to provide wider experiences to pupils through trips, such as to a local farm and park. Leaders also intend to visit the company’s other settings to participate in sports such as basketball.  Leaders are keen to ensure that pupils learn about public institutions through visitors to the school. They intend to have members of the fire service and a local police community support officer talk to pupils about their roles.  Leaders plan that pupils will develop their understanding of the protected characteristics through the PSHE curriculum. This will be supplemented through

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Main inspection findings

discussions with pupils and the need to challenge stereotypes.  These standards are likely to be met. Part 3. Welfare, health and safety of pupils Paragraphs 7, 7(a), 7(b), 9, 9(a), 9(b), 9(c), 10, 11, 12, 13, 14, 15, 16, 16(a) 16(b)  A copy of the school’s safeguarding policy is available via the school website and is compliant with the latest government guidance.  It is proposed that the headteacher will be the school’s designated safeguarding lead. She will be supported in this role by a deputy designated safeguarding lead who will be the deputy headteacher. Both leaders have a good knowledge of how to make referrals to the local authority.  Leaders plan to ensure that all staff will receive safeguarding training as part of their induction. This will include how to record safeguarding incidents on the school’s online system. Staff will also be kept up to date with extra-familial safeguarding concerns in

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Main inspection findings

the local area through regular meetings.  Leaders intend to teach pupils how to stay safe through the PSHE curriculum.  The proposed school’s behaviour policy is likely to be enacted appropriately. It sets out how pupils will be supported so that they can behave well and therefore learn in lessons. The proposed school has a clear structure for supporting pupils who may struggle with their behaviour. This will take into account the specific needs of each pupil. The proposed school has considered how it will record incidents of poor behaviour and how these will be followed up.  Leaders have drawn up an appropriate anti-bullying policy. This sets out how the proposed school will work with staff and pupils to prevent bullying and how it will address bullying, should it occur.  The proposed school has appropriate policies in place for fire safety. Leaders are fully aware of their duty to comply with the Regulatory Reform (Fire Safety) Order 2005.

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Main inspection findings

There are clear plans in place to make either weekly or monthly checks of alarms, emergency lighting and firefighting equipment.  Leaders have written a health and safety policy that is fit for purpose. This includes information on the storage and administration of medicines, the safe storage of hazardous substances and site security. Leaders have put in place suitable risk assessments.  The proposed school’s admissions register is likely to be suitable. Pupils will register electronically as they enter the school each morning and afternoon. The proposed school intends to use the Department for Education’s attendance codes to record pupils’ attendance at, or absence from, school.  These standards are likely to be met. Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2), 18(2)(a), 18(2)(b), 18(2)(c), 18(2)(c)(i), 18(2)(c)(ii), 18(2)(c)(iii), 18(2)(c)(iv), 18(2)(d), 18(2)(e), 18(3), 19(2), 19(2)(a), 19(2)(a)(i), 19(2)(a)(i)(aa),

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Main inspection findings

19(2)(a)(i)(bb), 19(2)(a)(i)(cc), 19(2)(a)(i)(dd), 19(2)(a)(ii), 19(2)(b), 19(2)(c), 19(2)(d), 19(2)(d)(i), 19(2)(d)(ii), 19(3), 20(6), 20(6)(a), 20(6)(a)(i), 20(6)(a)(ii), 20(6)(b), 20(6)(b)(i), 20(6)(b)(ii), 20(6)(b)(iii), 20(6)(c), 21(1), 21(2), 21(3), 21(3)(a), 21(3)(a)(i), 21(3)(a)(ii), 21(3)(a)(iii), 21(3)(a)(iv), 21(3)(a)(v), 21(3)(a)(vi), 21(3)(a)(vii), 21(3)(a)(viii), 21(3)(b), 21(5), 21(5)(a), 21(5)(a)(i), 21(5)(a)(ii), 21(5)(c) 21(6)  Both the headteacher and deputy headteacher have undertaken appropriate safer recruitment training.  Leaders are aware of the required checks that need to be carried out on staff before they begin working at the proposed school. This includes an enhanced Disclosure and Barring Service check. Leaders are aware of their duty to check for any gaps in employment and whether any members of staff have worked overseas. Leaders have a secure understanding of the background checks that need to be carried out, should

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Main inspection findings

this be the case.  Personnel files for staff are well organised and contain staff qualifications, references, identity checks and a medical fitness questionnaire.  Leaders do not intend to use supply staff, but they are aware of the checks they would need to make should this be the case.  The proposed school’s electronic single central record contains all relevant and necessary information in line with government guidance. All information is recorded accurately.  These standards are likely to be met. Part 5. Premises of and accommodation at schools Paragraphs 23(1), 23(1)(a), 23(1)(b), 24(1), 24(1)(a), 24(1)(b), 24(2), 25, 26, 27, 27(a), 27(b), 28(1), 28(1)(a), 28(1)(b), 28(1)(c), 28(1)(d), 28(2), 28(2)(a), 28(2)(b), 29(1), 29(1)(a) 29(1)(b)  The proposed school is situated over two floors in a well-maintained property. The property is currently used as a youth centre in the evening and alternative provision

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Main inspection findings

during the daytime. The property is fenced and is suitably secure.  Leaders have made sure that the property is in excellent order. It is a welcoming and purposeful environment. Each room in the proposed school has a specific purpose, from a games room to classroom spaces. There are also other spaces in the proposed school that staff can use with pupils if they need a quiet space.  The proposed school has an indoor space that is suitable for pupils’ physical education. This space has been purpose built and is well equipped to support pupils to learn the PE curriculum.  The proposed school has a kitchen that pupils can access with a member of staff. Pupils can access drinking water here and it is appropriately labelled.  The medical room is also used as an office. There is a suitable bed with sheets and pillows for pupils to use. At present, this room does not include a suitable washing facility, although leaders have plans to have a portable washing facility installed before

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Main inspection findings

pupils are admitted in April 2024. The toilet facilities are located close by and include a shower facility.  There are well-maintained toilets, and washing and shower facilities for the sole use of pupils. Leaders have installed temperature regulators on taps so that hot water does not pose a scalding risk.  The outdoor area provides a suitable space for pupils to play together. It includes a hard-standing area and a grassed area. This will be used by pupils at breaktime and lunchtime. The outside space is appropriately lit and secure.  These standards are likely to be met. Part 6. Provision of information Paragraphs 32(1), 32(1)(a), 32(1)(b), 32(1)(c), 32(1)(d), 32(1)(f), 32(1)(g), 32(1)(h), 32(1)(i), 32(2), 32(2)(a), 32(2)(b), 32(2)(b)(ii), 32(2)(c), 32(2)(d), 32(3), 32(3)(a), 32(3)(b), 32(3)(c), 32(3)(d), 32(3)(e), 32(3)(f) 32(3)(g)  The proposed school has recently launched its website. This includes information

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Main inspection findings

about the school vision and ethos as well as the required contact details.  All policies are available via the school’s website, including information relating to admissions, behaviour, curriculum and safeguarding.  Leaders intend to review EHC plans regularly. This will likely be every half term and will involve parents and carers. Alongside this, leaders also plan to update individual behaviour plans as well as social and well-being assessments.  Leaders will use the local authority template to provide a breakdown of both income and expenditure for all pupils with an EHC plan. This will be available on request.  Leaders intend to provide an annual written report to parents. This will include progress against EHC plan targets as well as progress in academic, social and emotional targets.  These standards are likely to be met. Part 7. Manner in which complaints are handled Paragraphs 33, 33(a), 33(b), 33(c), 33(d), 33(e), 33(f), 33(g), 33(h), 33(i), 33(i)(i),

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Main inspection findings

33(i)(ii), 33(j), 33(j)(i), 33(j)(ii) 33(k)  Leaders have set out how complaints will be handled in a written policy that is available on the school website. This policy is appropriate.  The complaints policy has informal and formal procedures that will be used to handle any complaints about the proposed school. It includes clear timescales for a complaint to be heard. If a complainant is unhappy with how a complaint has been handled, the policy sets out the process for how a complaint would be heard by a panel.  These standards are likely to be met. Part 8. Quality of leadership in and management of schools Paragraphs 34(1), 34(1)(a), 34(1)(b) 34(1)(c)  The headteacher and deputy headteacher have a secure understanding of the independent school standards. As part of their preparation for this inspection, they have visited other independent schools to understand what they do and how they comply with the independent school standards.

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Main inspection findings

 The headteacher has a background in educational psychology and has a doctorate in children’s cognition. She has volunteered in different schools and has a good understanding of early reading and the teaching of phonics. The headteacher is ably assisted by the deputy headteacher, who has a background in primary school leadership. She has previously held the role of special educational needs coordinator and has a good understanding of pupils with SEND.  The school intends to establish a governing body before it opens. This will include two directors from the proprietor body as well as other governors from the local community. The directors who will serve on the governing body have a background in school leadership and school governance.  Leaders have a clear moral purpose in establishing the school. They recognise that for some pupils, they are educationally ‘lost’ and do not have the right support. Leaders

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Main inspection findings

are clear about wanting to help children thrive socially, emotionally and academically.  These standards are likely to be met. Schedule 10 of the Equality Act 2010

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Main inspection findings

 The school has put together an appropriate accessibility plan and equality, diversity and inclusion policy. Therefore, they are likely to meet their duties under 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

School status Independent special school

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recommendation

Age range of pupils Not applicable 5 to 11 5 to 11 Number of pupils on the school roll Not applicable 8 8

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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 8 Number of part-time pupils Not applicable 0

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities Not applicable 8

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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 8

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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 8

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 2

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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 None

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Information about this proposed school

 The proposed school will operate from a youth and community centre in Redditch. There is currently an alternative provision operating from this site. However, the intention is to relocate this provision should the proposed school be permitted to register and open.  The proposed school intends to provide education for pupils with the following special educational needs: attachment difficulties, separation anxiety, school anxiety, social anxiety, autism, depression and attention deficit hyperactivity disorder (ADHD). All pupils will have an EHC plan.  The proposed school does not intend to make use of alternative provision.  The proposed school does not have a religious ethos.

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Information about this inspection

 The pre-registration inspection was commissioned by the Department for Education to determine whether the proposed school is likely to meet the standards if it is given permission to open. This is the proposed school’s first pre-registration inspection.  The inspection was conducted with two working days’ notice.  The inspectors held meetings with the headteacher and deputy headteacher.  The inspectors looked at several policies and documents to check whether the school is likely to meet the standards and other requirements.  The inspectors also conducted a tour of the school premises.

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Inspection team

Mark Howes, lead inspector His Majesty’s Inspector

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Inspection team

Ian Tustian 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

Parent View You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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Inspection team

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.gov.uk/ofsted .

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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 looked after children, safeguarding and child protection.

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Inspection team

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Inspection team

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Inspection team

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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