Changing Lives

Inspection of Changing Lives Nursery Farm, Isherwood Road, Carrington M31 4BH

p.1

Inspection dates: 21 to 23 November 2023

p.1

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Does the school meet the independent school standards?

p.1

What is it like to attend this school?

Pupils who attend this school have often faced significant challenges in their previous education settings. Most have missed a considerable amount of learning. At Changing Lives, pupils are welcomed into a safe and caring environment. They learn to trust the adults around them who give pupils the time and attention that they need. This helps pupils to successfully re-engage with their education.

p.2

What is it like to attend this school?

Pupils told inspectors that they are happier at Changing Lives and attend more often than they did in their previous schools. A typical view, shared by many, is that this school has helped them to ‘turn around’ their behaviour and attitude to learning.

p.2

What is it like to attend this school?

Staff have high expectations for pupils’ conduct. Pupils quickly rise to meet these expectations. Staff are quick to deal with any bullying. Key workers know their pupils very well. Pupils describe the support that these staff provide for them in glowing terms. Over time, pupils learn to respect each other’s differences and get along together.

p.2

What is it like to attend this school?

Pupils value the unique opportunities for outdoor and equestrian education that this school provides. They embark on nationally recognised qualifications in horse riding, dog training and small animal care. However, the school’s ambition for pupils’ achievement in some other subjects is not realised. Pupils do not learn consistently well across the curriculum.

p.2

better?

Leaders present a clear vision for pupils at the school to gain the qualifications and life skills necessary for employment. The curriculum is designed to meet this ambition. Pupils study a broad range of subjects. In most subjects, the school has identified the important knowledge that pupils should learn and the order in which they should encounter it. However, some of the school’s work to develop the curriculum is very recent. Leaders’ intentions have not been put into practice. For example, pupils do not currently learn important aspects of personal, social, health and economic (PSHE) education, including independent living skills.

p.2

better?

The animal and outdoor-related curriculum reflects the school’s ambition for pupils. These subjects are well matched to pupils’ needs and interests. The curriculums are well designed and delivered by teachers with the required subject-specific expertise.

p.2

better?

Alongside the specialist vocational curriculum, the school has ensured that pupils also study a range of academic subjects. In these subjects, pupils’ learning is uneven. In some lessons, the work given to pupils helps them to learn the intended curriculum well. However, some staff do not have sufficient subject-specialist knowledge to ensure that pupils learn what they need to. At times, poorly chosen activities do not help pupils to build their understanding securely. Added to this, the school does not make effective use of assessment strategies to inform teaching. Some pupils have gaps in their knowledge that are missed by teachers. These gaps 21 to 23 November 2023 mean that these pupils struggle to make sense of some new learning. In all, this means that pupils’ learning in these subjects is not as secure as it should be.

p.2

better?

The school meets pupils’ special educational needs and/or disabilities (SEND) well. In particular, pupils benefit from the support that they get from their key workers. These staff have detailed knowledge of the needs of each pupil in their group. They use the information in pupils’ education, health and care (EHC) plans to know how best to support them. In the main, this support helps pupils to access the curriculum.

p.3

better?

Staff are taking steps to build pupils’ love of reading. Many pupils read fluently and choose to read for pleasure. The school has started to identify pupils who are not reading as well as they should. However, the work to support these pupils to catch up to their peers is underdeveloped. Some pupils who struggle to read with confidence do not get the help that they need. This hinders how well these pupils are able to achieve across the curriculum.

p.3

better?

From low starting points, most pupils’ attitude to learning improves quickly once they join this school. They behave well, engage in their learning and socialise together readily. Pupils are rightly proud of their successes and value the trust that staff give to them.

p.3

better?

Staff encourage pupils to discuss current affairs and moral issues. They learn about healthy relationships and consent in an age-appropriate way. Alongside this, key workers talk to pupils about their future plans and aspirations. However, pupils do not receive the careers information, advice and guidance that they need to make well-informed decisions about their next steps.

p.3

better?

The proprietor body has recently recruited new leaders with suitable expertise to improve the quality of education. However, there is an overreliance on these few individuals. As the number of pupils at the school has grown, leaders’ systems and routines have not kept pace.

p.3

better?

The proprietor body has not provided appropriate challenge and support to school leaders. It lacks sufficient knowledge of the requirements of the independent school standards (‘the standards’). It has not ensured that all of the standards about the quality of education, the welfare, health and safety of pupils, and the way complaints are handled, are met. Furthermore, inspectors identified several issues with the school’s premises which the proprietor body had not been aware of. For instance, there was no hot water supply to the sinks in the pupils’ toilets. The proprietor rectified these issues during the inspection.

p.3

better?

Policies, including a safeguarding policy that meets the current statutory requirements, are made available to parents and carers on the school’s website. However, some of these policies do not accurately reflect the school’s practice. For example, the complaints policy refers to a governing body which the school does not have. Moreover, the content of some of the school’s policies are unfamiliar to leaders and staff. These policies are not effectively implemented in the school. 21 to 23 November 2023 The proprietor body has ensured that the school meets the requirements of paragraph 3 of schedule 10 of the Equality Act 2010. It has a suitable plan to improve the accessibility of the school premises for those people with a physical disability.

p.3

better?

Staff who spoke with inspectors are passionate about their roles. They feel that leaders consider their workload and well-being when making decisions. For example, leaders have ensured that staff are given adequate time to carry out their responsibilities.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

Safeguarding

The vigilance of individual staff ensures that pupils are safe. Staff are suitably trained and alert to any signs that a pupil may be at risk of harm. They report any concerns to school leaders who seek help and advice from external agencies as appropriate. Pupils receive timely support when it is needed.

p.4

Safeguarding

However, the school’s procedures for keeping records of safeguarding concerns are not as robust as they could be. The proprietor body has not ensured that it has a clear overview of safeguarding arrangements across the school. Neither has it ensured that the school’s safer recruitment procedures follow statutory guidance. For example, although the required pre-employment checks have been made on staff, the school was unclear about the requirements for a single central record.

p.4

Safeguarding

Furthermore, the proprietor body’s risk assessment policy is too generic to be effectively implemented. While appropriate action is taken to reduce many potential risks, some others have been overlooked.

p.4

(Information for the school and proprietor)

 In some subjects, staff lack the subject knowledge that they need to deliver the curriculum as effectively as leaders intend. This hinders some pupils in learning these subjects as well as they should. The school should ensure that staff receive the guidance and support that they need to deliver the curriculum well.  The school’s assessment systems do not identify gaps in pupils’ learning, including in their reading knowledge. At times, pupils do not have the pre-requisite knowledge that they need for subsequent learning. The school should ensure that staff use effective assessment strategies to identify and then address any gaps in pupils’ knowledge before moving on to new learning.  Some pupils do not experience the high quality PSHE education and careers guidance that the school intends. This is particularly the case for some of the most vulnerable pupils. These pupils are not as prepared as they need to be for

p.4

(Information for the school and proprietor)

21 to 23 November 2023 adulthood. The school should ensure that all pupils have the knowledge and support that they need to successfully transition to their next steps.  The proprietor body has not carried out its statutory responsibilities, nor ensured that the standards are met. In addition, some of the school’s policies and systems are not as effective as they need to be. This impacts negatively on the quality of the provision offered by the school. The proprietor body must ensure that the standards are consistently met. It must also draw up suitable policies and ensure that these are implemented as intended by staff.  Some information related to safeguarding is not properly recorded. This has the potential for crucial details and patterns linked to pupils’ safety to go unnoticed. The proprietor body must ensure that safeguarding records, including the single central record of pre-employment checks, are clear and comprehensive.

p.5

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.

p.5

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 21 to 23 November 2023

p.5

School details

Unique reference number 149213 DfE registration number 358/6010

p.6

School details

Inspection number 10286491 Type of school Other independent special school

p.6

School details

Website https://carrington-rc.com/independent- school/ Email address info@carrington-rc.com 21 to 23 November 2023

p.6

Information about this school

 This is the school’s first standard inspection. The school was registered by the DfE on 21 September 2022.  The school operates from premises at Nursery Farm, Isherwood Road, Carrington M31 4BH.  At the same location, the proprietor body also operates an unregistered alternative provision for part-time pupils. The headteacher of this school is also the manager of the alternative provision. There are no other shared staff or pupils between this school and the alternative provision.  The number of pupils on roll at this school has grown considerably since it opened in September 2022.  A significant number of new staff were appointed in September 2023.  Leaders do not make use of any alternative provision for pupils at this school.  All pupils have an EHC plan. The school caters for pupils with social, emotional and mental health needs, attention deficit hyperactivity disorder and autism spectrum disorder.

p.7

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.

p.7

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.

p.7

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 received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors spoke with members of the proprietor body, including the chair, the headteacher, senior leaders and staff.  Inspectors reviewed a range of documentation, including that relating to the standards and the curriculum.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the checks that had been carried out on staff to ensure their suitability, took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first. 21 to 23 November 2023

p.7

Information about this inspection

 Inspectors considered the views of parents expressed through Ofsted Parent View, and the responses to Ofsted’s pupil survey. There were no responses to Ofsted’s staff survey.  Inspectors observed pupils’ behaviour at social times, in lessons and around the school.  Inspectors carried out deep dives in English, mathematics and PSHE. They met leaders and teachers and visited a sample of lessons. Inspectors spoke with pupils about their learning in these subjects. They also considered the curriculum across some other subject areas and looked at examples of pupils’ work.  The lead inspector made a tour of the school premises.

p.8

Inspection team

Ben Hill, lead inspector His Majesty's Inspector

p.8

Inspection team

Kevin Sexton Ofsted Inspector 21 to 23 November 2023

p.8

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(2) For the purposes of paragraph (2)(1)(a), the matters are- – 2(2)(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that- – 2(2)(e)(i) is presented in an impartial manner; – 2(2)(e)(ii) enables them to make informed choices about a broad range of career options; and – 2(2)(e)(iii) helps to encourage them to fulfil their potential; – 2(2)(g) where the school has pupils above compulsory school age, a programme of activities which is appropriate to their needs.

p.9

Part 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that- – 7(b) such arrangements have regard to any guidance issued by the Secretary of State.  16 The standard in this paragraph is met if the proprietor ensures that- – 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.

p.9

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.  21(2) The register referred to in sub-paragraph (1) may be kept in electronic form, provided that the information so recorded is capable of being reproduced in legible form.  21(3) The information referred to in this sub-paragraph is- – 21(3)(a) in relation to each member of staff ("S") appointed on or after 1st May 2007, whether- – 21(3)(a)(i) S's identity was checked; – 21(3)(a)(iv) checks were made to ensure, where appropriate, that S had the relevant qualifications; – 21(3)(a)(vi) checks were made pursuant to paragraph 18(2)(d); 21 to 23 November 2023 – 21(3)(a)(vii) a check of S's right to work in the United Kingdom was made; and – 21(3)(b) in relation to each member of staff ("S"), whether a check was

p.9

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

made to establish whether S is subject to a prohibition order or an interim prohibition order, including the date on which such check was completed.  21(6) The information referred to in this sub-paragraph is, in relation each member ("MB") of a body of persons named as the proprietor appointed on or after 1st May 2007, whether the checks referred to in paragraph 20(6)(b) were made, the date they were made and the date on which the resulting certificate was obtained.

p.10

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.

p.10

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. 21 to 23 November 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

p.10

Part 8. Quality of leadership in and management of schools

for children looked after, safeguarding and child protection.

p.11

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 .

p.11

Part 8. Quality of leadership in and management of schools

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.11

Part 8. Quality of leadership in and management of schools

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.11

Part 8. Quality of leadership in and management of schools

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

p.11