Pledge2Learn

School pre-registration inspection report

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Pledge2Learn Bottesford Town Football Club, Ontario Road, Scunthorpe DN17 2TQ

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Main inspection findings

Part 1. Quality of education provided Paragraph 1, 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)(e), 2(2)(e)(i), 2(2)(e)(ii), 2(2)(e)(iii), 2(2)(h), 2(2)(i)  The proposed school currently operates as an alternative provision. The proprietor intends for the school to increase the current part-time offer to full-time support for pupils who have social, emotional and mental (SEMH) needs.  Leaders anticipate that they will be able to admit up to 30 pupils, with a mix of full- and part-time places. Some, but not all pupils, will have an education, health and care plan.  The proprietary body have thought carefully about how they can offer a broad curriculum that includes learning in English, mathematics, science, humanities, personal, social, health and economic (PSHE) education, religious education, aesthetic and creative studies, as well as physical education.

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Main inspection findings

 They have developed schemes of work to ensure that the proposed curriculum will be taught progressively. These schemes are currently at different stages of development. Careful consideration has been given to the way learning is planned. There is a written curriculum policy and intent documents which, in many subjects, consider the ages, aptitudes and needs of all pupils. Leaders are clear which subjects require further detail and refinement to ensure that pupils’ learning is progressive.  Current pupils attending the provision part-time have clear learning plans which map out the subjects they are studying over the course of the term. The proposed school aims to extend these to personalise learning to match pupils needs. Paragraph 2A(1), 2A(1)(a), 2A(1)(b), 2A(1)(d), 2A(1)(e), 2A(1)(f), 2A(1)(g), 2A(2)  The proposed school leaders have worked together to develop a detailed PSHE curriculum that details important learning about the fundamental British values of

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Main inspection findings

democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths. Pupils will also learn about protected characteristics and how to develop a healthy lifestyle.  Important learning about relationships and sex education is planned to support pupils’ development. A policy is available for parents to access online and there is a consultation letter ready to share with parents when pupils join the school.  The school leaders have a plan in place to help pupils build aspirations. Leaders plan for pupils to work with local businesses and external consultants to help them make informed decisions about future career options. Paragraph 3, 3(a), 3(b), 3(c), 3(d), 3(e), 3(f), 3(g), 3(h), 3(i), 3(j), 4  The proprietors have ensured that teachers and staff currently employed in the alternative provision are well informed about the curriculum and have had a range of

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Main inspection findings

training. They intend to expand this further to ensure that subjects, where possible, are taught by subject specialists. This is currently in place in English, early reading, PE and humanities.  A clear assessment framework is currently in use that tracks pupils’ progress and informs pupils’ host schools about achievements, both academically and socially. This will be extended further in the future.  The standards in Part 1 are likely to be met. Part 2. Spiritual, moral, social and cultural development of pupils Paragraph 5 to 5(d)(iii)  Through the current part-time alternative provision, the proposed school leaders have supported pupils to build self-esteem and greater confidence about learning. They are keen to build on this success with further plans to support pupils’ spiritual, moral, social and cultural development.  Leaders understand the difficulties pupils may have had in attending school in the

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Main inspection findings

past. They support them to engage with education by ensuring that the curriculum choices interest and inspire pupils. Attendance registers show pupils, many of whom did not attend school previously, now attend the provision regularly.  Leaders understand the school’s values well. They use them to underpin all plans for learning. Leaders aim for pupils to learn the ‘GRIT’ acronym. This represents the school’s aim to develop concepts of gratitude, through learning to think positively, showing respect for others, and having integrity, through staff role modelling honesty, kindness and care, and teamwork, and through developing shared approaches to learning.  Resources to promote physical education are used well. Links to local football clubs mean that pupils have access to excellent sporting resources.  The school has plans to extend opportunities for learning in other areas through visits to local places of employment such as nurseries or care homes. Other opportunities to

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Main inspection findings

inspire pupils include a para–Olympian coach who is planning to hold online learning sessions for pupils while taking part in the Paris Olympic Games.  The school is likely to meet the requirements in this part of the independent school standards. Part 3. Welfare, health and safety of pupils Paragraph 6, 7, 7(a) 7(b)  The proprietary body have ensured that there is a detailed safeguarding policy in place, which is in line with current regulations. They are clear about their safeguarding responsibilities. They ensure that staff undertake regular training. Careful systems have been created to record and action any concerns. Leaders work well with parents and external professionals. This ensures that pupils’ vulnerabilities are well understood, and support is put in place when it is needed. Paragraph 9, 9(a), 9(b), (c) 10  The school’s behaviour and anti-bullying strategy is clear. Leaders have good knowledge about the needs of the pupils currently in the alternative provision. Any

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Main inspection findings

behaviour incidents are clearly recorded. Leaders use the information to adjust the curriculum or the support given to the pupils. Paragraph 11, 12 13, 14, 15, 16(a), 16(b)  Leaders have given clear thought to the health and safety requirements required to operate a school on a site used by the community outside of school hours. The health and safety policy is relevant and contains clear roles and responsibilities. Daily visual checks are undertaken to ensure that the site is safe for use.  The proprietor works with the site owners to ensure that relevant fire safety checks are carried out and that the building complies with the Regulatory Reform Order 2005. There is always a fire marshal in the building.  The written first-aid policy is clear and understood by staff. The school currently has four qualified first aiders.  The proprietors have ensured that there are appropriate risk assessments in place.

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Main inspection findings

These are important due to the school being in four different buildings within the site. Risks are well understood and the policy is followed. There are no individual risk assessments currently in place for pupils. However, leaders are clear about implementing these if they are needed.  The proprietors have developed a clear system to maintain the school admission and attendance register. They analyse attendance regularly and report attendance information to current pupils’ host schools and to parents. They are clear about the processes they will follow to ensure that pupils attend school regularly.  The school is likely to meet standards in this part. Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 17, 18(1), 18(2) to 18(2)(e), 18(3), 20(6) to 20(6)(c) 21(1) to 21(7)(b)  The proprietary body has set up a single central record for the alternative provision. This provides a robust record of the appropriate checks that have been carried out on

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Main inspection findings

staff that are employed in the provision.  There is secure understanding of the checks that need to be carried out before staff are employed, including checks that must be completed for prospective staff who may have been working overseas.  The proprietor and leaders in the school have undergone safer recruitment training.  The school does not expect to employ supply staff.  The standards in Part 4 are likely to be met. Part 5. Premises of and accommodation at schools Paragraph 22, 23(1) to 23(1)(c), 24(1) to 24(1)(b), 24(2), 25 to 29(1)(b)  The current alternative provision operates in premises belonging to a community football club. While the school will have sole use of the premises during school hours, the site is used at other times by members of the football club. This means that any teaching or learning resources must be removed and stored when the school is closed.  The owners of the site ensure that the buildings and land is maintained to a good

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Main inspection findings

standard. There is secure fencing around the site. Suitable toilet, changing and shower facilities are available in the buildings for all the pupils. Hot water and cold water are checked daily. There is drinking water available for pupils, which is appropriately labelled.  The medical room, available for the short-term treatment of pupils who may be ill or injured is in the sports hall. There are relevant risk assessments in place to ensure that pupils can be supported to use the room if it is needed. Staff ensure that first-aid kits are taken to the different buildings when pupils are in them.  Not all the spaces in buildings are used currently. However, all have appropriate lighting and acoustics. External lighting ensures that people can arrive and leave safely in the hours of darkness.  The outside and indoor spaces for physical education and recreation are impressive. There are spaces for sport with an all-season football pitch, an indoor sports hall and

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Main inspection findings

outdoor picnic benches for social activities.  The standards in part 5 are likely to be met Part 6. Provision of information Paragraph 32(1) to 32(1)(d), 32(1)(f) to 32(2)(b), 32(2)(b)(ii), 32(2)(c), 32(2)(d) to 32(3)(f)  The proprietary body has already a well-established website, which is used to good effect to inform parents about the alternative provision.  All relevant policies and related documents were already uploaded at the start of the inspection, except for the relationships and sex education policy, which was uploaded during the inspection.  Leaders inform parents and the local authority, placing pupils in the school, with regular updates on pupils’ progress, through written reports and regular meetings.  There are documents in place which will be used to provide an annual account of income and expenditure incurred by the school in respect of pupils who are wholly or partly funded by a local authority.

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Main inspection findings

 Information relating to the support for pupils with SEND or for pupils who speak English as an additional language can be found within the SEND policy.  The relevant information about the proprietary body, the school leaders and the contact details for the chair of the new advisory board are included on the school website.  The school is likely to meet the requirements in this part of the independent school standards. Part 7. Manner in which complaints are handled Paragraph 33 to 33(k)  The school’s complaints policy is available to parents on the school’s website. It complies with the requirements expected in the independent school standards. There are clear timescales for each stage of the complaints process.  The school is likely to meet the requirements in this part of the independent school standards. Part 8. Quality of leadership in and management of schools Paragraph 34(1) to 34(1)(c)  Leaders are clear about their vision for the current alternative provision to improve the

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Main inspection findings

educational success and life skills of the pupils who attend. If the proposed school opens leaders will increase the numbers of part-time and full-time pupils slowly. They aim to ensure that they can fully support new pupils who have found accessing mainstream schooling difficult.  The proprietors have ensured that school leaders have clear roles identified for the further development of the school. Training records show that staff are well qualified for their roles and that training in specific areas of SEND or safeguarding are regular and based in current research.  To help leaders to improve the school further they have recently recruited an advisory body. They will provide support and challenge to leaders in the school.  The proprietor has addressed areas of the independent school standards previously found to be not secure. They have developed the academic schemes of work and identified how they will use them to promote pupils’ education while ensuring that

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Main inspection findings

pupils’ well-being is at the heart of what they do.  They have ensured that there are policies and practices in place which ensure pupils’ safety. They seek external support to supplement the curriculum teaching about risks linked to important subjects such as county lines, knife crime or self-harm.  The standards in Part 8 are likely to be met. Schedule 10 of the Equality Act 2010

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Main inspection findings

 The school has a suitable accessibility plan in place to access each part of the school building. The school is likely to meet 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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Proposed school details

Proprietor Solutions Pledge2Learn Limited

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Proposed school details

Date of previous standard inspection Not previously inspected

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Provider already operating

Number of pupils of compulsory school age up to 18 attending part-time Number of pupils of compulsory school age who have an education, health and care plan, or who are looked after by a local authority Total hours operating as a school per week 20

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Provider already operating

Total hours of teaching provided per week 20

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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 30 30

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School’s current position School’s proposal

Gender of pupils Mixed Mixed Number of full-time pupils of compulsory school age 0 15

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities 10 Up to 30

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan 5 Up to 30

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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 5 Up to 30

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School’s current position School’s proposal

Number of full-time equivalent teaching staff 3 3

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School’s current position School’s proposal

Number of staff in the welfare provision 3 3

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Information about this proposed school

 The proprietors wish to register their current unregistered part-time alternative provision as a registered independent school. The proposed school will operate on the provision’s existing site in Scunthorpe, which is owned by a local football club.  The proprietors have a number of years’ experience in supporting pupils with SEMH needs.  The proposed school will offer education and support to pupils aged 11 to 16.  The proprietor proposes to provide education and support to pupils aged 11 to 16 who have social, emotional and mental health needs, autism and/or attachment and trauma difficulties.  The school proposes to admit pupils on a part-time or full-time basis. Part-time pupils will be dual registered with a commissioning school. The proprietor does not propose to have more than 15 full-time pupils in the school each day.  The proprietor does not intend to use alternative provision.

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Information about this inspection

 The purpose of this inspection was to identify if the school is likely to meet the Education (Independent School Standards) Regulations 2014 should the Department for Education decide to register it.  The inspection was conducted with three days’ notice.  The inspector held meetings with the chair of the proprietary body, the director of teaching and learning, who has taken on the role of headteacher, the centre manager and the lead teacher.  A wide range of policies, documents and records presented by the proprietor as evidence of the school’s likelihood to meet the standards, including the single central record, were reviewed.  The inspector also toured the school buildings and outside space, where the current alternative provision is operating. This will close if the proposed independent school opens.

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Inspection team

Andrea Batley, lead inspector 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

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Inspection team

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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

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