Bescot Hall

School pre-registration inspection report

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Bescot Hall Scarborough Road, Walsall WS2 9TY

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1) to 2(2)(b), 2(2)(d) to 2(2)(e), 2(2)(h) to 2A(1)(b), 2A(1)(d) to 2A(2)  The school has a clear vision for the curriculum they intend to offer at the proposed school. This is modelled strongly on what leaders have already put in place across other schools in this group. Leaders are ambitious for all pupils and plan to ensure that they study the full range of subjects that form part of the national curriculum.  The school acknowledges that this curriculum is a starting point. It is likely to change once pupils begin at the school and their starting points and needs from their education, health and care plans (EHC plan) are known. Pupils will study a full suite of subjects that meet the independent school standards (the standards).  The school has detailed, suitable curriculum plans in place. These set out the key knowledge and skills that pupils are expected to learn and develop over time. Leaders’

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Main inspection findings

plans cover all key stages that the school will cater for. They are flexible to adapt to the various needs of pupils who attend the school.  Curriculum planning shows how knowledge builds sequentially within a subject across all year groups and key stages. For example, in history, the learning in the primary stage connects to the learning that follows in key stage 3. For the key stage 4 curriculum, there will be ambitious academic and vocational options for pupils. These will include GCSEs where appropriate.  The school has set a clear vision and ambition for reading. Dedicated library spaces will provide a range of reading experiences and opportunities for pupils. Reading will form the bedrock of the curriculum. High-quality texts are identified for the English curriculum. The school recognises that some pupils may start the school not yet able to read. They will use an appropriate phonics programme for these pupils. The school

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Main inspection findings

plans to utilise the programme’s training. Leaders have ensured that pupils at the early stages of reading will access books that match the sounds they are practising.  On-site clinical teams will accompany the school’s educational work. These include pastoral and therapy teams. The school has set out a clear routine of half-termly review meetings that will involve school personnel, clinical staff and the family. The format for this has been well thought through and clearly outlined. These will inform the next steps of support, programmes and intervention so that any barriers to learning and progress are lessened.  The school intends that all pupils will receive lessons in relationships and sex education and health education. This will be taught as part of personal, social, health and economic (PSHE) lessons. The school plans to deliver these lessons in an age- appropriate way and intend to put in place appropriate support for those who need it.

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Main inspection findings

 Throughout the secondary phase, pupils will receive current and appropriate careers information, education, advice and guidance. This will connect to the school’s personal development programme and enable pupils to engage with the wider workplace including seeking out opportunities within the local community. Paragraphs 3 and 4  Pupils will be taught by qualified teachers with subject-specialist expertise. The school will have class sizes up to eight pupils with appropriate staff-to-pupil ratios.  The school has considered carefully how they will get to know each pupil’s individual needs and interests. On-entry assessments will be in place to give staff knowledge and understanding of each pupil’s starting points, both educationally and socially and emotionally.  The school already has several staff in post and further recruitment under way with a planned training and development programme in place. This is aimed at ensuring staff

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Main inspection findings

are equipped to deliver effective lessons and manage behaviour so that pupils make progress.  These standards are likely to be met. Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 5 to 5(d)(iii)  The school has a clearly planned programme for PSHE that will foster pupils’ spiritual, moral, social and cultural development. This will also be supplemented through assemblies, social events, visits and visitors.  The school has a strong vision of being central to the community which offers a wide range of diverse opportunities for pupils’ development. The personal development and life skills programme sets out clearly the range of opportunities and specific teaching of life skills that pupils will be entitled to during their time at the school. The school’s indoor and outdoor environment have been purpose built to further these opportunities. For example, there is a room equipped for cooking and large planters

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Main inspection findings

outside for growing food.  The school’s curriculum for PSHE education and religious education will teach pupils about diversity, other faiths and protected characteristics. There is a planned calendar of events and themed days to prepare pupils for life in modern Britain and secure their understanding of fundamental British values.  Assemblies will involve the whole school coming together to reflect and celebrate achievements. The school recognises that for some pupils, small group assemblies will be more appropriate. For these pupils, they will have the same experiences as the whole school.  These standards are likely to be met. Part 3. Welfare, health and safety of pupils Paragraphs 7 to 7(b)  A copy of the school’s safeguarding policy is available via the school website and is compliant with the latest government guidance.  The proprietor body and school leaders demonstrate a strong understanding of their

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Main inspection findings

safeguarding duties and responsibilities. Leaders intend that all staff employed at the proposed school will undertake safeguarding training as part of their induction. Leaders intend for this training to be regularly updated throughout the year. They expect all staff to engage in this training.  The proprietor body and school leaders are clear about the likely vulnerabilities that pupils who attend the school may have. They have well-developed plans to ensure that all adults working with pupils understand how to mitigate these risks. They plan to have a clinical and pastoral team in place to support pupils.  The school has a sensible system ready to record and report any concerns about pupils’ safety and welfare. This is modelled strongly on what leaders have already put in place across other schools in this group. There is a clear schedule set out for regular monitoring and review of safeguarding information and cases.

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Main inspection findings

 Pupils will be taught how to stay safe through the PSHE curriculum. This will include liaising with parents and carers about online safety and the use of new technology.  The school has clear procedures, based upon the company’s policies and protocol, for ensuring pupils know how to raise a concern during their travel times. This also applies to transport drivers and escorts. Paragraphs 9 and 10  The behaviour policy places particular focus on the use of praise and rewards as a tool to promote positive behaviour. As outlined in their behaviour policy, leaders plan to keep records of sanctions imposed in response to poor behaviour. They intend to use this information to spot patterns and trends and provide appropriate support to pupils where necessary.  There are clear plans in place to manage the behaviour of pupils. There are comprehensive behaviour and anti-bullying policies in place. These policies take into

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Main inspection findings

account the potential vulnerabilities of pupils who may attend the school.  The school plans to ensure that all staff are trained in the use of physical intervention. It will train staff before pupils start at the proposed school. The school has put in place appropriate forms to log and record all incidents of physical intervention. Leaders intend to discuss this as part of reflective meetings with staff should they need to.  School leaders intend to use an ‘internal team around the child’ approach, involving the school’s pastoral and therapy teams, to best meet pupils’ needs. Paragraphs 11, 12, 13, 14, 15, 16  The central team within Witherslack Group show an excellent understanding of health and safety legislation and what is required to open a new school. These reflect comprehensive and consistent systems and procedures that meet the standards.  There is sharp oversight of all operational matters and with regard to risk

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Main inspection findings

management and fire safety. All required checks take place and the proposed school is compliant with the Regulatory Reform (Fire Safety) Order 2005. School leaders have worked closely with the health safety team within Witherslack Group to ensure that all risk assessments, evacuation plans and safety equipment is bespoke to the school site and suited to the intended ages and needs of pupils that will attend the school.  There is an appropriate first-aid policy in place. Staff are suitably trained to administer first aid and keep relevant records. First-aid equipment is strategically sited and readily accessible throughout the school building. School leaders demonstrated secure knowledge of how medicines will be accounted for, stored and administered if required.  There is a system in place to record admissions and attendance. These arrangements, if implemented effectively, are likely to comply with the Education (Pupil Registration)

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Main inspection findings

Regulation 2006. Leaders have also considered the supervision of pupils during lessons, at breaktimes and lunchtimes. If implemented as intended, it is likely that these supervision arrangements will be appropriate.  These standards are likely to be met. Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2) to 18(2)(e), 18(3), 19(2) to 19(2)(d)(ii), 19(3), 20(6) to 20(6)(c), 21(1) to 21(3)(b), 21(5) to 21(6)  The single central record contains all required information for appointed staff so far.  The company’s human resources team know exactly what recruitment checks are required. There are robust processes for the safer recruitment of adults. There are clear systems in place at both company and school level to check and monitor the single central record on a regular basis. Leaders clearly articulate the importance of the recruitment processes as a crucial element of providing a safe school culture.

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Main inspection findings

 The school does not intend to use supply staff, but they are aware of the checks they would need to make should this be the case.  Personnel files for staff are organised and contain staff’s qualifications, references, identity checks and a medical fitness questionnaire.  These standards are likely to be met. Part 5. Premises of and accommodation at schools Paragraphs 23(1) to 23(1)(c), 24(1) to 24(2), 25 to 27(b), 28(1) to 29(1)(b)  The building of the proposed school was formerly used by another independent school. It is appropriately designed and structured to accommodate pupils. The company has invested significantly into the structure and design of every element of the indoor and outdoor environment. All rooms have plenty of natural light. All lighting and acoustics are appropriate. School leaders are in the process of awaiting the final touches to additional acoustics in the school hall and these are scheduled to be

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Main inspection findings

completed imminently.  The proprietor has made sure that pupils will always have access to drinking-water. This is clearly marked for pupils. There is also adequate external lighting that covers the entrance to the school building and the playground.  All toilets are private cubicles with washbasins for individual use only. There are several showers for secondary-age pupils to use following physical activity.  A spacious medical room will cater for the short-term care of sick or injured pupils. The room is well designed and contains a washing facility. It is near to the pupil toilets.  Classrooms and learning spaces are set out to an exceptionally high standard. Each classroom has a breakout learning space. Specialist teaching spaces such as the computing suite, food technology kitchen and design and technology area are creatively designed with enjoyment, learning and safety in mind for both staff and

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Main inspection findings

pupils.  The proposed school has suitable outdoor space for pupils to play and for staff to deliver physical education. Playgrounds are safely and appropriately fenced and separated to cater for the different ages of pupils who will attend the school.  Access to the school is well-thought through with separate primary and secondary entrances. A travel-plan is in place with a one-way stem for taxis to enter and travel around with designated spaces for pupils to safely disembark and enter the school building.  Hot meals will be served to all pupils. A large kitchen space will cater for food preparation. All food safety, hygiene and standards requirements are in place.  These standards are likely to be met. Part 6. Provision of information Paragraphs 32(1) to 32(1)(d), 32(1)(f) to 32(2)(b), 32(2)(b)(ii) to 32(2)(d), 32(3) to 32(4)  The school’s website sits under the overarching company’s website. It contains

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Main inspection findings

statutory policies and other information that is required by the standards.  The school has clear systems in place to monitor the progress of pupils with special educational needs and/r disabilities (SEND) and to support the annual reviews of pupils with an EHC plan. Leaders plan to work closely with parents, the relevant local authority, as well as the school staff, to ensure the information in these reports is as accurate and as helpful as possible.  Leaders understand the requirement to publish any future inspection reports to parents.  Parents will be able to request paper copies of policies and documents if needed.  Leaders have an appropriate system in place to record both income and expenditure for all pupils with SEND paid for by local authorities. This will be available on request.  These standards are likely to be met. Part 7. Manner in which complaints are handled Paragraph 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) and 33(k)  Leaders have put in place an appropriate complaints policy. This sets out how different stages of the complaint will be managed to help try and reach an early resolution. Leaders intend to keep records of complaints and subsequent actions. These will be available on request.  These standards are likely to be met. Part 8. Quality of leadership in and management of schools Paragraph 34(1), 34(1)(a), 34(1)(b) and 34(1)(c)  The proprietor body has extensive experience in running special schools across the country. All bar one of its 22 open schools have been judged good or outstanding.  The proprietor body has ensured that appointed senior leaders and staff have strong knowledge and skills to fulfil the vision for the school.  Leaders have put in place clear lines of accountability. This runs from the proprietor board right through to school leaders. A range of strategic and operational teams

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Main inspection findings

provide a comprehensive package of support to school leaders so that they are fully compliant with the standards. The proprietor body has a bespoke support package that sits around a new school through pre-registration to its first inspection. This support and accountability then transitions at an appropriate time to ensure that standards should be embedded and consistently met.  The proprietor body operates a ‘critical friend’ model to provide strategic oversight of their schools’ work. This board, made up of leaders from across the group, meets regularly to discuss the performance of each school. This includes a review of academic, behavioural and safeguarding data. The proprietor body intends to continue with this model for Bescot Hall School to provide both support and challenge to school leaders.  Leaders put pupils’ well-being at the heart of what they do. They set high expectations for pupils' academic and personal development. They are highly

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Main inspection findings

committed to helping pupils with SEND achieve their potential, as well as, function within and contribute to society.  These standards are likely to be met. Schedule 10 of the Equality Act 2010  Leaders have put together an appropriate accessibility policy and plan. 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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Proposed school details

Annual fees (day pupils) £81,628 – £130,751

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Proposed school details

Website www.witherslackgroup.co.uk/our- locations/our-schools/bescot-hall-school Email address bescot-hall@witherslackgroup.co.uk

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Proposed school details

Date of previous standard inspection Not previously inspected

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recommendation

Age range of pupils Not applicable 8 to 16 8 to 16 Number of pupils on the school roll Not applicable 72 72

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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 72 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 72

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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 72

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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 72

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School's current position School's proposal

Number of full-time equivalent teaching staff Not applicable 51

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School's current position School's proposal

Number of part-time teaching staff Not applicable 0

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School's current position School's proposal

Number of staff in the welfare provision Not applicable 4

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Information about this proposed school

 Bescot Hall School will be part of Witherslack Group which runs special schools and residential care across the UK. The chief operating officer is the chair of the proprietor body for all the schools. A regional director is allocated to a group of schools geographically and takes the role of chair of governors.  The proposed school will operate from a building that was formerly owned by another independent school. This is in an urban area near the centre of Walsall.  The proposed school does not have a religious ethos.  The proposed school intends to cater for boys and girls aged eight to 16. All pupils will have an EHC plan, with a diagnosis of autism and/or social, emotional and mental health needs.  The proposed school does not intend to make use of alternative provision.  The headteacher and deputy headteacher are already in post.

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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 inspector held discussions with the headteacher and the deputy headteacher. They also met with a range of representatives of Witherslack Group. She held a telephone call with the chair of the proprietor body.  The inspection focused on compliance with the regulatory requirements of the standards, safeguarding procedures and schedule 10 of the Equality Act 2010.  The inspector held discussions with the headteacher and head of school development at Witherslack Group. He held a telephone call with the chair of the proprietor body.  The inspector visited all parts of the proposed school premises. She also looked at a

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Inspection team

Kirsty Foulkes, 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

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Inspection team

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Inspection team

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Inspection team

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