Sunflower Meadow Farm School

Inspection of Sunflower Meadow Farm School Hillcrescent Farm, Birmingham Road, Water Orton, Birmingham B46 1TG

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Inspection dates: 27 to 29 February 2024

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Overall effectiveness Inadequate

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

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Overall effectiveness Inadequate

Does the school meet the independent school standards?

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What is it like to attend this school?

Pupils who attend this school are not being safeguarded properly and are not being educated well enough. The school has not made sure that staff are able to manage pupils’ behaviour well or safely. Pupils are regularly physically restrained by staff who do not have the necessary skills or understanding of how to safely restrain pupils. This puts pupils at risk of harm. Some of the required checks on adults who work in school are not carried out. The school does not pay sufficient attention to ensuring that their premises are safe and suitable, and that pupils’ and staff’s welfare needs are met.

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What is it like to attend this school?

All of the pupils who attend Sunflower Meadow Farm School have special educational needs and/or disabilities (SEND). A very high turnover of unqualified staff and supply staff are unable to provide the education and care that pupils need. The curriculum is not suitably adapted to meet pupils’ needs.

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What is it like to attend this school?

Pupils enjoy spending time with the farm animals. They benefit from learning how to care for them. They learn that animals have feelings. There are no other opportunities for pupils’ personal development. This means that pupils are not being well prepared for life beyond school in modern Britain.

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better?

Although the school has good intentions to provide a supportive, caring environment in which pupils with SEND can receive an education matched to their needs, these intentions are not realised. Leaders are unaware of their responsibilities in terms of running a school. In addition, there is a very high staff turnover. The combination of these issues means that the educational provision for pupils is weak, their personal and social needs are not being met and they are not being kept safe.

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better?

The proprietor has not made sure that the independent school standards (the standards) are consistently met. They do not demonstrate a clear understanding of the standards and their importance. They have not ensured that all aspects of their work to keep staff and pupils safe, including health and safety requirements, are met. The proprietor has not ensured that safeguarding arrangements are effective.

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better?

There are schemes of work for many subjects. These set out what pupils are to learn. In mathematics, a scheme provides a structure for the curriculum. Pupils’ work in mathematics shows that they learn some of the intended curriculum and build on previous learning. However, the school does not have sufficient oversight of how the curriculum is implemented in other subjects. The curriculum is not sufficiently broad. Leaders do not check what is being taught, or how well. Pupils are taught by a series of inexperienced staff who are not supported to adapt the work to suit pupils’ abilities. Pupils’ starting points are not accurately identified. This results in a fragmented and ineffective education. 27 to 29 February 2024 The school has identified a phonics scheme for staff to use. However, phonics is delivered by office staff rather than classroom staff and the school has not provided any staff training to support them to do this well. The school makes regular checks

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better?

on the sounds pupils have learned, but these checks are inaccurate. This means that work is not matched to what pupils can do. Staff are unaware of any books for pupils to practise their reading, matched to the sounds they know. As a result, pupils are not learning to read effectively.

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better?

Pupils are not given the support they need to meet their SEND. The school does not provide staff with useful information to help them support and teach pupils, either with their behaviour or their learning. Pupils’ social, emotional and mental health needs (SEMH) are not met. There are no consistent strategies in place for pupils to be able to communicate their needs. This means that pupils become frustrated and distract other pupils from learning. At times, pupils’ behaviour becomes unsafe.

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better?

Expectations of behaviour are low. The school has not established effective, consistent systems or strategies to support positive behaviour. While there are risk assessments in place for pupils, these are not effectively applied, or shared with staff. As a result, some pupils are frequently physically restrained. The school has not made sure that staff have been sufficiently trained to do this. As a result, pupils and staff are at risk of harm.

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better?

While pupils attend school well, the school has no understanding of how to use the online attendance system they have. The school cannot access data relating to attendance. The proprietor has not ensured that there is an admissions register, which means that this independent school standard is not met.

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better?

There is a curriculum plan for personal, social, health and economic (PSHE) education. However, as with most other subjects, this is not adapted well enough to provide pupils with the skills and knowledge they need. Pupils enjoy spending time with the farm animals but there are no other opportunities in place for pupils’ personal development. Pupils do not learn about their local community. They do not receive a wide and rich set of experiences. As a result, they are not being prepared for their next stages of education or life in a diverse society.

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better?

Few of the standards relating to the school’s premises and welfare standards are met. The buildings are poorly maintained, cold and dirty. Some aspects of this put pupils and staff at potential risk of harm. For example, an open slurry drain across the site presents risks to pupils and staff. There is a lack of knowledge about how to meet pupils’ personal care needs and the facilities to do so do not meet the required standards. The school has not made sure that the medical room is appropriate or clean.

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better?

Leadership and oversight of the school are lacking. The work of the proprietor is not effective. A number of key school policies cannot be implemented, including policies relating to fire safety and first aid. Some policies are based on the work of other providers and contain important responsibilities for staff who do not exist in this school. The school does not have records of important checks which are required. 27 to 29 February 2024 For example, records relating to the water supply to check it is safe to use are not in place. Water temperatures are not checked and the water supply in the toilets poses a risk of scalding. While the proprietor has ensured that an accessibility plan is in place to meet the requirements of the Equality Act 2010, the school has not ensured that the curriculum is accessible to all.

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better?

Leaders’ capacity to improve the school is limited. They do not set a strategy, hold leaders to account or meet statutory obligations. Lack of governance means that this has not been identified. There were no permanent classroom staff in the school at the time of the inspection.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Leaders do not have the knowledge they need to keep pupils safe. The proprietor does not have sufficient oversight of safeguarding. Leaders do not know some of the basic information they need to, such as processes to follow if a child was at risk of harm, for example if a pupil came in to school showing injuries or if a member of staff acted in an inappropriate way.

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Safeguarding

Safer recruitment processes and statutory requirements and checks are not followed. The identity of new staff is not always checked before they take up their post. Other important checks on staff are not carried out because leaders are not aware of them. For example, no members of staff are checked to see if they are prohibited from teaching.

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Safeguarding

When restrictive physical intervention is used, some staff are unclear about the types of hold they should use. Records show that supply staff have restrained pupils when leaders do not know if they have received appropriate training to do so. Risk assessments for restraining pupils do not take into account any medical conditions pupils may have.

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Safeguarding

Some aspects of the premises represent a safeguarding risk. Leaders have not made routine checks on the environment to make sure that it is always safe. For example, an open slurry drain across the school site could pose a risk to health and hot water poses a risk of scalding.

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(Information for the school and proprietor)

 There are significant weaknesses in the school’s safeguarding arrangements. The school has not followed statutory requirements. This puts pupil at risk of harm. Leaders must take urgent action to ensure that: 27 to 29 February 2024 – all of the required checks for adults working in the school are carried out and recorded accurately on the school’s single central record – staff who physically restrain pupils are well trained to do so safely and that risk assessments relating to physical restraint include relevant information about pupils’ medical conditions – both they and staff have a clear understanding of processes to follow and external agencies to refer to when there are concerns about pupils or staff.  The school’s premises are not appropriate to meet the needs of pupils. The premises do not promote pupils’ or staff’s well-being and safety. Leaders should ensure that the premises are safe and sanitary and that suitable risk assessments

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(Information for the school and proprietor)

are implemented to mitigate any risks. This includes risks around fire safety and first aid.  The school has not ensured that appropriate staff are employed to teach pupils, manage their behaviour or meet their needs. This means that pupils are not receiving the support they need to meet their full potential and achieve well. The school should ensure that they appoint new staff with the appropriate knowledge and expertise to meet pupils’ needs.  The school has not ensured that there is an agreed approach to managing pupils’ behaviour, nor that staff are trained sufficiently well to do so. As a result, behaviour detracts from learning and impacts on pupils’ well-being. The school should ensure that staff are trained and processes are consistently understood and applied.  The school has not ensured that the curriculum is planned or adapted to meet pupils’ needs. This prevents pupils from achieving as well as they could. The

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(Information for the school and proprietor)

school should ensure that staff are sufficiently trained and receive the information they need about pupils to adapt the intended curriculum to match pupils’ needs and abilities.  The school has not provided staff with training to deliver the phonics programme. Assessment in phonics is not accurate and as a result phonics teaching does not meet pupils’ needs. Pupils do not practise reading using books matched to their ability. The school should ensure that staff delivering the phonics programme have the knowledge and skills they need to teach phonics well. They should ensure that phonics assessment is accurate and that pupils practise reading using books matched to the sounds they know.  The school has not ensured that there is a programme in place to promote pupils’ personal development. This means that pupils do not learn about the diversity of life in modern Britain or benefit from wider experiences to develop additional skills

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(Information for the school and proprietor)

and interests. The school should ensure that an appropriately wide-ranging programme is put in place to enrich pupils’ development and prepare them for life in modern Britain.  Leaders and the proprietor do not have sufficient understanding of the school’s weaknesses. They do not have a good enough oversight of the school’s work. For example, they have not met the independent school standards and do not fulfil some statutory duties, including holding an admissions register. This has resulted in poor and unsafe provision for pupils. Leaders and the proprietor should make 27 to 29 February 2024 sure that they monitor and oversee their work effectively so that pupils are kept safe and can benefit from a high-quality education. They should ensure that all the independent school standards are met consistently and securely.

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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. 27 to 29 February 2024

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School details

Unique reference number 149816 DfE registration number 937/6047

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School details

Inspection number 10303422 Type of school Other Independent Special School

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School details

Annual fees (day pupils) £45,000 to £65,000

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Telephone number

Email address sunflowermeadowhead@gmail.com

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Telephone number

Date of previous inspection Not previously inspected 27 to 29 February 2024

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Information about this school

 Sunflower Meadow Farm School is a day school providing education for pupils aged 6 to 11 years old who have special educational needs and/or disabilities (SEND). It opened in 2023 and is registered by the Department for Education to accommodate up to 20 pupils.  The school does not use any alternative providers.  All pupils attending the school have education, health and care plans. The school caters for pupils with a range of social, emotional, and mental health difficulties.

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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 has failed to meet the independent school standards. These are the requirements of 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 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.  The lead inspector met with the headteacher and office administrator. She also spoke to the proprietor.  Inspectors carried out deep dives in these subjects: early reading, mathematics, art and personal, social and health education (PSHE). For each deep dive, inspectors held discussions about the curriculum, looked at curriculum plans, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  The team inspector listened to pupils read to a familiar adult.  Inspectors observed pupils’ behaviour in lessons and at different times of the day.

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Information about this inspection

They spoke to pupils. There were no bullying or behaviour records for inspectors to look at.  Inspectors reviewed a range of documents, including school policies.  The lead inspector made checks relating to the independent school standards, including checks on the school’s premises.  To evaluate the effectiveness of safeguarding, inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and 27 to 29 February 2024 considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors considered responses to Ofsted Parent view. They also considered online staff and pupil surveys.

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Inspection team

Rachel Henrick, lead inspector His Majesty's Inspector

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Inspection team

Susan Hickerton Ofsted Inspector 27 to 29 February 2024

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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(1)(b) the written policy, plans and schemes of work- – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan; and  2(2) For the purposes of paragraph (2)(1)(a), the matters are- – 2(2)(a) full-time supervised education for pupils of compulsory school age (construed in accordance with section 8 of the Education Act 1996), which gives pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education; – 2(2)(b) that pupils acquire speaking, listening, literacy and numeracy skills; – 2(2)(h) that all pupils have the opportunity to learn and make progress; and

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Part 1. Quality of education provided

– 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; – 3(b) fosters in pupils self-motivation, the application of intellectual, physical and creative effort, interest in their work and the ability to think and learn for themselves; – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; – 3(e) demonstrates good knowledge and understanding of the subject matter

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Part 1. Quality of education provided

being taught; – 3(f) utilises effectively classroom resources of a good quality, quantity and range; – 3(g) demonstrates that a framework is in place to assess pupils' work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress; – 3(h) utilises effective strategies for managing behaviour and encouraging pupils to act responsibly;

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Part 2. Spiritual, moral, social and cultural development of pupils

 5 The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor- 27 to 29 February 2024 – 5(a) actively promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs; – 5(b) ensures that principles are actively promoted which- – 5(b)(i) enable pupils to develop their self-knowledge, self-esteem and self- confidence; – 5(b)(ii) enable pupils to distinguish right from wrong and to respect the civil and criminal law of England; – 5(b)(iii) encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely; – 5(b)(iv) enable pupils to acquire a broad general knowledge of and respect for

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Part 2. Spiritual, moral, social and cultural development of pupils

public institutions and services in England; – 5(b)(v) further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own and other cultures;

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Part 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that- – 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and – 7(b) such arrangements have regard to any guidance issued by the Secretary of State.  9 The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that- – 9(b) the policy is implemented effectively; and – 9(c) a record is kept of the sanctions imposed upon pupils for serious misbehaviour.  10 The standard in this paragraph is met if the proprietor ensures that bullying at the school is prevented in so far as reasonably practicable, by the drawing up and implementation of an effective anti-bullying strategy.  11 The standard in this paragraph is met if the proprietor ensures that relevant health and safety laws are complied with by the drawing up and effective implementation of a written health and safety policy.

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Part 3. Welfare, health and safety of pupils

 12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005[12].  13 The standard in this paragraph is met if the proprietor ensures that first aid is administered in a timely and competent manner by the drawing up and effective implementation of a written first aid policy.  14 The standard in this paragraph is met if the proprietor ensures that pupils are properly supervised through the appropriate deployment of school staff.  15 The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the Education (Pupil Registration) (England) Regulations 2006[13].  16 The standard in this paragraph is met if the proprietor ensures that- 27 to 29 February 2024 – 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; and

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Part 3. Welfare, health and safety of pupils

– 16(b) appropriate action is taken to reduce risks that are identified.

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

 18(2) The standard in this paragraph is met if- – 18(2)(b) no such person carries out work, or intends to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act, or any disqualification, prohibition or restriction which takes effect as if contained in either such direction; – 18(2)(c) the proprietor carries out appropriate checks to confirm in respect of each such person- – 18(2)(c)(ii) the person's medical fitness; – 18(2)(c)(iii) the person's right to work in the United Kingdom; and  18(3) The checks referred to in sub-paragraphs (2)(c) and (except where sub- paragraph (4) applies) (2)(e) must be completed before a person's appointment.  19(2) The standard in this paragraph is met if- – 19(2)(a) a person offered for supply by an employment business to the school only begins to work at the school if the proprietor has received-

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

– 19(2)(a)(i)(cc) if the employment business has obtained such a certificate before the person is due to begin work at the school, whether it disclosed any matter or information; and – 19(2)(b) a person offered for supply by an employment business only begins work at the school if the proprietor considers that the person is suitable for the work for which the person is supplied;  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(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)(iii) a check was made to establish whether S is subject to any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any disqualification, prohibition or restriction which takes effect as if contained in

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

such a direction; – 21(3)(a)(iv) checks were made to ensure, where appropriate, that S had the relevant qualifications; – 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 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(5) The information referred to in this sub-paragraph is, in relation to supply staff- – 21(5)(a) whether written notification has been received from the employment business that- 27 to 29 February 2024 – 21(5)(a)(i) checks corresponding to those referred to in sub-paragraph (3)(a)(i) to (iv), (vi) and (vii) have been made to the extent relevant to any such person; and – 21(5)(a)(ii) an enhanced criminal record check has been made and that it or another employment business has obtained an enhanced criminal record

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

certificate in response to such a check, – 21(5)(b) whether a check has been made in accordance with paragraph 19(2)(e) together with the date the check was completed; and – 21(5)(c) where written notification has been received from the employment business in accordance with a contract or other arrangements referred to in paragraph 19(2)(d) that it has obtained an enhanced criminal record certificate, whether the employment business supplied a copy of the certificate to the school.

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Part 5. Premises of and accommodation at schools

 23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that- – 23(1)(a) suitable toilet and washing facilities are provided for the sole use of pupils;  24(1) The standard in this paragraph is met if the proprietor ensures that suitable accommodation is provided in order to cater for the medical and therapy needs of pupils, including- – 24(1)(a) accommodation for the medical examination and treatment of pupils; – 24(1)(b) accommodation for the short term care of sick and injured pupils, which includes a washing facility and is near to a toilet facility; and  24(2) The accommodation provided under sub-paragraphs (1)(a) and (b) may be used for other purposes (apart from teaching) provided it is always readily available to be used for the purposes set out in sub-paragraphs (1)(a) and (b).  25 The standard in this paragraph is met if the proprietor ensures that the school

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Part 5. Premises of and accommodation at schools

premises and the accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practicable, the health, safety and welfare of pupils are ensured.  27 The standard in this paragraph is met if the proprietor ensures that- – 27(a) the lighting in each room or other internal space is suitable, having regard to the nature of the activities which normally take place therein; and – 27(b) external lighting is provided in order to ensure that people can safely enter and leave the school premises.  28(1) The standard in this paragraph is met if the proprietor ensures that- – 28(1)(b) toilets and urinals have an adequate supply of cold water and washing facilities have an adequate supply of hot and cold water; – 28(1)(d) the temperature of hot water at the point of use does not pose a scalding risk to users.  29(1) The standard in this paragraph is met if the proprietor ensures that suitable

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Part 5. Premises of and accommodation at schools

outdoor space is provided in order to enable- – 29(1)(a) physical education to be provided to pupils in accordance with the school curriculum; and – 29(1)(b) pupils to play outside. 27 to 29 February 2024

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Part 6. Provision of information

– 32(1) The standard about the provision of information by the school is met if the proprietor ensures that- – 32(1)(g) any information reasonably requested in connection with an inspection under section 109 of the 2008 Act which is required for the purposes of the inspection is provided to the body conducting the inspection and that body is given access to the school's admission and attendance registers; – 32(1)(h) where a pupil wholly or partly funded by a local authority (except where funding is solely for free of charge early years provision in accordance with the duty contained in section 7 of the Childcare Act 2006[16]) is registered at the school, an annual account of income received and expenditure incurred by the school in respect of that pupil is provided to the local authority and, on request, to the Secretary of State;

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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 and which-

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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; and – 34(1)(c) actively promote the well-being of pupils. 27 to 29 February 2024 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

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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