The Registry

School pre-registration inspection report

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The Registry The Old Registry, 2 Cemetery Road, Stoke-on-Trent, Staffordshire ST4 2DL

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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), 2A(1)(b), 2A(1)(d) to 2A(2)  The proposed school has a clear vision for the curriculum it intends to offer. 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 recognises that this curriculum is just the beginning. It is likely to be modified once pupils begin at the school to take account of their starting points and needs from assessments, liaison with previous settings and their education, health and care plans (EHC plan). Pupils will study a full suite of subjects that meet the independent school standards (the standards).  The school has suitable curriculum plans in place. These set out the key knowledge and skills that pupils are expected to learn and develop over time. Leaders’ plans cover all key stages that the proposed school will cater for. They are flexible to adapt

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Main inspection findings

to the various needs of pupils. They build sequentially through key stage 3 into key stage 4.  The school recognises that pupils who will attend may not have had positive encounters with education previously. Leaders intend to use a range of information and assessments to understand the individual barriers to pupils’ learning. There are proposed systems to work effectively with parents and carers, as well as external agencies, to ensure bespoke support and plans are put in place that will meet the individual needs of pupils.  The school recognises that some pupils may have special educational needs and/or disabilities (SEND) or speak English as an additional language. Appropriate policies are in place. The joint proprietors have a broad knowledge of supporting pupils with SEND. They are experienced, qualified teachers and have clear expectations of what teaching will provide at the school.  The joint proprietors have ensured that curriculum plans make clear the potential

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Main inspection findings

adaptations that might be required to meet pupils’ individual needs. Their ‘key note’ planning structure that is proposed to be in place indicates that it is likely that staff will be able to take the ages, aptitudes and needs of pupils into account in their planning. This will be supported by a comprehensive professional development programme for staff.  The proprietors plan to ensure that pupils receive appropriate careers advice and guidance. This will begin in Year 7 and expand as pupils move up through the proposed school. Leaders intend to involve pupils in termly reflection on their ambitions and career aspirations. Leaders plan to ensure that pupils experience a range of visits, visitors and volunteering opportunities to broaden their horizons of what they enjoy and are good at.  The proposed school intends that all pupils will receive lessons in relationships and sex education. This will be taught as part of personal, social, health and economic

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Main inspection findings

(PSHE) lessons and social skills sessions. Leaders plan to deliver these lessons in an age-appropriate way and intend to put in place appropriate support for those who need it. Paragraphs 3 and 4  It is intended that pupils will be taught by qualified teachers with subject-specialist expertise. The proposed school will have class sizes of up to eight pupils with appropriate staff-to-pupil ratios. It is intended to build the pupil numbers gradually so that positive relationships are developed. This will support the establishment of and implementation of routines and expectations so pupils learn how to act responsibly.  A current member of staff has received phonics training. The joint proprietors are aware that pupils starting at the school, especially in lower key stage 3, may well struggle with reading. They intend that new staff will access further phonics training so they can identify and support pupils in addressing gaps in their reading.

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Main inspection findings

 The proposed 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, socially and emotionally.  Leaders intend to utilise staff from their other school to support the initial start-up and teaching programme. There is a planned training and development programme in place that is aimed at ensuring new staff are equipped to deliver effective lessons and manage behaviour so that pupils make progress.  The school has set out clear expectations of what teachers will include in their lessons. Resources align with the identified schemes. New staff will be trained to ensure they choose activities that support the intended learning and make appropriate adaptations within lessons so that pupils can progress.  These standards are likely to be met.

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Main inspection findings

Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 5 to 5(d)(iii)  The proposed school has set out a clear ethos and rationale for the importance of developing pupils’ spiritual, moral, social and cultural development. The intention is that the week will start and end with a focus on this aspect of life and learning. The PSHE curriculum is detailed. It covers a host of personal development aspects, including clear consideration of respecting fundamental British values.  The proposed school intends to have a tutor group system in place with each pupil being allocated a personal tutor. There will be a tutor programme that forms part of the daily and weekly timetable. Topics discussed within this time will include moral dilemmas and current affairs. It is likely that this will enable pupils to develop their self-knowledge, self-esteem and self-confidence.  The proposed school has clear plans in place to enrich the curriculum through a range

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Main inspection findings

of carefully structured opportunities. Days of Service, volunteering and visits to a range of towns, cities and the countryside is intended to support social, moral, spiritual and cultural development. Pupils will learn about different faiths through visits to various places of worship and diversity events.  These standards are likely to be met. Part 3. Welfare, health and safety of pupils Paragraphs 7 to 7(b)  A copy of the safeguarding policy is available on request and will be available via the school website when it goes live. The policy is compliant with the latest government guidance.  The joint proprietors demonstrate a strong understanding of their 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

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Main inspection findings

in this training.  The joint proprietors have considered who will fulfil the designated safeguarding lead role. They have ensured that there is an appropriate line of accountability and that staffing is organised so that there is an open and positive culture around safeguarding that puts pupils’ interests first.  The proposed school has a 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 successfully at another school. There is a clear schedule set out for regular monitoring and review of safeguarding information and cases.  Leaders expect that pupils will be taught how to stay safe through the PSHE curriculum. All pupils will engage in safeguarding training. Pupils will be given opportunities to learn how to look after themselves and manage risks for themselves through a range of activities. This will include their ‘days of service.’

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Main inspection findings

Paragraphs 9 and 10  The behaviour policy and anti-bullying policy set out clear expectations for what is and is not acceptable behaviour. The behaviour policy places particular focus on the use of praise and rewards as a tool to promote pupils’ positive behaviour. The policy is based upon the successful model used in the leaders’ other school. Leaders are aware that staff will need specific and ongoing training to empower them to develop positive relationships with pupils from the outset and to have the tools and techniques to bring about the required 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.  The behaviour policy outlines that it is intended for minimal physical intervention to be required. Senior staff will be trained in the use of physical intervention. The school has

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Main inspection findings

put in place appropriate forms to log and record all incidents of physical intervention.  Leaders intend to use an internal system to track and monitor behaviour that aligns with an ‘access to learning grid’ that will be in place. There will be a focus on cooperation, effort and communication. Staff will grade pupils’ behaviour on the internal system. There will be regular reviews of individual pupil’s behaviour with the personal tutor, pupil and parents. Paragraphs 11, 12, 13, 14, 15, 16  Leaders have ensured that there is an appropriate health and safety policy in place. Leaders intend that all staff will receive health and safety training during induction and on an annual basis thereafter.  The joint proprietors have made sure that appropriate risk assessments are in place. They are specific to the age of the pupils who will attend the proposed school. They are site specific to the context of the school building.

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Main inspection findings

 Leaders have put in place an appropriate first-aid policy and will ensure that there are several staff who are first-aid trained. First-aid equipment is strategically situated and readily accessible throughout the school building. School leaders demonstrate secure knowledge of how medicines will be accounted for, stored and administered if required.  Leaders have undertaken appropriate work to ensure the building is compliant with the Regulatory Reform (Fire Safety) Order 2005. Suitable fire doors have been installed throughout the building. Leaders have also ensured that an appropriate fire safety and evacuation policy is in place. Leaders have ensured that all fire detection, alarm systems and emergency lighting have been certified.  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.  The supervision of pupils during lessons, at breaktimes and lunchtimes has been considered. It takes account of the split playground areas and the potential use of an indoor recreation room. 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(1) to 19(2)(d)(ii), 19(3), 21(1) to 21(3)(b), 21(5) to 21(5)(a)(ii), 21(5)(c)  The proposed school’s electronic single central record contains all relevant and necessary information in line with government guidance. The joint proprietors have completed safer recruitment training. They clearly articulate the importance of the recruitment processes as a crucial element of providing a safe school culture. It is likely that any new staff appointed to the proposed school will be recruited in line with

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Main inspection findings

safer recruitment guidance.  The proposed school does not intend to use supply staff, but it is aware of the checks it 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 a registry office. It sits over two floors. It is a Grade 2 listed building.  The school comprises one classroom downstairs and three classrooms upstairs. These are well lit with both natural and artificial light. The rooms also contain appropriate desks and chairs. Classrooms are suitable for teaching and learning. They have good acoustic conditions. There is an additional recreation room and smaller spaces

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Main inspection findings

available for meetings. Any trip hazards due to the nature of the older building have been identified and appropriately demarcated.  The joint proprietors intend that physical education lessons will be taught at a local leisure centre. Leaders have carried out a risk assessment for the use of this space. Showers are available at the leisure centre. These are available for the proposed school’s sole use when using the facilities.  There is a small purpose-built medical room. The room has a fixed sink and is situated next door to a toilet facility. This room will also be used as a refreshment provision point but will always be readily available for first aid and medical needs.  The proposed school has suitable outdoor space for pupils to play. There is a playground to one side of the building that is adequately fenced off and where pupils will have the space to undertake some physical activity. There is a separate space that

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Main inspection findings

has outdoor seating and will have a canopy. Leaders intend that this will provide a quieter and reflective space for pupils to use. The quieter area has an external gate that goes onto a path and then a road. Leaders have risk assessed this and the exit gate will be locked.  There is adequate external lighting that covers the entrance to the school building and the tarmac playground, with solar lights in place for the quiet seated area.  The school intends to serve cold meals, such as snack bar sandwiches to the pupils. Staff will have the relevant food safety and hygiene training. Systems are in place to regularly record and monitor fridge and freezer temperatures and for a hygiene routine to be in place.  Drinking water is available and is clearly marked. The proposed school intends that pupils will have their own drinking water bottles that they will refill from the relevant tap throughout the day.

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Main inspection findings

 There is a small car park across the road from the school. This will form the staff car park. The joint proprietors intend that some pupils will travel to school in taxis and some on buses. They have considered the safety of pupils entering the school from different directions. They have an outline plan in place which they will update and risk assess in more detail once specific transport arrangements are known. If implemented as intended, it is likely that these supervision arrangements will be appropriate.  The joint proprietors have given due consideration to the accessibility of the building. There is a written accessibility plan in place. This acknowledges the constraints of a listed building while accepting their responsibilities.  These standards are likely to be met. Part 6. Provision of information Paragraphs 32(1) to 32(1)(c), 32(1)(f) to 32(1)(i), 32(2) to 32 (2)(b)(i), 32(2)(d), 32(3)

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to 32(3)(d), 32(3)(f)  The proposed school’s website is prepared but not yet live. It will contain statutory policies and other information that is required by the standards. This includes term- time and holiday contact information.  The proposed school has clear systems in place to monitor the progress of pupils with 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. A regular half-termly pupil progress review will support building a picture of development, both educationally and socially and emotionally.  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

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Main inspection findings

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 Paragraphs 33 to 33(k)  The complaints policy is in writing and is to be made available on request. The proprietor body has ensured that the policy is clear and contains information about how to raise a complaint.  The complaints policy sets out clear timescales associated with each stage of the complaints process. The policy states that an appeals panel would include a member who is independent of the school.  These standards are likely to be met. Part 8. Quality of leadership in and management of schools Paragraphs 34(1), 34(1)(a), 34(1)(b) and 34(1)(c)  The joint proprietors have a clear and ambitious vision for the proposed school. They bring with them a wealth of experience from working with pupils with SEND and having formerly held a range of leadership roles in schools. They are knowledgeable

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Main inspection findings

about the needs of the pupils they intend to cater for and intend that all staff working at the proposed school are equally well skilled.  The joint proprietors demonstrate a secure understanding of the standards. They also demonstrate, through a range of policies and documentation, including risk assessments and discussions; that it is likely that they can ensure the standards are consistently met.  The proposed school has plans to make sure that all staff receive a range of training for safeguarding, behaviour and teaching and learning. There will be a range of checks on the impact of this training periodically.  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 committed to helping pupils, including those with SEND, to achieve their potential.  These standards are likely to be met. Schedule 10 of the Equality Act 2010

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Main inspection findings

 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

Proprietor Shelley Jamieson and Neil Jamieson

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Proposed school details

Email address sjamieson@phoenixlearning.co.uk

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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 Not applicable Mixed Number of full-time pupils of compulsory school age 0 30

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School's current position School's proposal

Number of pupils with special educational needs and/or disabilities 0 6 Of which, number of pupils with an education, health and care plan 0 6

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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 0 6

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School's current position School's proposal

Number of full-time equivalent teaching staff Not applicable 6

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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

 The proposed school will operate from a Grade 2 listed building that was formerly a registry office. This is in an urban area of Hanley in Stoke-on-Trent.  The proposed school does not have a religious ethos.  The proposed school intends to cater for boys and girls aged 11 to 16. Pupils will be referred to the school by local secondary schools and local authorities.  The proposed school intends to educate pupils with SEND, including those with education health and care plans. It intends to cater for pupils with speech language and communication needs, autistic spectrum disorder, social emotional and mental health needs, moderate learning difficulty, and specific learning difficulty.  The proposed school does not intend to make use of alternative provision.

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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 joint proprietors.  The inspection focused on compliance with the regulatory requirements of the standards, safeguarding procedures and schedule 10 of the Equality Act 2010.  The inspector visited all parts of the proposed school premises. She also looked at a wide range of documents and policies.

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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

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 children looked after, 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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