Jasmine Grove School

School pre-registration inspection report

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Jasmine Grove School Oxcroft House, 10 Oxcroft Lane, Chesterfield, Derbyshire S44 6DJ

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1) to 2(1)(b)(ii), 2(2) to 2(2)(b), 2(2)(h), 2(2)(i)  The school has a written curriculum in place. This is supported by appropriate schemes of work for teachers to use as pupils join the school. These schemes of work cover the key stages of pupils which the school intends to admit.  All pupils will access a broad and balanced curriculum. The intended curriculum will include pupils’ linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education. It will not undermine fundamental British values.  The three planned curriculum ‘pathways’ demonstrate how the school will take into account the ages, aptitudes and needs of all pupils with special educational needs and/or disabilities (SEND). There is an appropriate focus on developing communication and numeracy skills throughout the curriculum.  The intended curriculum prioritises reading. Staff understand the central importance

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Main inspection findings

of making sure that all pupils learn to read fluently. There is an appropriate curriculum in place for the teaching of phonics. The school recognises that staff will need to be highly judicious in choices of pupils’ reading books to make sure they contain the right sounds and that pupils find them interesting and enjoyable. Paragraphs 2(2), 2(2)(e) to 2(2)(e)(iii), 2(2)(g)  The school has a clear policy which explains how pupils will learn about what they might want to do as a career. There are plans in place for pupils to meet with impartial, external advisers and to find out about a range of settings where they could continue to learn.  Leaders understand what pupils in key stage 5 need to know to be ready for adulthood. There are plans in place to ensure that pupils are well prepared for their next steps. Paragraphs 2A(1)(a) to 2A(2)  There is a curriculum in place for relationships education for pupils in key stage 2.

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Main inspection findings

These plans are developed further and set out what pupils who receive their secondary education at the school will learn in relationships and sex education (RSE).  There is a policy for RSE. This explains that the school will consult with parents and carers about what pupils will learn during RSE lessons. It also explains which RSE lessons pupils may be excused from at parental request. The school plans to publish this policy on the website. Paragraphs 3 to 3(g), 3(i) to 4  The staff who have been appointed so far have effective subject knowledge. They can explain how they will adapt their teaching to make sure that lessons are engaging and that pupils are well motivated.  The school intends to make careful checks of what pupils know as soon as they start school. They will use this information to make sure that lessons take account of the gaps in knowledge that pupils may have. There is a policy for assessments in place.

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Main inspection findings

 Leaders have begun to purchase appropriate resources and consider how local amenities can be used to aid pupils’ learning.  The school is likely to meet all the independent school standards (the standards) in this part.

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Main inspection findings

Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 2(2), 2(2)(d) to 2(2)(d)(ii), 5 to 5(d)(iii)  The school plans to adopt an appropriate scheme of work to support pupils’ spiritual, moral, social and cultural development. The plans for this are detailed. The school intends to share them explicitly with pupils so that they can recognise the progress they are making.  There is a detailed curriculum for personal, social, health and economic (PSHE) education. This covers a wide range of topics. It includes the development of self- esteem and underpins the school’s ethos of valuing everyone as an individual. Pupils will learn about protected characteristics. There are carefully planned units which explore themes of equality and discrimination.  Teachers will develop pupils’ knowledge about belief and non-belief through the teaching of religious education. The school recognises the importance of pupils

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Main inspection findings

learning about the diversity of faiths and cultures in modern Britain.  Clear plans are in place for pupils to learn about democracy, the rule of law, individual liberty, mutual respect and tolerance of people with different beliefs or faiths. The school plans to develop pupils’ freedom of expression and respect for difference.  The school can explain how they want pupils to develop a sense of self-worth and an appreciation of the world around them. It has plans to make sure that pupils feel a part of the local community and know how they can contribute to it.  All staff will learn through their induction the importance of impartiality with regard to political debates. The school plans to ensure that any visitors also understand this and will check that interactions with pupils are appropriate.  The plans in place for teaching PSHE include content designed to help pupils understand how to identify bias and consider contrasting points of view.

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Main inspection findings

 The school is likely to meet all the requirements of the standards in these parts.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 7 to 7(b), 32, 32(1)(c)  The school prioritises safeguarding. Staff understand the distinct risks that pupils who they plan to admit are likely to face. They have thought carefully about how to make sure that pupils access the internet safely and learn about how to keep themselves safe online when they are not using school devices.  There is a designated safeguarding lead and a deputy designated safeguarding lead in place. Both have had appropriate training. The school shows no complacency and staff training is ongoing to make sure that as the school opens in a new locality, safeguarding leaders know who to contact if they have any concerns.  The school plans to hold daily briefings where any nagging doubts or low-level concerns can be shared. There is an appropriate system prepared, ready to record these concerns.  Staff can explain when they should pursue referrals to external agencies to make sure

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Main inspection findings

that the best interests of children are safeguarded. They can give examples of situations when they might have to be tenacious.  There is a school safeguarding policy in place. This will be available for parents to download once the website is established.  The policy makes it clear that safeguarding is everyone’s concern. The school can explain how new staff will be trained so that they understand what signs they should be alert to and exactly how to act if they are worried about a pupil.  The school has installed perimeter fencing around the site and a secure system of entry. There are appropriate risk assessments in place for play equipment.  The school’s curriculum contains plans which will help pupils know how to keep safe. Staff can explain how in addition to risk assessments for off-site visits, careful preparation for pupils through social stories will help pupils to stay safe. Paragraphs 3, 3(h), 9 to 9(c)

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Main inspection findings

 There are several policies which explain how pupils will learn to behave well. All staff will understand and use these policies judiciously to make sure that pupils feel calm and manage their feelings well.  The behaviour policy explains that there may be sanctions when a pupil does not behave. It explains how these will be recorded, monitored and tracked. While this policy includes suspensions and exclusions, the school is clear that such sanctions would only be used as a last resort. Paragraph 10  The school has a ‘countering bullying’ policy. This explains that bullying will not be tolerated at the school. All staff will understand and use the policy to ensure that pupils understand the impact of their actions. The policy makes it clear that any incidents will be recorded, addressed and monitored to make sure that bullying does not reoccur. Paragraphs 11 to 13  The school has made sure that all appropriate initial checks have taken place by

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Main inspection findings

suitably qualified individuals. There is a schedule of further checks in place and a system for recording these.  There is a fire risk assessment in place. Identified hazards have been acted upon and there is access to appropriate fire safety equipment throughout the school. Staff have already had some fire safety training, and more is planned. This means that the school complies with the Regulatory Reform (Fire Safety) Order 2005.  A comprehensive first-aid policy is in place. Some of the staff have already had first- aid training. The school has made sure that there is ready access to well-stocked first- aid kits and that medicines can be safely locked away. Paragraph 14  The school can explain how it will ensure that there is always an appropriate level of supervision in place for pupils. This includes during less structured times, such as breaktimes or lunchtimes, and during educational trips and visits.

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Main inspection findings

Paragraph 15  The admission register that the school has prepared meets all statutory requirements. Leaders expect that pupils will attend every day that they are able to and can explain how they will be in regular communication with parents if a pupil is reluctant to come to school. Paragraphs 16 to 16 (b)  An appropriate risk assessment policy is in place. The school expects all pupils to have a dynamic, individual risk assessment in place. These will be updated if any further risks become apparent. Discussions at the daily briefing will inform these plans.  There are risk assessments in place for the site and for visits to the local area. These identify risks and explain what actions will be taken to mitigate them. Staff will use these in conjunction with pupils’ individual risk assessments.  The school is likely to meet all the standards in these parts.

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Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2) to 18(2)(e), 18(3), 20(6) to 20(6)(c), 21(1) to 21(3)(b), 21(6)  The school knows the checks that need to be undertaken before an individual starts to work at the school. These statutory recruitment checks are being recorded on the electronic single central register as appointments are made.  Those involved in recruitment have had appropriate training. There is a safer recruitment policy in place. Staff understand how to follow up on concerns such as checking the references that they have received or making sure that they obtain certificates of good conduct for those who have worked abroad.  The school does not intend to use supply staff.  The school is likely to meet all the relevant standards in this part.

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Main inspection findings

Part 5. Premises of and accommodation at schools Paragraphs 23(1) to 23(1)(c), 28(1), 28(1)(b), 28(1)(d)  All toilets are housed in rooms for the use of one individual. They are separate and lockable. This includes an accessible toilet. There is hot and cold water for hand washing in all toilet facilities.  There is a shower for pupils to use.  The school plans to use local facilities, such as a leisure centre, for pupils’ physical education lessons. Pupils will use changing and hygiene facilities there. Paragraphs 24(1) to 24(1)(b)  There is a medical room for pupils who are sick or injured. It includes a washbasin. There is a toilet nearby. Paragraphs 25, 26, 27 to 27(b)  The building has been recently renovated and is in a good state of repair. The school has given appropriate consideration to keeping pupils safe around the building.  Rooms are well lit with controls to dim the lights if needs be. The rooms are well

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Main inspection findings

heated and ventilated and have appropriate acoustic conditions. Paragraphs 28(1), 28(1)(a), 28(1)(c), 28(2) to 28(2)(b)  There is drinking-water available to pupils. Signs indicate where this is located. There are also signs that explain which taps cannot be used for drinking-water. Paragraphs 29 to 29(1)(b)  There is an area outside which is suitable for pupils to socialise and play.  The school is likely to meet all the standards in this part.

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Main inspection findings

Part 6. Provision of information Paragraphs 32(1) to 32(1)(b), 32(1)(d), 32(1)(f) to 32(1)(i), 32(2) to 32(2)(b), 32(2)(b)(ii), 32(2)(c), 32(2)(d), 32(3) to 32(3)(e), 32(3)(g)  There is not yet a school website. However, the school understands what it must publish on a website, once it has been created. All the necessary documents are prepared. The school knows that it must make these documents available to parents.  The school recognises the fact that it needs to make paper copies of information, policies and documents available to parents who request them or who cannot download them for themselves.  There are plans for a termly written report for parents, as well as communication on a more regular basis.  The school is likely to meet all the standards in this part. Part 7. Manner in which complaints are handled Paragraphs 32(3), 32(3)(f), 33 to 33(k)  There is a policy in place which explains to parents how they may raise a complaint.

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Main inspection findings

This explains that complaints may be informal, to begin with. The policy also explains how a formal complaint may be made if the initial complaint is not resolved and that parents may be accompanied to a hearing by another member of the family, or a friend, if needed.  The school understands that it needs to keep a record of written complaints and any action taken, irrespective of whether the complaint is upheld.  The school is likely to meet all the requirements of the standards in these parts.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraphs 34(1) to 34(1)(c)  The proprietor has ensured that the school is well supported by leaders with appropriate knowledge and expertise.  Leaders understand the standards. They have taken appropriate action to ensure that the school is likely to meet them. Leaders have prioritised pupils’ safeguarding as they have developed the school site.  The proprietor has thought carefully about how to support the school as it admits its first pupils. There are appropriate plans in place to make sure that the school benefits from additional staff as it establishes routines and develops the curriculum further. These plans include the active ‘hands-on’ support of the directors of the company.  Consideration has been given to how to manage staff workload and well-being. There are appropriate plans to support leaders who are new to role and to use expertise

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Main inspection findings

from across the company to ensure that pupils start to benefit from a varied and enriching curriculum straight away.  The proprietor can explain how governance structures will be established to check that the plans for the school are being enacted. Directors’ regular presence on site will provide initial assurance while systems for reporting and feedback are established.  The school is likely to meet the standard in this part.

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Main inspection findings

Schedule 10 of the Equality Act 2010  The school’s accessibility plan identifies how the school will make sure that pupils with SEND can fully access the curriculum and the site, as well as any published information. It is based on appropriate guidance.  The school is likely to meet the regulation in this part.

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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

Type of school Other independent special school

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Proposed school details

School status Independent special school

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Proposed school details

Proprietor Smoothstone Care and Education Ltd

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Proposed school details

Email address matt.storey@smoothstonecare.co.uk

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recommendation

Age range of pupils Not applicable 8 to 18 8 to 18 Number of pupils on the school roll Not applicable 24 24

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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 24

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School’s current position School’s proposal

Number of part-time pupils Not applicable 0 Number of pupils with special educational needs and/or disabilities Not applicable 24

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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 24

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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 24

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 14

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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 1.5

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Information about this proposed school

 The proposed school is located in Bolsover, in Derbyshire. It will provide full-time education for up to 24 pupils with SEND aged from eight to 18 years old. This school will cater for pupils with a diagnosis of autism and/or associated speech and communication difficulties, and cognitive and learning needs. All pupils will already have an education, health and care plan.  The times of the school day will be from 8.45am to 3.15pm. The school will be in operation during Derbyshire local authority term times. Pupils who attend the school will typically be from Derbyshire local authority.  There are currently no plans to use alternative provision.

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Information about this inspection

 This was the proposed school’s first pre-registration inspection. It was commissioned by the Department for Education to determine whether the proposed school is likely to meet the standards if it is given the permission to open.  The inspector met with the directors of the proprietor body, including the chair. She met with the headteacher and other members of the school staff.  During the inspection, the inspector conducted a tour of the proposed site. She scrutinised a wide range of documentation, including policies, risk assessments and schemes of work.  The inspector checked the arrangements for safeguarding and staff recruitment.

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Inspection team

Hazel Henson, 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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