Tipton Green College

School pre-registration inspection report

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Tipton Green College 178 Bloomfield Road, Tipton, West Midlands DY4 9ER

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1), 2(1)(a), 2(1)(b), 2(1)(b)(i), 2(1)(b)(ii), 2(2), 2(2)(a), 2(2)(b), 2(2)(d), 2(2)(d)(i), 2(2)(d)(ii), 2(2)(e), 2(2)(e)(i), 2(2)(e)(ii), 2(2)(e)(iii), 2(2)(h), 2(2)(i), 2A(1), 2A(1)(a), 2A(1)(b), 2A(1)(d), 2A(1)(e), 2A(1)(f), 2A(1)(g), 2A(2), 3, 3(a), 3(b), 3(c), 3(d), 3(e), 3(f), 3(g), 3(h), 3(i), 3(j), 4  The proprietor has developed a broad and ambitious curriculum. The written curriculum policy is supported by detailed schemes of work across all subjects that reflect the aims and objectives of the national curriculum. In designing their curriculum, leaders have thought carefully about the precise things they want pupils to learn at any given point in their education.  Leaders have given much consideration to the individual needs of the pupils they are likely to cater for. Leaders intend to make a range of appropriate checks on pupils’ academic starting points when they join the school.

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Main inspection findings

 Leaders have structures already in place to ensure that pupils’ special educational needs and/or disabilities (SEND) are accurately identified when they join the school. For example, leaders plan to work closely with those who know the pupils best, as well as a range of internal therapeutic experts to check on pupils’ social, emotional and mental health needs.  Leaders intend to use the information that they gather about pupils to build bespoke pupil passports. Leaders aim that each passport will outline a pupil’s individual needs as well as the tools and strategies that should be used to support the pupil to make sound progress. Leaders expect that teachers will use the bespoke pupil plans to adapt their teaching to meet pupils’ needs.  Leaders intend to provide staff with extensive support and ongoing development that they hope will give staff the knowledge and experience needed to meet pupils’ needs.

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Main inspection findings

 The proprietor has ensured that leaders and staff have access to a broad range of subject-specific training. Leaders have used these to good effect to enhance the knowledge and skills of their staff. For example, all newly appointed staff undertake an intensive induction programme during which contextual training relating to the school and subject-specific training takes place. Leaders have a clear programme for ongoing professional development across the year.  Leaders are passionate about developing pupils’ love of reading. This is central to their ambitions for the school. They are committed to ensuring that pupils learn to read. They recognise that many of their pupils are likely to have large gaps in their reading skills. To combat this, leaders have appropriate plans in place to check on pupils’ reading ability when they join the school and have detailed plans in place to help pupils catch up quickly to enable them to access the whole curriculum. Additionally,

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Main inspection findings

the proprietor has committed resources to developing a school library. Leaders intend that pupils will play a key role in the curation of this resource.  Leaders place a great deal of importance on the personal, social, health and economic education (PSHE) curriculum. They recognise the challenges that many pupils are likely to have faced in their social lives in the past. To overcome these challenges, leaders have developed a broad and well-considered PSHE curriculum that offers pupils a range of appropriate opportunities to learn about important issues such as consent, personal safety and mental health. Alongside this, leaders intend to offer pupils ample opportunity to develop their independence and confidence in a range of social settings. Leaders intend to work alongside the clinical and therapeutic staff at the school to ensure this curriculum is delivered in an appropriate way, taking account

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Main inspection findings

of pupils’ individual needs and vulnerabilities.  The proprietor has made sure that classrooms are well equipped with resources to support teaching. For example, the food technology room contains several workstations, each with a working oven and an induction hob, while classrooms have large interactive screens.  Leaders’ plans to ensure that pupils receive up-to-date careers guidance are well considered. They have thought carefully about the way pupils will be supported to make appropriate choices about their future careers. For example, leaders have well- established links with several local and national employers who can provide pupils with meaningful interactions with the world of work. Leaders intend to keep pupils at the heart of this work and aim to use their planned six-weekly reviews to capture and monitor pupils aspirations.  Leaders have ensured that these independent school standards (the standards) are

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Main inspection findings

Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 5, 5(a), 5(b), 5(b)(i), 5(b)(ii), 5(b)(iii), 5(b)(iv), 5(b)(v), 5(b)(vi), 5(b)(vii), 5(c), 5(d), 5(d)(i), 5(d)(ii), 5(d)(iii)  Leaders are committed to developing pupils’ spiritual, moral, social and cultural understanding. They have taken appropriate steps to ensure that the curriculum will not undermine fundamental British values. Their plans to ensure that pupils not be exposed to partisan political views are well developed and well established across the other educational settings the proprietor already runs.  Leaders recognise the vulnerabilities that pupils attending the school are likely to face. They have plans in place to ensure pupils benefit from a wide range of opportunities, specific to their needs. For example, leaders already make use of strong links to local charities, community groups and places of worship. Leaders have given thought to

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Main inspection findings

how these interactions can be maximised to support pupils’ development. It is likely these opportunities will support pupils to develop as confident individuals with an appreciation of British values as well as their social and moral responsibility.  Leaders have ensured that these standards are likely to be met.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 7, 7(a), 7(b), 9, 9(a), 9(b), 9(c), 10, 11, 12, 13, 14, 15, 16, 16(a), 16(b)  The designated safeguarding lead is a member of the school’s senior leadership team. The proprietor has ensured that this leader is well supported by the regional director. Leaders have a wealth of experience relating to safeguarding processes and are knowledgeable about how to keep pupils safe and how to build a culture of safeguarding.  Leaders are clear about the likely vulnerabilities that pupils who attend the school may have. Leaders have well-developed plans to ensure all adults working with pupils understand how to mitigate these risks. For example, during the induction period, contextual safeguarding risks associated with pupils are revisited through several distinct training sessions.  Leaders have clear systems ready to record and report any concerns about pupils’

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Main inspection findings

safety and welfare. These include daily briefings and weekly meetings of the safeguarding team. Leaders also have clear systems to deal with any allegations made against members of staff. In addition to this, leaders have developed clear and appropriate systems to ensure that staff are able to raise concerns about practice at the school in an anonymous manner should they wish. Leaders’ plans indicate they are working to create a culture of transparency within the school.  Leaders have high expectations of all staff regarding their participation in safeguarding training. All staff currently employed at the proposed school have undertaken safeguarding training as part of their induction.  There are comprehensive behaviour and anti-bullying policies in place. Leaders intend for every pupil to have an individual ‘behaviour support plan’ and ‘risk assessment’. These profiles will provide information about how teachers should best manage pupils’

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Main inspection findings

behaviour, including information about the triggers for misbehaviour. Leaders intend to review these plans periodically and adjust these where new triggers and new behaviours become apparent.  In line with the behaviour policy, leaders plan to keep records of sanctions imposed in response to poor behaviour. Leaders intend to use this information to identify trends and patterns in pupils’ behaviour and update pupil profiles accordingly.  Leaders have made sure that staff have received training in the implementation of the school’s behaviour policy. For example, all staff receive training in the use of de- escalation techniques and restrictive physical interventions as part of their induction into the company. As a result, it is likely that staff will have knowledge and skills to implement the behaviour policy well.  The school has comprehensive policies in place for health and safety and first aid. The

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Main inspection findings

proprietor has made forensic checks on the proposed schools’ systems and policies and provided support and guidance to ensure these policies are likely to be implemented effectively.  The fire risk assessment confirms that the school is compliant with the Regulatory Reform (Fire Safety) Order 2005. There are appropriate measures in place for fire evacuation and the maintenance of fire equipment.  The risk assessment policy details how assessments will be carried out and how the risks identified will be minimised. There are well-thought-out systems in place to ensure that any incidents or near misses are thoroughly investigated and lessons learned.  Leaders have ensured that these standards are likely to be met.

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Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2), 18(2)(a), 18(2)(b), 18(2)(c), 18(2)(c)(i), 18(2)(c)(ii), 18(2)(c)(iii), 18(2)(c)(iv), 18(2)(d), 18(2)(e),18(3), 19(2), 19(2)(a), 19(2)(a)(i), 19(2)(a)(i)(aa), 19(2)(a)(i)(bb), 19(2)(a)(i)(cc), 19(2)(a)(i)(dd), 19(2)(a)(ii), 19(2)(b), 19(2)(c), 19(2)(d), 19(2)(d)(i), 19(2)(d)(ii), 19(3), 20(6), 20(6)(a), 20(6)(a)(i), 20(6)(a)(ii), 20(6)(b), 20(6)(b)(i), 20(6)(b)(ii), 20(6)(b)(iii), 20(6)(c), 21(1), 21(2), 21(3), 21(3)(a), 21(3)(a)(i), 21(3)(a)(ii), 21(3)(a)(iii), 21(3)(a)(iv), 21(3)(a)(v), 21(3)(a)(vi), 21(3)(a)(vii), 21(3)(a)(viii), 21(3)(b), 21(5), 21(5)(a), 21(5)(a)(i), 21(5)(a)(ii), 21(5)(b), 21(5)(c), 21(6)  Records show that the proprietor has made sure that all staff currently employed have been subject to all the required safeguarding checks.  All safeguarding checks are recorded on the school’s single central record. The

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Main inspection findings

proprietor intends to ensure that this is well maintained.  Leaders have a secure understanding of the steps to follow when appointing new staff. For example, they make appropriate checks on staff members’ understanding of safeguarding during the interview process. Because of this, it is likely that any staff appointed to the proposed school will be recruited in line with safer recruitment guidance.  Leaders do not intend to use supply staff. They recognise the disruption this would cause to the pupils they intend to provide for. However, they are clear about the checks to be undertaken and the procedures to be followed if supply staff are used.  Leaders have ensured that these standards are likely to be met.

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Main inspection findings

Part 5. Premises of and accommodation at schools Paragraphs 23(1), 23(1)(a), 23(1)(b), 24(1), 24(1)(a), 24(1)(b), 24(2), 25, 26, 27, 27(a), 27(b), 28(1), 28(1)(a), 28(1)(b), 28(1)(d), 28(2), 28(2)(a), 28(2)(b), 29(1), 29(1)(a), 29(1)(b)  The premises are maintained to a high standard. Rooms are suitable for teaching and learning. They have high ceilings and benefit from plenty of natural light. There is plenty of outdoor space for pupils to play safely. The outside space is able to be further developed to ensure that pupils have the sensory spaces outside suitable to their needs. Leaders have paid due regard to the risks associated with the external space and have fitted suitable external fences to secure the site.  Throughout the building, there are good acoustic conditions. The proprietor has made sure that pupils will always have access to drinking-water. There is adequate external lighting around the school site.

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Main inspection findings

 Leaders have paid a great deal of care and attention to the suitability of the site. For example, all classrooms are fitted with anti-ligature blinds and all widows secured with appropriate security locks.  Leaders have designed suitable rooms for the use of pupils who may need extra support regulating their emotions. These rooms are decorated with calming colours, specifically chosen to help pupils with challenging behaviours.  There is a small purpose-built medical room. The room has a sink and is situated next door to a toilet facility.  Leaders have given due consideration to the accessibility of the building. They have made arrangements to ensure the site is accessible for all pupils.  Leaders have ensured that these standards are likely to be met.

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Main inspection findings

Part 6. Provision of information Paragraphs 32(1), 32(1)(a), 32(1)(b), 32(1)(c), 32(1)(d), 32(1)(f), 32(1)(g), 32(1)(h), 32(1)(i), 32(1)(j), 32(2), 32(2)(a), 32(2)(b), 32(2)(b)(ii), 32(2)(c), 32(2)(d), 32(3), 32(3)(a), 32(3)(b), 32(3)(c), 32(3)(d), 32(3)(e), 32(3)(f), 32(3)(g), 32(4)(a), 32(4)(b), 32(4)(c)  The proposed school has a working website. Leaders ensured that all the required documentation under part 6 of the standards was available on the website. Other documentation required as part of this pre-registration inspection was made available on request.  Leaders have designed frequent reporting procedures to support the annual reviews of pupils with an education, health and care plan. Leaders plan to work closely with parents, as well as the therapeutic teams among 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

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Main inspection findings

parents.  Leaders have ensured that these standards are likely to be met.

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Main inspection findings

Part 7. Manner in which complaints are handled Paragraphs 33, 33(a), 33(b), 33(c), 33(d), 33(e), 33(f), 33(g), 33(h), 33(i), 33(i)(i), 33(i)(ii), 33(j), 33(j)(i), 33(j)(ii), 33(k)  The complaints policy is in writing and is to be made available on request. The proprietary body has ensured that the policy is clear and contains information about how to raise a complaint, as well as the timescales associated with each stage of the complaints process.  Leaders have made sure that processes are in place to ensure that all formal complaints, including those made against the headteacher, will be recorded.  Leaders have taken steps to create a culture of openness. They have a dedicated provision available to staff should they wish to raise an anonymous concern about the school. Leaders also demonstrated the willingness to learn from any complaint they receive and adjust and adapt their practice as necessary.

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Main inspection findings

 Leaders have ensured these standards are likely to be met.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraphs 34(1), 34(1)(a), 34(1)(b), 34(1)(c)  The proprietor has a clear vision for the school. It is clear about the model of education and therapeutic care the school will follow. It has appointed credible leaders to key positions across the organisation. Leaders at all levels bring with them a wealth of experience from leading similar schools. They are knowledgeable about the needs of the pupils they intend to cater for and have ensured all staff working at the proposed school are equally well skilled.  Leaders and members of the proprietor body have developed secure systems of quality assurance. They intend to use these to support staff to develop their own ability to monitor and evaluate their work. Additionally, leaders intend to use these systems of quality assurance to identify and respond to emerging needs within the school as they arise.

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Main inspection findings

 Leaders and members of the proprietor body demonstrated a secure understanding of the standards. They also demonstrated that it is likely that they can ensure these standards are consistently met.  Leaders have ensured that these standards are likely to be met.

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Main inspection findings

Schedule 10 of the Equality Act 2010  Leaders have ensured that the school is likely to meet the requirements 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

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 Horizon Care and Education Group Limited

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Proposed school details

Annual fees (day pupils) £71,227 to £117,920

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Proposed school details

Website www.horizoncare.co.uk/schools/tipton- green-college Email address andrew.kitterick@horizoncare.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 11 to 19 11 to 19 Number of pupils on the school roll 0 50 50

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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 50 Number of part-time pupils 0 0

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities 0 50

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan 0 50

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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 50

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School’s current position School’s proposal

Number of full-time equivalent teaching staff 4 10

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School’s current position School’s proposal

Number of staff in the welfare provision 0 14

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Information about this proposed school

 The proposed school will be located within a large property close to the town of Tipton. The school is situated on a main road. The proprietor owns the properties and the school site. The building was previously used as an education establishment.  The school proposes to cater for pupils with a range of SEND.  The school wishes to cater for 50 pupils aged 11 to 19. It is the proprietor’s intention that local authorities will place most pupils at the school.  The school does not have a religious character.

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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 permission to open.  The inspection focused on compliance with the regulatory requirements of the standards, as well as safeguarding procedures and schedule 10 of the Equality Act 2010.  The inspector conducted a tour of the premises with school leaders. Inspectors also took account of arrangements for pupils’ welfare and safeguarding. This inspection work included scrutiny of the school’s checks on the suitability of staff, the safeguarding policy, the health and safety policy and the latest fire risk assessment.  The inspector checked documentary evidence relating to the curriculum, including the curriculum policy and schemes of work.  The inspector met with the chair of the proprietor body.

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Inspection team

Alexander Laney, 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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