Hera House

School pre-registration inspection report

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Hera House Broughton Road, Appleby DN15 0DA

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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), 2(A)(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 reviewed and revised the curriculum that is currently in place for the existing school. This will be the curriculum that will be used in the proposed new school. Leaders have clearly identified the knowledge and skills that they want pupils to learn in different subjects. The curriculum is well planned and sequenced.  The written policy for the curriculum is based on the schemes of work and strategies that leaders have found successful in the existing school. The schemes of work provide teachers with appropriate guidance and resources to teach the proposed age

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Main inspection findings

range of pupils. The proprietor has ensured that teachers have appropriate support and guidance to teach the curriculum.  The curriculum will be adapted to the personal needs of each pupil. A range of pertinent information about pupils will be collated on their referral to the school. Teachers will assess pupils on entry to determine their most appropriate next steps in learning. Provision and support will be planned in line with the requirements for each pupil’s education, health and care plan (EHC plan).  Leaders recognise the importance of reading. They want pupils to develop a love for reading. They have identified a suitable approach to the teaching of phonics. Staff will be trained to teach phonics. The school proposes to ensure that English and mathematics skills are promoted across the curriculum.  Leaders understand their responsibilities to support pupils to make progress towards the outcomes stated in their EHC plans. They intend to set precise targets for pupils’

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Main inspection findings

progress to be measured against. For example, the school proposes to work closely with speech and language therapists to support pupils with communication difficulties. There is a strong focus on developing pupils’ vocabulary across different curriculum subjects.  The school intends to work closely with external professionals to support pupils’ social, emotional and mental health needs. They will continue to utilise the many successful links already established through the existing school provision to meet pupils’ individual needs.  A framework for assessment is in place. Leaders will often check the progress that pupils make in each subject. Teachers will use this information to identify gaps in pupils’ knowledge and to plan their next steps. There are planned opportunities to revisit knowledge to help pupils to remember. Pupils will practise and apply their knowledge as skills through the ‘big enquiry’ questions that form the focus of topics of

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Main inspection findings

learning. Leaders have thought carefully about how assessment will be managed to limit the workload of staff.  Most pupils who currently attend the existing school as part of the lower school will transfer to the new proposed school. Most staff will remain the same. The school is well prepared to teach the age range of pupils. Staff have relevant experience working with pupils with special educational needs and/or disabilities (SEND).  Leaders are ambitious for pupils. They recognise the importance of continued professional development for staff. They will train staff to deliver relevant interventions and to provide effective support for pupils. They intend to work actively with other schools and external professionals to enable pupils to ‘thrive and succeed’.  The independent school standards (the standards) in this part are likely to be met.

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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)  The curriculum for personal, social, health and economic (PSHE) education is appropriate. It is supported by a suitable scheme of work, which teachers will adapt to the needs of individual pupils. Pupils will develop their knowledge and understanding of healthy relationships, fundamental British values, equality and diversity. They will learn about potential risks to their safety and how to manage them. Planned units of learning include topics such as being me in the world, celebrating differences, healthy me and dreams and goals.  The school will provide careers advice and guidance to secondary-age pupils. Opportunities are planned for all pupils to take part in careers events. Visiting speakers will help pupils consider their future education and career options.

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Main inspection findings

 Pupils who will attend the school are particularly vulnerable. The school aims for it to be a caring and supportive environment where pupils can make a fresh start to their education. When possible, the school will support pupils to transition back into mainstream education.  Policies and procedures place a high priority on supporting the development of pupils’ self-confidence and helping them to lead fulfilling lives as independent members of society. Leaders have a determined vision for pupils to be heard and feel valued.  Leaders intend to promote pupils’ spiritual, moral, social and cultural development through the curriculum. Explicit teaching will also take place through the school’s religious education and PSHE curriculum subjects. Leaders plan to provide a rich variety of extra-curricular opportunities and educational visits to help pupils develop and apply their knowledge and understanding.

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Main inspection findings

 Pupils will learn about relationships and sex education (RSE). Leaders plan to consult with parents about the content of the curriculum. A policy which details the school’s approach to RSE for primary- and secondary-age pupils is in place.  The standards in this part 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, 15  Leaders have a secure understanding of the requirements to establish an effective culture for safeguarding. Safeguarding arrangements are likely to be effective. There is a suitable policy for safeguarding. It is in line with current statutory guidance. It will be published on the school’s website.  The school has appropriate policies for managing pupils’ behaviour and incidents of bullying. These are appropriate for the context of the school. Strategies for managing the behaviour of pupils are devised with consideration for pupils’ potential needs.  There are suitable arrangements in place for the reporting and recording of safeguarding concerns and incidents of poor behaviour and bullying. The school proposes to place a high priority on the ‘STARS’ values of ‘Stay Safe, Take Responsibility, Ask for Help, Respect Yourself and Others, Support the School

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Main inspection findings

Community’.  Admission and attendance registers meet the requirements. Leaders intend to check the attendance of pupils closely. They will use the same electronic system that is already established in the existing school.  Currently, leaders work closely with external agencies to support pupils and their families when needed. They have established effective partnerships with education, health and social care professionals in the local area. The school is well placed to support families to access advice and guidance when navigating the SEND system. Paragraphs 11, 12, 13, 14, 16, 16(a), 16(b)  There is an appropriate health and safety policy in place. The policy details the systems and procedures to ensure the safety of staff and pupils. The proprietor intends to conduct regular health and safety checks.  The first-aid policy is comprehensive. It states clearly how staff will care for pupils who may need basic medical care while at school. A policy for the administration of

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Main inspection findings

medication provides sufficient detail for staff for when this may be necessary. Staff will have relevant qualifications to administer first aid.  The proprietor has ensured that there is a suitable risk assessment policy. Leaders complete comprehensive risk assessments to keep pupils safe. Examples of completed risk assessments show the risks and the actions staff should take to reduce them.  The proprietor understands the requirements of the Regulatory Reform (Fire Safety) Order 2005. A fire risk assessment has been completed. This will be updated on a regular basis. The fire alarm system is in working order. Evacuation procedures are to be practised with pupils regularly.  The standards in this part are likely to be met.

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Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(1), 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)(c), 21(6)  The proprietor and senior leaders have an appropriate understanding of the safer recruitment requirements. Most staff have been appointed. The necessary checks have been carried out to ensure that these staff are suitable to work with children.

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Main inspection findings

 A single central record is in place. The statutory information for staff and the proprietor is recorded.  Leaders know the procedures to follow if they intend to employ agency or supply staff in the future.  The standards in this part 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), 23(1)(c), 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)(c), 28(1)(d), 28(2), 28(2)(a), 28(2)(b), 29(1), 29(1)(a), 29(1)(b)  The school is located at premises which are already suitable to operate as a school. The proprietor has created systems to monitor and maintain the premises to ensure the health, safety and well-being of pupils and staff.  The proprietor has ensured that there are suitable washing and toilet facilities for pupils. Accessible toilets are provided. All toilets are lockable from the inside. A medical room and first-aid area are available for the care or examination of ill or injured pupils.  There is hot and cold running water. The hot water does not pose a risk of scalding. Water that is suitable for drinking is available at various points throughout the school.

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Main inspection findings

Pupils will have access to changing and showering facilities.  There are suitable indoor and outdoor spaces for physical education lessons to take place. The site is secure. The outdoor area will offer pupils appropriate playground and grassed areas to play and take part in sports. Outdoor gym and climbing equipment are provided. Leaders have plans to develop a sensory garden for outdoor learning and to help pupils feel calm and regulate their emotions.  The accommodation has several rooms, including a drama room and music room, many classrooms and some sensory and calm spaces. All rooms have suitable lighting and acoustics. External lighting is appropriate.  The standards in this part 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(2), 32(2)(a), 32(2)(b), 32(2)(b)(i), 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)  A new website is being constructed for the school. Leaders propose to publish the school’s policies and relevant information.  Leaders can provide necessary policies to parents on request.  There are suitable policies for the school. For example, policies for the management of pupils’ behaviour and safeguarding consider the needs of pupils. The curriculum policy outlines leaders’ ambition to ensure teaching and learning supports individual pupils so that they can fulfil their academic and personal potential.  Leaders have a framework in place to track the progress and attainment of pupils. Reports of pupils’ progress and attainment across the curriculum will be provided to

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Main inspection findings

parents on a frequent basis, including through an annual written report. Leaders understand their responsibility for reporting financial information to local authorities for pupils who have EHC plans.  The standards in this part 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 proprietor has ensured that the complaints policy sets out clearly for parents the process to follow if they wish to raise a complaint. It will be published on the school’s website.  The policy details each stage of the complaints procedure and how complainants can seek external advice and support if needed.  The standards in this part 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 school is aspirational for the quality of education that they want to provide for pupils. Leaders at all levels have relevant experience of working with pupils with SEND. They have established purposeful relationships with the range of local authorities that place pupils at the school. Leaders work with local area partners to support pupils and their families.  The proprietor has relevant experience working in education. Leaders and staff for the school will be able to collaborate with colleagues from the current sister school also owned by the proprietor. The school is establishing purposeful partnerships with other local schools to develop staff expertise and to share effective practice.  Leaders have a secure understanding of the standards. They are aware of the reasons why the current school previously failed some of the standards. They have taken

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Main inspection findings

appropriate action to ensure that the standards will be consistently met for the proposed school.  The proprietor intends to set up an advisory body to provide additional challenge and support to the school. The advisory body will assist the proprietor in carrying out regular checks to ensure that pupils are safe, well cared for and make progress with their learning and personal development.  The standards in this part are likely to be met.

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Main inspection findings

Schedule 10 of the Equality Act 2010  Leaders have developed a suitable accessibility plan. The plan shows that leaders have thought carefully about how the school’s curriculum can be adapted to meet individual pupil’s needs. They have ensured that the school’s site is accessible. They will make reasonable adjustments to the environment if necessary.

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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

Annual fees (day pupils) £35,647 to £39,653

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Proposed school details

Email address mel.marris@demeterhouseschool.com

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Provider already operating

Number of pupils of compulsory school age 39 Number of pupils of compulsory school age who have an education, health and care plan, or who are looked after by a local authority Total hours operating as a school per week 27.5

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Provider already operating

Total hours of teaching provided per week 25

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recommendation

Age range of pupils 7 to 13 5 to 14 5 to 14 Number of pupils on the school roll 39 50 50

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School’s current position School’s proposal

Gender of pupils Mixed Mixed Number of full-time pupils of compulsory school age 38 50

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities 39 50

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School’s current position School’s proposal

Of which, number of pupils with an education, health and care plan 39 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 39 50

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School’s current position School’s proposal

Number of full-time equivalent teaching staff 14 14

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Information about this proposed school

 The proposed school is a de-amalgamation of Demeter House which is run by the same proprietor. If approved by the Department for Education (DfE), the proprietor intends to close the lower school site for Demeter House School, which is currently operating at the same location, and open as the proposed new school. The school intends to open on 1 September 2024.  The proprietor proposes to admit pupils with cognitive and learning needs, speech, language and communication needs, autism, social, emotional and mental health needs and moderate and specific learning difficulties. All will have an EHC plan.  Most pupils will transfer to the current Demeter House School from Year 9.  The school is not likely to use the services of alternative provisions.

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Information about this inspection

 The DfE commissioned the inspection to check whether the proposed school is likely to meet the standards if it is given permission to open.  This was the school’s second pre-registration inspection. A previous pre-registration of the school took place in June 2023 when some standards relating to the premises were found not to be met.  The school is currently operating as a registered school. It is the lower school provision for Demeter House School and educates pupils from the ages of five to 14 years. Demeter House School operates over two sites. The upper school takes pupils from 14 to 19 years and is based in Brigg.  The inspector met with the proprietor and a director remotely. The inspector met with the head teacher, the deputy head teacher, several senior leaders, members of the school’s conduct team, the curriculum leader, leaders responsible for safeguarding and the administration officer.

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Information about this inspection

 The inspector toured the school site to check the suitability of the premises.  The inspector scrutinised a range of documentation, including schemes of work, policies and procedures related to health and safety, risk assessment, administration of first aid, complaints and fire safety.  The inspector checked the arrangements for staff recruitment, scrutinised various safeguarding documents, viewed the single central record and discussed the school’s arrangements for the safeguarding of pupils.

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Inspection team

Stephanie Innes-Taylor, 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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