St. George Academy: An Acton Academy

School pre-registration inspection report

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St. George Academy: An Acton Academy The Central, 36 Hallam Street, London W1W 6NW

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1) to 2(2)(i)  The school intends to offer a broad curriculum which will meet the requirements of the independent school standards. The school proposes to open with up to 10 pupils from ages four to seven in its first year. The school plans for pupils to have ‘core’ subjects of English and mathematics in the morning and to provide a ‘holistic’ education in the afternoon. This holistic approach will mean that pupils will complete a variety of tasks, activities and experiences that focus on bringing together their other subjects. Physical education (PE) is planned to be a timetabled lesson.  The school’s curriculum policy lacks coherence. It also does not reflect the school’s application to the Department for Education (DfE), which is to admit 150 pupils from ages four to 18. There is no mention of the sixth form or the school’s holistic approach to certain subjects, for example. The school intends to offer the International

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Main inspection findings

Baccalaureate for pupils in key stages 4 and 5. The school has not applied to offer this qualification and there is no coverage of this information in the policy.  The school has not clearly thought through what pupils will be taught and when, including for the planned Reception Year. The school’s schemes of work do not meet the requirements of the independent school standards. The content that pupils will be taught each year is not sufficiently detailed. The school has also not made clear how the curriculum and schemes of work will meet the needs of individual pupils, considering their ages and special educational needs and/or disabilities (SEND), for example.  There has been insufficient thinking around the education of those pupils who are not of compulsory school age. The school has not developed plans as to how outdoor activities will be planned and delivered to meet the requirements of the early years

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Main inspection findings

foundation stage. There is no outline of any programme of enrichment activities for students in the sixth form.  The school plans for pupils to have specific lessons in personal, social, health and economic (PSHE) education and will deliver this using a commercial scheme. This will include teaching pupils to develop an understanding of equality and respect for all the groups that are set out in the Equality Act 2010.  The school has not paid due regard to the DfE’s expectations for careers education that is set out in the April 2019 guidance on the independent school standards. There is no careers policy in place. Leaders have not planned how they will provide a coherent careers programme, including how information will be presented in an impartial manner. Paragraphs 2A(1) to 2A(2)  The school has set out a policy for relationships and sex education (RSE). It has used the published DfE guidance on RSE in shaping its policy. Leaders plan to consult with

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Main inspection findings

parents and carers on RSE when the school opens. The content will be delivered within pupils’ PSHE lessons and covers the required content for both primary- and secondary-aged pupils. Paragraphs 3 to 3(j)  The school’s schemes of work are not helpful in supporting teachers to understand the specific subject content they should be teaching pupils. Also, the schemes and supporting documents do not enable teachers to know the important subject-specific knowledge and skills that they should be assessing as pupils move through the curriculum.  The school has not considered sufficiently the resources that are needed to deliver the intended curriculum. This includes how younger pupils will be taught to read and the expertise needed to ensure that pupils are taught to read effectively. The school’s current plans for staffing do not give confirmation that teaching staff will have the depth of subject knowledge needed to teach the range of subjects that make up the

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Main inspection findings

school’s curriculum.  There is no clear plan in place setting out how each of the spaces designated for teaching will be set up and used to support the intended curriculum.  The school’s approach to the curriculum and the examples of class-based activities reviewed during the inspection do not promote any form of discrimination or inequality. The school’s approaches are likely to support pupils well in developing their self-motivation and in encouraging them to behave responsibly. Paragraph 4  The school’s assessment policy and linked documentation are not well developed. The assessment policy and processes lack sufficient detail and coherence with the planned curriculum. This includes, for example how pupils’ academic progress will be assessed in line with requirements such as that of the International Baccalaureate or the early years foundation stage profile.  Leaders have not ensured that the independent school standards in this part are likely

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Main inspection findings

to be met. Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 5 to 5(d)(iii)  The school’s philosophy is outlined in its spiritual, moral, social and cultural policy. The school’s range of activities and plans are likely to support pupils in learning effectively about the world around them. Examples include visits from the police and the local member of parliament. The school plans to develop links with the local community so that pupils can take part in citizenship activities where they can give back to others. Pupils will be taught about different religions, cultures and beliefs.  The school plans to equip pupils with the knowledge and skills needed to participate in discussions and debates, and to take a restorative approach to pupils taking responsibility for their behaviour. These approaches are all likely to combine well in helping pupils with both their moral and social development.

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Main inspection findings

 The school curriculum will include regular opportunities for pupils to take part in ‘exhibitions’, where they will showcase their work and/or sell products that they have made to the local community. One of the aims of this approach is to help pupils build their self-confidence and self-esteem.  The school’s planned PSHE programme will ensure that pupils are taught about the protected characteristics and modern British values.  Leaders have ensured that the independent school standards in this part are likely to be met.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraph 7, 7(a), 7(b)  Leaders do not have sufficient knowledge of statutory guidance, including ‘Keeping children safe in education’. Leaders have not completed sufficient training to enable them to know how to manage safeguarding concerns, for example in relation to any allegations of child-on-child sexual violence or harassment.  The school has not given enough thought to ensuring that there will be an adequate level of expertise, for example should the planned designated safeguarding lead be absent from school.  Leaders do not have sufficient understanding of the contextual risks that pupils may face from being educated in London. They have not considered how they will respond to these risks, such as in educating pupils on how to keep themselves safe. Paragraphs 9 and 10  The school’s behaviour policy includes clear expectations for pupils’ behaviour. The

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Main inspection findings

anti-bullying policy includes a range of information, including different types of bullying and how any forms of bullying will be managed. The school’s approaches to teaching pupils about how to work together and to resolve differences successfully is likely to help create a friendly environment where pupils are kind to one another. Paragraphs 11 to 15  The school’s health and safety policy is not fit for purpose. It has not been customised to suit the planned premises or staffing arrangements. In its current form it could not be implemented effectively.  While some aspects of the premises comply with expectations in relation to the Regulatory Reform (Fire Safety) Order 2005, overall, the school’s planning for fire safety is not sufficient. There are no fire evacuation plans written down for the planned school premises and there is no planned fire training for staff. During the inspection, a walk of the planned fire evacuation route found that one of the external

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Main inspection findings

exit points was blocked by a metal chain that had been placed across it.  The planned medical room is not fit for purpose and would not be appropriate for the administration of first aid. The school has not sourced or planned any first-aid training, including paediatric first-aid training, to take place prior to opening. The current position means that is highly unlikely that there will be enough capacity and expertise in place to manage first-aid arrangements. The collective weaknesses in thinking about staff expertise, for example in risk assessment, first aid and safeguarding, mean that pupils are not likely to be supervised by staff with the required knowledge and skill sets.  There is no admissions register in place. Paragraph 16  There is no risk assessment policy. The school has not prepared any school-specific risk assessments, such as in relation to the proposed use of a local park for PE for

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Main inspection findings

older pupils and outdoor provision for Reception.  Leaders have not ensured that the independent school 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 All paragraphs  The school has not yet employed any staff other than the head of school. The proposed template for the single central register shows that the range of checks needed to comply with the independent school standards are set out and understood.  The chair of the proprietary body knows how to carry out checks such as prohibition from teaching and S128 checks for those in management positions.  The lead inspector saw evidence that checks on the chair of the proprietary body (who is also the head of school) are in the process of being verified by the DfE.  Leaders have ensured that the independent school standards in this part are likely to be met.

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Main inspection findings

Part 5. Premises of and accommodation at schools Paragraph 23  The premises has adequate toilet facilities for up to 10 pupils. However, the school’s application is for pupils aged four to 18. There is no suitable changing accommodation and showers for pupils aged 11 years and over. Leaders have not put in place any suitable alternative arrangements. Paragraphs 24 and 25  The medical room is not fit for purpose. It is planned to be a teaching space and has no washing facility.  Linking with paragraph 11, the school’s health and safety documentation does not give confidence that the day-to-day management of the school’s premises would ensure that the health, safety and welfare of pupils is assured. Paragraphs 26 to 28  The school’s internal classroom spaces have the required lighting and acoustic expectations. The checks on external lighting have been completed by those who manage the external areas to the building.

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Main inspection findings

 Leaders plan to provide bottled water for pupils to drink during the school day. Paragraph 29  The school has no outdoor spaces. Leaders have not planned how recreation times in the local park will be used. There are no plans in place that set out how the park will be used to support the curriculum, such as in the delivery of PE or to provide outdoor education for children in the early years.  Leaders have not ensured that the independent school standards in this part are likely to be met.

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Main inspection findings

Part 6. Provision of information Paragraph 32(1) to 32(1)(j)  The chair of the proprietary body provided documentation to the lead inspector showing how they have requested that the safeguarding and RSE policies be added to the school’s website.  Leaders understand some of the requirements in this part, for example publishing any Ofsted reports and providing an annual report to parents. However, there is no planned admission register in line with 32(1)(g). Paragraph 32(2) to 32(2)(d)  This range of information, including contact details, is readily available for parents should they request it. Paragraph 32(3) to 32(2)(5)  Currently, a link to the latest DfE guidance on suspensions and exclusions is included in the school’s behaviour policy. The school’s policy on exclusions is not set out in either the behaviour or additional policy documentation.  While the school has a policy that covers pupils with SEND, the school has not

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Main inspection findings

prepared any particulars for pupils who speak English as an additional language.  Leaders have not ensured that the independent school standards in this part are likely to be met. Part 7. Manner in which complaints are handled All paragraphs  The school’s complaints policy is in writing and includes informal and formal routes with clear timescales. The policy gives confidence that complaints would be taken seriously.  Leaders have ensured that the independent school 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) to 34(2)  Leaders do not have sufficient knowledge of the independent school standards. There are many standards that are not likely to be met.  The chair of the proprietary body plans to add more members to the proprietary body (trustees) and is confident that they will have appointed members of a governing body by the end of July 2024.  The proposed accommodation for the school consists of one large classroom space, a breakout room and an internal hall space. These spaces have not been set up for teaching and classroom resources have not been ordered, although some teaching resources have been identified. Leaders state that they are waiting for the DfE’s decision on whether to register the school before finalising any arrangements, for example in the leasing of the building and ordering of resources.  At this inspection, the safeguarding and the well-being of pupils cannot be assured.

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Main inspection findings

 Leaders have not ensured that the independent school 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 not developed an appropriate accessibility plan. The requirements of Schedule 10 of the Equality Act 2010 are therefore not likely to be met.

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Main inspection findings

Statutory requirements of the early years foundation stage  Leaders lack the knowledge, skills and understanding of the early years foundation stage. There are many instances where the learning and development and/or safety and welfare requirements are not likely to be met. These have been included within parts of this inspection report and are also set out in the annex to this inspection report.

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Compliance with regulatory requirements

The school is unlikely to meet the requirements of the schedule to The Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements, as set out in the annex of this report.

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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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recommendation

Age range of pupils Not applicable 4 to 18 Registration not recommended Number of pupils on the school roll Not applicable 150 Registration not recommended

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recommendation

The school advised the inspector that they intend to open in September 2024 with up to 10 pupils, from ages four to seven. Due to the number of likely unmet standards, the inspector does not recommend registration of pupils of any age. The school’s proposal below in relation to pupils and staff is based on 10 pupils.

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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 7

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School’s current position School’s proposal

Number of part-time pupils Not applicable 0

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School’s current position School’s proposal

Number of pupils with special educational needs and/or disabilities Not applicable 0

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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 0

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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 0

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School’s current position School’s proposal

Number of full-time equivalent teaching staff Not applicable 2

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School’s current position School’s proposal

Number of part-time teaching staff Not applicable 1

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School’s current position School’s proposal

Number of staff in the welfare provision Not applicable 1

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Information about this proposed school

 St. George Academy intends to register as an independent day school and open in September 2024.  The school intends to be the first Acton Academy in the United Kingdom. The Acton Academy is a worldwide network of over 350 schools, with the first originating in the United States. The school does not intend to be a Montessori school but to adopt the Montessori approach.  The school’s application to the DfE is to admit 150 pupils from the ages of four to 18. When the inspection was notified, the inspector was advised that in the first year the intention is to admit 10 pupils from ages four to seven. The school’s current proposed premises would not be suitable to admit 150 pupils.  The school intends to lease premises in a shared building that includes 36 Hallam Street. The school intends (once successfully registered by the DfE) to isolate the school-specific premises from the rest of the building through installing access controls.

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Information about this inspection

 The 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.  This is the school’s first pre-registration inspection.  The inspection was conducted with two days’ notice.  The inspector met with the chair of the proprietary body (who is also the head of school) and the facilities manager for the proposed premises. The inspector also held a telephone call with one of the proposed trustees.  The inspector considered a wide range of evidence to check the likelihood of the school meeting all of the independent school standards. This included a tour of the premises, review of key documents and policies and consideration of the school’s proposed curriculum.

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Inspection team

Sam Hainey, lead inspector His Majesty’s Inspector

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Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if- – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and – 2(1)(b) the written policy, plans and schemes of work- – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan; and  2(2) For the purposes of paragraph (2)(1)(a), the matters are- – 2(2)(e) for pupils receiving secondary education, access to accurate, up-to-date careers guidance that- – 2(2)(e)(i) is presented in an impartial manner; – 2(2)(e)(ii) enables them to make informed choices about a broad range of career options; and – 2(2)(e)(iii) helps to encourage them to fulfil their potential; – 2(2)(f) where the school has pupils below compulsory school age, a programme of

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Part 1. Quality of education provided

activities which is appropriate to their educational needs in relation to personal, social, emotional and physical development and communication and language skills; – 2(2)(g) where the school has pupils above compulsory school age, a programme of activities which is appropriate to their needs;  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; – 3(c) involves well planned lessons and effective teaching methods, activities and management of class time; – 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons; – 3(e) demonstrates good knowledge and understanding of the subject matter being

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Part 1. Quality of education provided

taught; – 3(f) utilises effectively classroom resources of a good quality, quantity and range; – 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress.  4 The standard in this paragraph is met where the proprietor ensures that a framework for pupil performance to be evaluated, by reference to the school’s own aims as provided to parents or national norms, or to both, is in place.

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Part 3. Welfare, health and safety of pupils

 7 The standard in this paragraph is met if the proprietor ensures that- – 7(a) arrangements are made to safeguard and promote the welfare of pupils at the school; and – 7(b) such arrangements have regard to any guidance issued by the Secretary of State.  11 The standard in this paragraph is met if the proprietor ensures that relevant health and safety laws are complied with by the drawing up and effective implementation of a written health and safety policy.  12 The standard in this paragraph is met if the proprietor ensures compliance with the Regulatory Reform (Fire Safety) Order 2005.  13 The standard in this paragraph is met if the proprietor ensures that first aid is administered in a timely and competent manner by the drawing up and effective implementation of a written first aid policy.  14 The standard in this paragraph is met if the proprietor ensures that pupils are properly supervised through the deployment of school staff.

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Part 3. Welfare, health and safety of pupils

 15 The standard in this paragraph is met if the proprietor ensures that an admission and attendance register is maintained in accordance with the Education (Pupil Registration) (England) Regulations 2006.  16 The standard in this paragraph is met if the proprietor ensures that- – 16(a) the welfare of pupils at the school is safeguarded and promoted by the drawing up and effective implementation of a written risk assessment policy; and – 16(b) appropriate action is taken to reduce risks that are identified.

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Part 5. Premises of and accommodation at schools

 23(1) Subject to sub-paragraph (2), the standard in this paragraph is met if the proprietor ensures that- – 23(1)(c) suitable changing accommodation and showers are provided for pupils aged 11 years or over at the start of the school year who receive physical education.  24(1) The standard in this paragraph is met if the proprietor ensures that suitable accommodation is provided in order to cater for the medical and therapy needs of pupils, including- – 24(1)(a) accommodation for the medical examination and treatment of pupils; – 24(1)(b) accommodation for the short term care of sick and injured pupils, which includes a washing facility and is near to a toilet facility; and  24(2) The accommodation provided under sub-paragraphs (1)(a) and (b) may be used for other purposes (apart from teaching) provided it is always readily available to be used for the purposes set out in sub-paragraphs (1)(a) and (b).

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Part 5. Premises of and accommodation at schools

 25 The standard in this paragraph is met if the proprietor ensures that the school premises and the accommodation and facilities provided therein are maintained to a standard such that, so far as is reasonably practicable, the health, safety and welfare of pupils are ensured.  29(1) The standard in this paragraph is met if the proprietor ensures that suitable outdoor space is provided in order to enable- – 29(1)(a) physical education to be provided to pupils in accordance with the school curriculum; and – 29(1)(b) pupils to play outside.

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Part 6. Provision of information

 32(1) The standard about the provision of information by the school is met if the proprietor ensures that- – 32(1)(b) the information specified in sub-paragraph (3) is made available to parents of pupils and parents of prospective pupils and, on request, to the Chief Inspector, the Secretary of State or an independent inspectorate; – 32(1)(g) any information reasonably requested in connection with an inspection under section 109 of the 2008 Act which is required for the purposes of the inspection is provided to the body conducting the inspection and that body is given access to the school’s admission and attendance registers;  32(3) The information specified in this sub-paragraph is- – 32(3)(a) particulars of the school’s policy on and arrangements for admissions, misbehaviour and exclusions; – 32(3)(b) particulars of educational and welfare provision for pupils with EHC plans and pupils for whom English is an additional language.

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Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school- – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently; and – 34(1)(c) actively promote the well-being of pupils.

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Early years foundation stage

 1.12 - Practitioners should be ambitious for all children. To do this they must consider the individual needs, interests, and development of each child in their care. They must use this information to plan a challenging and enjoyable experience for each child in all areas of learning and development. Practitioners working with the youngest children are expected to ensure a strong foundation for children’s development in the three prime areas. The specific areas of learning provide children with a broad curriculum and with opportunities to strengthen and apply the prime areas of learning. This is particularly important in developing language and extending vocabulary.  1.14 - For children whose home language is not English, providers may take reasonable steps to provide opportunities for children to develop and use their home language in play and learning, supporting their language development at home.

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Early years foundation stage

 1.15 - Providers must ensure that children have sufficient opportunities to learn and reach a good standard in English language during the EYFS, ensuring children are ready to benefit from the opportunities available to them when they begin Key Stage 1. When assessing communication, language, and literacy skills, practitioners must assess children’s skills in English. If a child does not have a strong grasp of English language, practitioners must explore the child’s skills in the home language with parents and/or carers, to establish whether there is cause for concern about language delay.  1.16 - This framework does not prescribe a particular teaching approach. Play is essential for children’s development, building their confidence as they learn to explore, relate to others, set their own goals, and solve problems. Children learn by leading their own play, and by taking part in play and learning that is guided by adults.

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Early years foundation stage

Practitioners need to decide what they want children in their setting to learn, and the most effective ways to teach it. Practitioners must stimulate children’s interests, responding to each child’s emerging needs and guiding their development through warm, positive interactions coupled with secure routines for play and learning.  1.17 - As children grow older and move into the reception year, there should be a greater focus on teaching the essential skills and knowledge in the specific areas of learning. This will help children to prepare for Key Stage 1.  1.18 - In planning and guiding what children learn, practitioners must reflect on the different rates at which children are developing and adjust their practice appropriately. Three characteristics of effective teaching and learning are: • Playing and exploring - children investigate and experience things, and ‘have a go’. • Active learning - children concentrate and keep on trying if they encounter difficulties,

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Early years foundation stage

and enjoy achievements. • Creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things.  1.19 - All children deserve high quality early education and care. This requires a quality workforce. A well-trained, skilled team of practitioners can help every child achieve the best possible educational outcomes. Children need to build an attachment with their key person for their confidence and well-being. The key person also promotes children’s learning by developing a deep understanding of their individual needs and children can particularly benefit from their modelling and support. The requirements in relation to workforce training and responsibilities, including that of the key person, are outlined in Section 3 but they are equally important for children’s learning and development as they are for their safety and welfare.

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Early years foundation stage

 3.4 - In every setting, a practitioner must be designated to take lead responsibility for safeguarding children. The lead practitioner is responsible for liaison with local statutory children’s services agencies, and with the LSP (Local Safeguarding Partners). All practitioners must be alert to any issues of concern in the child’s life at home or elsewhere.  3.25 - The lead practitioner must provide support, advice and guidance to any other staff on an ongoing basis, and on any specific safeguarding issue as required. The lead practitioner must attend a child protection training course that enables them to identify, understand and respond appropriately to signs of possible abuse and neglect (as described at paragraph 3.8).  3.26 - What practitioners know, plan for, and do matters for children’s learning, development, safety, and happiness in settings. Providers must ensure that all staff receive induction training to help them understand their roles and responsibilities.

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Early years foundation stage

Induction training must include information about emergency evacuation procedures, safeguarding, child protection, and health and safety issues. Providers must support staff to undertake appropriate training and professional development opportunities to ensure they offer quality learning and development experiences for children that continually improves.  3.27 - Providers must put appropriate arrangements in place for the supervision of staff who have contact with children and families. Effective supervision provides support, coaching, and training for the practitioner and promotes the interests of children. Supervision should foster a culture of mutual support, teamwork, and continuous improvement, which encourages the confidential discussion of sensitive issues.  3.28 - Supervision should provide opportunities for staff to: • Discuss any issues – particularly concerning children’s development or well-being,

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Early years foundation stage

including child protection concerns. • Identify solutions to address issues as they arise. • Receive coaching to improve their personal effectiveness.  3.29 - At least one person who has a current paediatric first aid (PFA) certificate must be on the premises and available at all times when children are present and must accompany children on outings. The certificate must be for a full course consistent with the criteria set out in Annex A. PFA training19 must be renewed every three years and be relevant for people caring for young children and babies.  3.64 - Providers must ensure that their premises, including overall floor space and outdoor spaces, are fit for purpose and suitable for the age of children cared for and the activities provided on the premises. Providers must comply with requirements of health and safety legislation, including fire safety and hygiene requirements.  3.65 - Providers must take reasonable steps to ensure the safety of children, staff, and

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Early years foundation stage

others on the premises in the case of fire or any other emergency. Providers must have: • An emergency evacuation procedure. • Appropriate fire detection and control equipment (for example, fire alarms, smoke detectors, fire blankets and/or fire extinguishers) which is in working order. Fire exits must be clearly identifiable, and fire doors free of obstruction and easily opened from the inside.  3.68 - Providers must provide access to an outdoor play area. If that is not possible, they must ensure that outdoor activities are planned and taken on a daily basis (unless circumstances make this inappropriate, for example unsafe weather conditions). Providers must follow their legal responsibilities under the Equality Act 2010 (for example, the provisions on reasonable adjustments).  3.74 - Children must be kept safe while on outings. Providers must assess potential risks or hazards for the children, and must identify the steps to be taken to remove,

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Early years foundation stage

minimise, and manage those risks and hazards. The assessment must include consideration of adult to child ratios. The risk assessment does not necessarily need to be in writing; this is up to providers.  3.76 - Providers must ensure that they take all reasonable steps to ensure staff and children in their care are not exposed to risks and must be able to demonstrate how they are managing risks. Providers must determine where it is helpful to make some written risk assessments in relation to specific issues, to inform staff practice, and to demonstrate how they are managing risks if asked by parents and/or carers or inspectors. Risk assessments should identify aspects of the environment that need to be checked on a regular basis, when and by whom those aspects will be checked, and how the risk will be removed or minimised.

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Schedule 10 of the Equality Act 2010

 The school has not drawn up an appropriate accessibility plan. 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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Schedule 10 of the Equality Act 2010

Parent View You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection.

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Schedule 10 of the Equality Act 2010

You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk , or look for the link on the main Ofsted website: www.gov.uk/ofsted .

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Schedule 10 of the Equality Act 2010

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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Schedule 10 of the Equality Act 2010

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Schedule 10 of the Equality Act 2010

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Schedule 10 of the Equality Act 2010

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