Bahr Academy Boys School

School pre-registration inspection report

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Bahr Academy Boys School 72 Sceptre Street, Newcastle-upon-Tyne NE4 6PR

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2, 2(1) to 2(1)(b)(ii), 2(2), 2(2)(a) to 2(2)(e)(iii), 2(2)(h), 2(2)(i)  The school has produced a written curriculum policy which is underpinned by schemes of work for a range of subjects. However, the content of the curriculum policy does not align with the planned curriculum for each subject. For example, the curriculum policy asserts that the school will use a specific published scheme of work, but this is not cited in any of the curriculum plans.  The proposed timetable for the school week shows that pupils will study a broad range of subjects. Pupils will study an Islamic curriculum alongside subjects from the national curriculum.  The schemes of work for each subject are broadly suitable and take account of pupils’ ages and aptitudes. In some subjects, such as mathematics, the curriculum lacks coherency. Here, pupils in Years 8 to 11 will work from one published scheme of work,

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Main inspection findings

while pupils in Year 7 work from something different.  While the proposed school is not intending to offer any specialist provision for pupils with special educational needs and/or disabilities (SEND), leaders demonstrate understanding of how to meet the needs of pupils with SEND. Leaders know who to contact for support for these pupils and have developed a template for support plans.  The curriculum for personal, social, health and economic education covers a broad range of topics. For example, pupils will learn about different types of relationships and how to protect themselves from the dangers of vaping and drugs. This will contribute to pupils being prepared well for life in modern Britain.  The school has formed links with further education providers to support pupils to make informed choices about what they do when they leave the school. Leaders plan to invite representatives from different professions into the school to provide careers

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Main inspection findings

advice. Paragraphs 2A(1), 2A(1)(b), 2A(1)(d) to 2A(1)(g), 2A(2)  The school has considered the statutory guidance when deciding what pupils will learn in the relationships and sex education and health education curriculum. Leaders have thought about how they will inform parents and carers of the content of the curriculum. They have plans in place in the event that parents choose to withdraw their child from the non-statutory aspects of this curriculum. Paragraphs 3, 3(a) to 3(j)  The proprietor body has not yet appointed a headteacher to the school, nor has it appointed any teaching or non-teaching staff. The proprietor body is unclear about exactly how many staff the school will employ.  The proprietor body understands the skills and experience that prospective staff will need. For example, Urdu and Arabic will be taught by staff for whom this is their first language.  An induction process is in place for new staff. Included within this is training around

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Main inspection findings

the behaviour policy to ensure that this is applied consistently by all staff.  Curriculum plans in most subjects provide staff with sufficient detail to be able to teach the curriculum effectively. The proprietor understands that the quality of teaching will need to be monitored to ensure that the curriculum is being implemented as leaders intend. Paragraph 4  The proprietor body has put a framework for assessing pupils’ progress in place. This framework takes account of both formative and summative assessment. Leaders understand the need for pupils to have opportunities to revisit previous learning so that it is remembered long term.  The independent school standards (the standards) in this part are unlikely to be met if the proposed school opens.

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Main inspection findings

Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 5, 5(a) to 5(d)  The school has thought carefully about the proposed curriculum for pupils’ spiritual, moral, social and cultural (SMSC) development. Curriculum plans for a range of subjects make links with aspects of SMSC development. The school will hold assemblies that contribute to this.  Fundamental British values are actively promoted alongside Islamic values. Leaders are determined to develop pupils’ tolerance and respect for others and to equip pupils with the skills and knowledge they will need for life in modern Britain.  The proposed curriculum for religious education will teach pupils about the main world faiths. Leaders plan to arrange educational visits to different places of worship to support pupils’ knowledge and understanding of these.  The school has developed a calendar of key days and celebrations that will be marked

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Main inspection findings

in school.  Educational visits will be used to support pupils’ SMSC development.  The standards in this part are likely to be met if the proposed school opens. Part 3. Welfare, health and safety of pupils Paragraphs 7, 7(a) to 7(b)  The proprietor body has the appropriate knowledge of safeguarding policies and procedures to ensure that pupils are kept safe. The school has access to a range of safeguarding training, including from the local authority. The proposed curriculum will teach pupils how to lead safe, healthy lives. Appropriate recruitment processes are in place to ensure that the right staff are recruited to the school. An induction process is in place for new staff, which includes completing safeguarding training.  The new headteacher of the proposed school and one other member of staff will be trained designated safeguarding leads. Paragraphs 9, 9(a) to 9(c), 10  The school has a suitable, written behaviour policy. This is supported by a separate

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Main inspection findings

sanctions, suspensions and exclusions policy. The school has also produced an anti- bullying policy. Training on these policies will form part of the staff induction process. Leaders assert that they will monitor the implementation of the behaviour policy on a regular basis. The school has plans to keep written records of behaviour incidents and is clear about how they will communicate these to parents. Paragraphs 11, 12, 13, 14, 15  The school has produced a health and safety policy. This sets out how the school will comply with relevant health and safety laws. The school complies with the Regulatory Reform (Fire Safety) Order 2005. Leaders intend to use external companies to check firefighting equipment and other emergency systems, such as lighting. Leaders have put clear processes in place regarding carrying out fire drills.  Several staff will be trained in the administration of first aid. Leaders have agreed on a

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Main inspection findings

system for the recording of accidents and injuries. There is a suitable first-aid policy in place. Leaders have identified staff who will be responsible for the maintenance of first-aid kits.  While leaders are yet to employ staff for the proposed school, their intention is to have more staff than are needed. This will ensure that pupils are adequately supervised at all times.  Effective systems are in place for admissions and monitoring attendance. The template for the admissions register shows that statutory information will be held about each pupil. Attendance registers will be taken twice each day. The school will use the Department for Education’s (DfE) register codes. Leaders have established a procedure to follow when pupils are absent without notification. Paragraphs 16, 16(a), 16(b)  The school has a risk assessment policy. However, the individual risk assessments that sit beneath this are not sufficiently robust. Leaders have not taken sufficient account

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Main inspection findings

of the potential risks that pupils may face when, for example, they are accessing physical education (PE) lessons off site. Other risks, such as the correct storage and labelling of hazardous products such as cleaning products, are also not identified.  The standards in this part are unlikely to be met if the proposed school opens. Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2), 18(2)(a) to 18(2)(e), 18(3), 20(6), 20(6)(a) 20(6)(c), 21(1), 21(2), 21(3), 21(3)(a) to 21(3)(b), 21(6)  The school has an electronic single central record. At present, this contains details of the proprietor body. It shows that all appropriate checks have been made on them.  Leaders understand the required checks that must be made on new staff, supply staff, volunteers, contractors and members of the proprietor body. They know that these checks must be completed before staff are appointed.  The single central record includes a section where overseas checks can be recorded

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Main inspection findings

should this be required.  The standards in this part are likely to be met if the proposed school opens.

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Main inspection findings

Part 5. Premises of and accommodation at schools Paragraphs 23(1), 23(1)(a) to 23(1)(c), 24(1), 24(1)(a) to 24(1)(c), 24(2), 28(1)(a) to 28(1)(d), 28(2), 28(2)(a) to 28(2)(b)  The premises have suitable toilet and washing facilities that are adequate for the proposed number of pupils. However, the premises do not have changing accommodation or showers for pupils to use as part of the curriculum for PE.  Leaders have created a medical room for short-term use by pupils. The room is located near the toilets and contains a first-aid kit and foldaway bed. There is a sink in this room which is accessible to pupils for drinking-water and is labelled as such. Paragraphs 25, 26, 27, 27(a)-(b)  The premises are well maintained. Classrooms, although small, are light and airy and have appropriate acoustics. The building is accessed through a locked front door from a street and is situated above some shops. This means there are steep stairs to

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Main inspection findings

access the teaching spaces, but handrails are in place and the stairs are kept clear. Paragraphs 29(1), 29(1)(a)-(b)  The premises do not have any outside space for either outdoor play or PE. Leaders assert that pupils will access PE lessons at external venues, but there are currently no written agreements or robust risk assessments in place to demonstrate that this will be the case. Leaders also assert that there is land opposite the premises that pupils can access for outdoor play. However, this land is currently not fit for purpose and, again, there is no evidence of a written agreement or risk assessment being in place for this.  The standards in this part are unlikely to be met if the proposed school opens.

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Main inspection findings

Part 6. Provision of information Paragraphs 32(1), 32(1)(a) to 31(1)(g), 32(2), 32(2)(a), 32(2)(b), 32(2)(b)(ii), 32(2)(d), 32(3), 32(3)(a) to 32(3)(d), 32(3)(f)  The website for the proposed school is not yet complete. However, policies and other information can be requested from the school and are readily available to view in either paper or electronic form.  The school has created a template for reporting to parents. This will be distributed to parents twice per year at parent consultation evenings. The school will contact parents to inform them of examination results separately from the written report.  Leaders are aware of the requirement to publish inspection reports and examination results on the school’s website once they are available.  The standards in this part are likely to be met if the proposed school opens.

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Main inspection findings

Part 7. Manner in which complaints are handled Paragraphs 33, 33(a) to 33(k)  The school has produced a complaints policy which clearly sets out how complaints will be handled. This includes the option of a panel hearing for parents. The policy signposts parents to further action that they can take if they are not satisfied with the handling of a complaint.  Leaders are aware of the requirement to record and store complaints.  The standards in this part are likely to be met if the proposed school opens.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraphs 34(1), 34(1)(a) to 34(1)(c)  The proprietor body does not currently demonstrate the skills and knowledge required to ensure that the standards are consistently met. Nor does the proprietor body fulfil its responsibilities effectively so that the standards are met. For example, leaders do not demonstrate sufficient knowledge of writing robust risk assessments to ensure that pupils are kept safe.  Leaders do demonstrate that they will actively promote the well-being of pupils. This is evident through the work done around safeguarding, SMSC development, the curriculum for relationships and sex education and health education and the careers guidance that will be offered.  The standards in this part are unlikely to be met if the proposed school opens.

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Main inspection findings

Schedule 10 of the Equality Act 2010  Leaders have written an accessibility plan.  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 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 11 to 16 11 to 16 Number of pupils on the school roll Not applicable 30 30

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School’s current position School’s proposal

Gender of pupils Not applicable Boys Number of full-time pupils of compulsory school age Not applicable 30

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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 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 Not yet known

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School’s current position School’s proposal

Number of part-time teaching staff Not applicable Not yet known

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School’s current position School’s proposal

Number of staff in the welfare provision Not applicable Not yet known

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Information about this proposed school

 The proposed independent school is located in Newcastle-upon-Tyne. It is situated above a parade of shops with no outside recreation or sports space. The proposed school is located at 72 Sceptre Street, Newcastle-upon-Tyne, NE4 6PR.  The proposed school will be an Islamic school for boys. Pupils will study an Islamic curriculum alongside subjects from the national curriculum.  It is proposed that the school will provide full-time education for up to 30 boys aged between 11 and 16 years.  The proposed school will not offer any specialist provision for pupils with SEND.  The proprietor body has not yet formally appointed a headteacher for the school or any teaching or non-teaching staff.

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Information about this inspection

 This inspection was commissioned by the DfE to determine whether the school is likely to meet the standards should the DfE decide to register the proposed school.  This was the school’s first pre-registration inspection.  The inspector held discussions with the chair and other members of the proprietor body, the headteacher of the school that is operated by the same proprietor and a prospective candidate for headteacher of the proposed school.  The inspector made a tour of the school site to check the suitability and safety of the premises.  The inspector scrutinised and evaluated a wide range of documents provided by the school. This included safeguarding documents, the school’s single central record, statutory policies and the proposed school curriculum.

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Inspection team

Philippa Kermotschuk, 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

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Part 3. Welfare, health and safety of pupils

 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.  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 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; 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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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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Part 8. Quality of leadership in and management of schools

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