The Beehive Independent School

School pre-registration inspection report

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The Beehive Independent School 14 Gildredge Road, Eastbourne BN21 4RL

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1) to 2(2)(b), 2(2)(d) to 2(2)(e)(iii), 2(2)(h) to 2A(1), 2A(1)(b), 2A(1)(d) to 2A(2), 3 to 4  Leaders intend for the proposed school to provide education for secondary-age pupils with special educational needs and/or disabilities (SEND). It is expected that most pupils will have an education, health and care plan (EHC plan). Leaders recognise that pupils may have experienced prolonged disruption to their education. Building trusting relationships and providing pupils with a nurturing environment is at the centre of their vision.  The school has a suitable written curriculum policy and associated plans, as required by the independent school standards (the standards). Documents to support the school’s curriculum planning in a range of subjects draw on a variety of appropriate programmes of study. The curriculum is likely to provide pupils with the required

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Main inspection findings

breadth of experience and support them towards obtaining a suitable range of academic and vocational qualifications, including functional skills in English and mathematics.  Proprietors have some experience re-engaging disaffected pupils in education, including pupils with SEND. They intend that the curriculum will be bespoke to each individual. Leaders anticipate that it will be particularly personalised when pupils first join using a ‘pathway’ approach. For instance, transition plans will be created, paying close attention to each pupil’s EHC plan targets, SEND, previous experiences and personal interests.  Pupils who join the school are likely to have significant gaps in their learning. Leaders’ proposals take full account of the importance of narrowing the likely gaps between where pupils are and age-appropriate standards, prioritising English and mathematics. Leaders recognise the need for a robust reading strategy. The intention is to ensure

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Main inspection findings

that pupils read in school every day and access a suitable range of texts centred around their interests and aspirations.  The personal, social, health and economic (PSHE) education programme covers a wide range of useful topics. PSHE schemes of work include coverage of fundamental British values and important content such as teaching about protected characteristics and personal safety.  The school’s relationships and sex education (RSE) and health education programme covers all the required content from the statutory guidance. Leaders plan to consult with parents and carers about this policy when the school opens. The RSE policy references the right of parents to withdraw their child fully, or partly, from sex education lessons.  The school’s assessment framework shows that leaders understand the importance of promptly identifying gaps in pupils’ knowledge and understanding. This is likely to help staff to adapt their plans so that they meet pupils’ learning, behaviour and

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Main inspection findings

pastoral needs well.  Leaders plan to establish a sixth-form provision because some pupils may not be ready to move into other post-16 settings. However, leaders do not have suitable plans to provide pupils with regular and up-to-date careers information, advice and guidance. This means that this part of the standards is not likely to be met.  Leaders propose to employ suitably qualified and experienced staff. They intend to provide appropriate training to staff as part of the professional development programme.  The proprietors currently run alternative provision sessions for vulnerable pupils and have set up suitable systems to inform parents on how well pupils are doing. They intend to use these systems for the school.  Some of the standards in this part are not likely to be met if the proposed school is granted permission to open.

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Main inspection findings

Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 5 to 5(d)(iii)  Leaders have a clear vision of the inclusive ethos of the proposed school. Teamwork and activities that develop pupils’ confidence, citizenship and independence are built into the curriculum.  Leaders’ plans describe a culture that promotes respect for others, for pupils and the environment. Leaders make it clear that no member of staff may promote partisan views and that balanced points of view must always be presented in the teaching of any political topic.  Leaders recognise that their pupils are likely to have missed out on valuable school experiences due to previous exclusions or non-attendance. They plan to provide an array of trips, visitors and activities to enrich the education they provide.  The standards in this part are likely to be met if the proposed school is granted permission to open.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 7 to 7(b), 9 to 16(b), 34(1)(c)  Leaders have not ensured that the welfare and safety standards are likely to be met should the proposed school be granted permission to open. For example, the school’s written safeguarding policy is not compliant with the government’s latest guidance. Some key aspects of the written safeguarding policy refer to outdated guidance. It includes references to other documents which do not exist and different roles which are not accounted for in the proposed staffing structure.  The proprietors have not secured a sufficiently deep knowledge or understanding of the safeguarding requirements and responsibilities involved in running a school. For instance, they have not considered the implications or potential conflict caused by one person holding the multiple roles of designated safeguarding lead, head of school, chair of governors and chair of the proprietor body in the event of a safeguarding

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Main inspection findings

concern. They do not understand that this is a significant breach of the government’s statutory guidance.  Both proprietors do not have suitable training in safer recruitment. Their knowledge of safer recruitment checks and procedures is variable. For instance, proprietors are not sufficiently familiar with what to do if they have a more serious safeguarding concern about a member of staff, including any agency staff.  The school’s behaviour policy is not clear and precise about the different roles and responsibilities and does not set out reasonable sanctions for misbehaviour. This means that some aspects of the policy indicate potential use of detrimental approaches to managing pupils’ complex behaviours and are not conducive to creating a culture where pupils feel safe and free from harassment.  A suitable written anti-bullying policy is in place. This is supported by appropriate paperwork to ensure that reported incidents are logged and suitable action is taken to

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Main inspection findings

ensure that bullying stops.  The school’s health and safety policy does not contain all the information that the proprietor intends and is not fit for purpose. Some of the headings the policy contains are not specific to the school’s context, some of the guidance on asbestos does not relate to the building and some of the roles and responsibilities do not reflect the proposed staffing structure.  The school is likely to be compliant with the Regulatory Reform (Fire Safety) Order 2005. The many actions identified in a recent external fire risk assessment have been completed in full. All the regular requirements are likely to be completed and logged in line with the requirements.  A suitable first-aid policy and equipment are all in place. Leaders plan to ensure that all staff are trained to administer first aid. The procedures for documenting accidents, providing first aid and managing medication are all suitable.

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Main inspection findings

 The proposed staffing structure and suggested organisation of the day mean that pupils are likely to be properly supervised.  Suitable admissions and attendance registers are ready to be populated once the school is operating.  Leaders have produced a written risk assessment policy but have not yet put this into practice fully. Some key risk assessments are not in place to help ensure pupils’ welfare and safety.  The standards in this part are not likely to be met if the proposed school is granted permission to open. Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2) to 18(2)(e), 18(3), 20(6) to 20(6)(c), 21(1) to 21(3)(b), 21(6)  Leaders have established a single central record for the proposed school. However, this does not contain all of the required information. This is because leaders are unclear about all the checks that need to be made before staff are employed. As a

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Main inspection findings

result, the single central record is not compliant with statutory guidance.  The proprietors do not intend to use supply staff.  Some standards in this part are unlikely to be met if the proposed school is granted permission to open.

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Main inspection findings

Part 5. Premises of and accommodation at schools Paragraphs 23(1) to 23(1)(c), 24(1) to 24(1)(b), 24(2), 25 to 29(1)(b)  The proposed school is located on a busy road close to Eastbourne train station. The school will be based on the first two floors of a period building and has its own secure entrance. There is a common room and a small breakout space on the ground floor. The main classroom, a small art room and an additional meeting room are based on the first floor. Leaders have ensured that this accommodation is of a sound standard. Acoustic and indoor lighting conditions are suitable for the nature of the activities that will take place.  During the pre-registration inspection, inspectors identified that the premises were not large enough to accommodate up to 20 pupils aged 11 to 18 as originally requested. Therefore, leaders accepted the recommendation to admit up to five pupils aged 14 to 18.

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Main inspection findings

 Leaders have set up a suitably equipped medical room.  There are separate toilet facilities for pupils and staff. These can be locked from the inside to provide privacy. The water temperature of hand washing facilities does not pose a risk of scalding. Pupils will have access to drinking-water throughout the day.  Under current plans, pupils will access physical education at the local activity and leisure centre. However, there is no outdoor space for play purposes. Leaders have not considered the health, welfare and safety implications of taking pupils to a park in the area for this purpose.  Some of the standards in this part are unlikely to be met if the proposed school is granted permission to open.

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Main inspection findings

Part 6. Provision of information Paragraphs 32(1) to 32(1)(g), 32(1)(j) to 32(2)(b)(i), 32(2)(d) to 32(3)(d), 32(3)(f) to 32(4)(c)  Leaders have developed a school website that clearly sets out the proposed school’s ethos and aims. The school’s safeguarding information and other key documentation, including the complaints policy, are published on the website.  In addition to providing a formal termly progress report, leaders intend to ensure that prospective parents are continually updated about their child’s learning, progress and attainment.  For pupils with EHC plans, leaders intend to provide the necessary information to the responsible local authority for the annual review of the EHC plan.  The standards in this part are likely to be met if the proposed school is granted permission to open.

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Main inspection findings

Part 7. Manner in which complaints are handled Paragraphs 33 to 33(k)  The proposed school’s complaints policy sets out, with clear and realistic timescales, how leaders intend to deal with complaints, both informally and formally. The complaints log includes the stage of resolution and any action taken following the management of formal complaints.  The standards in this part are likely to be met if the proposed school is granted permission to open.

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Main inspection findings

Part 8. Quality of leadership in and management of schools Paragraphs 34(1) to 34(1)(c)  The head of school and the special educational needs coordinator are also the joint chairs of the proprietor company. They have worked to develop their knowledge of their statutory duties and of the standards. However, leaders’ understanding of key areas such as safeguarding and health and safety is too weak to ensure that the standards are securely and consistently met.  Leaders do have a clear moral purpose in setting up the proposed school and demonstrate a willingness to address those standards that are not yet met. They plainly want to provide a safe and secure learning environment for pupils. However, they do not have the requisite knowledge to carry out all aspects of their role at present.  The proprietors intend to set up a governing body in the school. Members of the governing board will bring a range of expertise and knowledge from their professional

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Main inspection findings

and community-based backgrounds. As well as holding leaders to account for the quality of education provided, governors will provide external challenge and oversight for other aspects such as safeguarding.  The standards in this part are not likely to be met if the proposed school is granted permission to open.

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Main inspection findings

Schedule 10 of the Equality Act 2010  Leaders have not ensured that they have a suitable accessibility plan in place that meets the requirements of schedule 10 of the Equality Act 2010. This means that leaders have not given enough consideration to ensuring equality of access for all pupils.  The school is not likely to meet paragraph 3 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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Proposed school details

School status Independent special school

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Proposed school details

Headteacher Taner Fikret (Head of School)

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Proposed school details

Annual fees (day pupils) £85,000 to £120,000

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recommendation

Age range of pupils Not applicable 11 to 18 14 to 18 Number of pupils on the school roll Not applicable 20 5

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recommendation

Reason for inspector’s recommendations  There is insufficient suitable indoor space to accommodate the number of pupils proposed by the proprietor given the likely nature of the premises. Given the reduced numbers of pupils, it was agreed to prioritise spaces for pupils aged 14 to 18.

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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 20

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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 20

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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 20

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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 20

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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 0

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School’s current position School’s proposal

Number of staff in the welfare provision Not applicable 4

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Information about this proposed school

 The school intends to cater for up to five pupils between the ages of 14 and 18. Most pupils will have an EHC plan. It is likely that some will be children looked after.  The intended school will cater for pupils with autism and those with social, emotional and mental health needs. Most pupils are likely to have been away from formal education for a sustained period and have significant anxiety.  The head of school is also listed as one of the two proprietors for The Beehive School Ltd. The other proprietor will take on the role of the special educational needs coordinator and designated safeguarding lead at the school. The proprietors currently operate an unregistered alternative provision, The Beehive Project, and another enterprise called REACT from the same premises. They intend to relocate these provisions to a different site if the Department for Education (DfE) grants permission for the proposed school to open.

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Information about this proposed school

 Places will primarily be commissioned by East Sussex local authority.  The proposed school will not have any particular religious character.  It is not intended that the school will use alternative provision.

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Information about this inspection

 The purpose of this inspection was to check whether the proposed school is likely to meet the Education (Independent School Standards) Regulations 2014. Schools must comply with the standards to be registered. This is the proposed school’s first pre- registration inspection.  Prior to the site visit, the lead inspector reviewed a number of documents provided to the DfE as part of the school’s application for registration.  The inspectors toured the school’s premises and grounds with the two proprietors. They held discussions with both leaders and reviewed a wide range of documentation, including the single central record, policies and curriculum and assessment information.

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Inspection team

Shazia Akram, 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(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;

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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.  9 The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that- – 9(a) a written behaviour policy is drawn up that, amongst other matters, sets out the sanctions to be adopted in the event of pupil misbehaviour; – 9(b) the policy is implemented effectively; and  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.  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

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Part 3. Welfare, health and safety of pupils

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 4. Suitability of staff, supply staff, and proprietors

 18(2) The standard in this paragraph is met if- – 18(2)(c) the proprietor carries out appropriate checks to confirm in respect of each such person- – 18(2)(c)(ii) the person’s medical fitness;

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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)(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; and – 34(1)(c) actively promote the well-being of pupils.

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Schedule 10 of the Equality Act 2010

 The proposed school has not made the necessary arrangements to meet the requirements of Schedule 10 if the Equality Act 2010. This is because the school does not have a suitable 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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