Huntingdon House School

School pre-registration inspection report

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Huntingdon House School 87 Market Street, Ashby-de-la-Zouch, Leicestershire LE65 1AH

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Main inspection findings

Part 1. Quality of education provided Paragraphs 2(1) to 2(2)(b), 2(2)(h) to 2(2)(i), 3 to 3(g), 3(i) to 4  The school aims to provide pupils with a curriculum that meets their needs and plugs any gaps they may have due to their previous educational experiences. However, the school is still in the process of devising a curriculum that fulfils these ambitions.  The curriculum policy explains how the school will follow the national curriculum. There will be plenty of opportunities for pupils to develop their speaking, listening, literacy and numeracy skills.  Pupils will follow one of two different curriculum pathways. However, it is not clear how the pathway that is most suitable for each pupil will be identified to ensure that it meets their particular needs.  The curriculum policy states that pupils will learn a wide range of subjects. However, many of the subject curriculums are still being developed. There are no plans at all for

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Main inspection findings

some of the qualifications and accreditations that the school intends to offer. The curriculum is not suitably ambitious to meet pupils’ needs.  The school intends to employ specialists to teach the core subjects of English, mathematics and science. However, the school has not thought carefully enough about how staff will develop the knowledge and skills they need to deliver the curriculums in other subjects.  Resources to support the delivery of the curriculum are not available in every subject that the school intends to offer.  It is not clear how the school will assess what pupils know when they join the school to determine their starting points. Strategies to check how well pupils are learning the curriculum are still being developed.  Each pupil will be allocated a key worker who will create individual pupil profiles. However, the information that should be included on these profiles has not been

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Main inspection findings

agreed so that they are of use.  Information on each pupil’s education, health and care plan (EHC plan) will be used to personalise the curriculum. However, the curriculum plans that have been developed have not been adapted to suit the needs of pupils of different ages, needs and abilities, including pupils who speak English as an additional language. Pupils may not be prepared well enough for their next steps.  A wide range of reading books are available in school for pupils to read. They will also be encouraged to visit the local library. However, plans to support pupils who struggle to read well and have gaps in their phonics knowledge lack rigour. Paragraphs 2(2), 2(2)(d) to 2(2)(d)(ii)  The school’s plans to provide personal, social, health and economic (PSHE) education will promote protected characteristics. However, the PSHE curriculum has not been planned thoroughly. It does not take into account the different ages and needs of

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Main inspection findings

pupils with special educational needs and/or disabilities (SEND) who will attend the school. Paragraphs 2(2), 2(2)(e) to 2(2)(e)(iii)  The school’s plans for careers provision are only in the very early stages of being developed. It is not clear how the school will ensure that pupils receive impartial advice and guidance to help them make informed choices about their next steps. Paragraphs 2A(1), 2A(1)(b), 2A(1)(d) to 2A(2)  The relationships and sex education (RSE) and health education policy has not been designed specifically for this school. It does not recognise the need to consult with parents and carers about the delivery of the programme. It is not clear precisely what the RSE and health education programme includes and how it will be adapted to suit pupils’ needs.  The school is not likely to meet all the independent school standards (the standards) in this part.

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Main inspection findings

Part 2. Spiritual, moral, social and cultural development of pupils Paragraphs 5 to 5(d)(iii)  Pupils will learn about important British values and why these values affect them. For example, staff will model mutual tolerance and respect in their interactions with pupils and each other.  There will be plenty of opportunities for pupils to learn about, and celebrate, different cultures, particularly those represented in the local area. Visits to local places of worship will help pupils understand how different religions practise their faith.  Visits from the local police and trips to the nearby magistrates’ and crown court will teach pupils about civil and criminal law.  There will be a strong focus on developing pupils’ confidence and character. Pupils will be encouraged to have the confidence to try new things and be empathetic towards others. Making use of the nearby theatre and library will develop pupils’ socialisation

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Main inspection findings

skills.  Pupils will make a positive contribution to the local community, for example by inviting residents to sing around the school’s Christmas tree and raising funds for local charities. Pupils will also engage with volunteering opportunities through national organisations such as the Prince’s Trust.  Pupils will learn why it is important to respect people who are different to them, including those whose differences meet the protected characteristics of the Equality Act 2010.  The pupil council will give pupils the chance to discuss their views with others.  Enrichment activities for pupils will make the most of local attractions such as the nearby castle and zoo.  The school will ensure that staff and visitors provide balanced points of view in their interactions with pupils.  The school is likely to meet all the requirements of the standard in this part.

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Main inspection findings

Part 3. Welfare, health and safety of pupils Paragraphs 7 to 7(b), 32, 32(1)(c)  The school will provide a copy of the school’s safeguarding policy to parents on request.  The safeguarding policy reflects the latest national guidance. It makes it clear that safeguarding is everyone’s responsibility. It provides useful information about local safeguarding partners and helpful guidance on working with external agencies.  Leaders know about local safeguarding risks. However, their understanding of specific safeguarding concerns is not always thorough enough or up to date. Their awareness of the actions they must take in response to these concerns is not always secure.  All staff will complete safeguarding training as part of their induction. However, this training does not reflect fully the school’s particular context. Leaders intend to keep staff well informed about safeguarding, for example through end-of-day briefings.

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Main inspection findings

 Leaders will collect safeguarding information about pupils before they start to attend the school. However, they have not thought carefully enough about how they will use this information to keep pupils safe.  Procedures to report a safeguarding concern about pupils lack rigour. It is not clear how the school will record or monitor these concerns to ensure that actions taken are appropriate.  Leaders know how to report an allegation that an adult has put a pupil at risk of harm, including if that adult is the proprietor.  The PSHE curriculum is still in the process of being planned. The school is still deciding how to teach pupils how to keep themselves safe. Paragraphs 3, 3(h), 9 to 9(c), 10  The school’s behaviour policy sets out clear expectations. Staff will carefully consider each pupil’s behaviour needs, as outlined on their EHC plans. However, the school does not have an agreed approach to managing pupils’ behaviour or supporting pupils

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Main inspection findings

who need help to regulate.  The anti-bullying policy makes clear that bullying of any type is unacceptable. Close relationships between staff and pupils will create an environment of mutual respect. Pupils will be taught about the impact of bullying.  The school does not have a robust system to record and track incidents of poor behaviour and bullying. Paragraphs 11 to 13  The health and safety policy lacks precise information about the different health and safety checks that will be completed, when and by who.  The school has not responded in a suitably timely manner to all aspects of a recent review of its health and safety arrangements.  Issues identified following the school’s most recent fire risk assessment have been resolved. The school’s fire detection and emergency evacuation procedures are checked often to make sure that they remain fit for purpose. All staff are due to complete fire safety training in October 2024.

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Main inspection findings

 The first-aid policy outlines clear first-aid procedures. All staff will receive first-aid training. Any injuries will be recorded in the accident book and reported to parents. Well-stocked first-aid kits are available at accessible locations throughout the school. Paragraph 14  Leaders will make sure that staffing levels allow appropriate supervision of pupils during the school day, including when pupils take part in off-site trips and visits. Paragraph 15  The school has not ensured that it has a suitable admission register that it can use to record all the information required when pupils start to attend the school.  There are suitable arrangements in place to record pupils’ attendance each day. The attendance policy summarises the codes that staff will use to record why a pupil is absent. Paragraphs 16 to 16(b)  The school does not have a suitable risk assessment policy in place outlining how to

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Main inspection findings

assess and mitigate risk. Risk assessments, for example for off-site activities or for individual pupils, have not been considered. There is no guidance about how to interpret or implement risk assessments consistently. It is not clear who has oversight of the risk assessment process or how often the assessments will be reviewed to ensure that they remain suitable.  The school is not likely to meet all of the standards in this part.

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Main inspection findings

Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2) to 18(2)(e), 18(3), 19(2) to 19(2)(d)(ii), 19(3), 21(1) to 21(3)(b), 21(5) to 21(5)(a)(ii), 21(5)(c)  Leaders have completed recent training in staff recruitment.  The school completes most of the employment checks that are required prior to new employees starting to work at the school. These checks are recorded on an electronic single central record. However, the school does not routinely complete or record checks on prohibition from teaching for teaching assistants involved in delivering the curriculum or checks to ensure that leaders are not prohibited from managing a school.  The school does not intend to use the services of staff from agencies. However, should it need to do so, leaders know what information the agencies need to provide to ensure that the staff provided are suitable.  The school is not likely to meet all the standards in this part.

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Main inspection findings

Part 5. Premises of and accommodation at schools Paragraphs 23(1) to 23(1)(c), 28(1), 28(1)(b), 28(1)(d)  There are suitable toilet and washing facilities for the sole use of pupils. The toilets are separate for girls and boys. An accessible toilet is also available.  The school does not have any showers or changing spaces available on site. It plans to use facilities at the nearby leisure centre. However, the school has not carried out checks to ensure that these facilities are suitable.  The temperature of the hot water is regulated to ensure that it does not pose a scalding risk. Paragraphs 24(1) to 24(1)(b)  There is a medical room set aside for the sole purpose of caring for sick or injured pupils. This room has suitable washing facilities, and a toilet is nearby. It is well equipped so that pupils are comfortable while staff administer first aid. Paragraphs 25 to 27(b)  The building has been fully renovated to ensure that the accommodation is suitable

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Main inspection findings

for the proposed school. The site is secure.  There is sufficient space available in the building to provide education for the proposed number of pupils.  Classrooms have suitable acoustics and are well ventilated.  The interior lighting is appropriate. Many rooms also benefit from natural light. External lights around the building are activated in response to movement. Paragraphs 28(1), 28(1)(a), 28(1)(c), 28(2) to 28(2)(b)  Drinking-water is available at all times from a tap, clearly marked as such, in the kitchen. Paragraphs 29(1) to 29(1)(b)  There is not enough outdoor space on site for pupils to use for exercise or sport. The school intends to use a nearby leisure centre and park for these purposes. However, it has not made a risk assessment of these facilities to check that they are suitable for pupils’ use.  The school is not likely to meet all the standards in this part. Part 6. Provision of information

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Main inspection findings

Paragraphs 32(1) to 32(1)(b), 32(1)(d), 32(1)(f) to 32(1)(i), 32(2) to 32(2)(b)(i), 32(2)(d) to 32(3)(e), 32(3)(g)  Most of the information and policies that parents may request will be made accessible to them. This includes documents relating to admissions, the curriculum, behaviour and safety. However, the school does not have any information about how it will provide for pupils who speak English as an additional language.  The school will give local authorities information about children looked after and pupils with an EHC plan when requested.  Information about the academic performance of previous pupils and copies of inspection reports will be made available.  The school is not likely to meet all the requirements of the standard in this part.

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Main inspection findings

Part 7. Manner in which complaints are handled Paragraphs 32(3), 32(3)(f), 33 to 33(k)  The complaints policy outlines what parents should do if they have a concern about any aspect of the school’s work. The policy also summarises the procedures that pupils can follow if they wish to complain. This policy is available on request.  The policy details clearly the steps leaders will take in response to a complaint and the timeframe they will follow at each stage.  The policy explains that the school will keep written records of the outcomes of any complaints and the actions taken as a result, including if the complaint is not upheld.  The school is likely to meet all the requirements of the standard in this part.

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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 proprietor has an ambitious vision about the type of provision it wants to provide for pupils with SEND. However, the proprietor has not ensured that the arrangements for the proposed school are likely to meet all the standards.  The school does not have a comprehensive understanding of the standards that relate to the curriculum. Curriculum plans are still being developed and often lack ambition. Too little attention has been paid to how the curriculum will be adapted to meet the needs of pupils with SEND. The programme for PSHE education and the provision for careers are still being thought through.  The school’s systems to keep pupils safe and to promote their well-being lack rigour. Arrangements to assess and mitigate risks are not secure.  The proprietor has not ensured that school leaders have the knowledge and skills they

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Main inspection findings

need to be effective in their roles. The proprietor does not have sufficient knowledge of the standards to be able to provide leaders with the necessary support and challenge. The proprietor intends to seek guidance from external professionals to help leaders rectify the weaknesses identified.  The school is not likely to meet all the requirements of the standard in this part.

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Main inspection findings

Schedule 10 of the Equality Act 2010  The proposed accessibility plan identifies how leaders will ensure that the site, the curriculum and any documentation are as accessible as possible for pupils with SEND.  The school is likely to meet the regulation in this part.

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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

Email address office@huntingdonhouse-school.co.uk

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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 45 45

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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 45

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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 45

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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 45

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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 45

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School’s current position School’s proposal

Number of full-time equivalent teaching staff 2 9

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School’s current position School’s proposal

Number of staff in the welfare provision 0 8

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Information about this proposed school

 The school is located at 87 Market Street, Ashby-de-la-Zouch, Leicestershire, LE65 1AH.  The proprietor currently runs an unregistered alternative provision on the same site as the proposed school. The two provisions would be run as two separate businesses.  The proposed school will provide full-time education for up to 45 pupils with SEND, aged between 11 and 16 years.  The school will provide for pupils who have social, emotional or mental health needs, cognitive and learning needs or speech, language and communication needs. Some of the pupils are likely to have a diagnosis of autism. All of the pupils will be pupils with SEND who have an EHC plan.  Most pupils are likely to be funded by local authorities.

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Information about this inspection

 This was the proposed school’s first pre-registration inspection. It was commissioned by the Department for Education to determine whether the proposed school is likely to meet the standards if it is given permission to open.  The inspector met with the proprietor. She spoke with the headteacher, the deputy headteacher, the special educational needs coordinator and the business manager.  The inspector conducted a tour of the proposed site to check the premises against part 5 of the standards. She met with leaders to discuss the school’s health and safety arrangements.  The inspector scrutinised a wide range of documentation, including policies and curriculum plans.  The inspector checked the arrangements for staff recruitment. She discussed with leaders the school’s proposed approach to ensuring the health, safety and welfare of pupils.

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Inspection team

Rachel Tordoff, 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 education, health and care plan.  2(2) For the purposes of paragraph (2)(1)(a), the matters are- – 2(2)(d) personal, social, health and economic education which- – 2(2)(d)(i) reflects the school’s aim and ethos. – 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 1. Quality of education provided

– 2(2)(h) that all pupils have the opportunity to learn and make progress; and – 2(2)(i) effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.  2A(1) The standard in this paragraph is met if the proprietor- – 2A(1)(e) makes and keeps up to date a separate written statement of its policy with regard to the provision of education as required by each of paragraphs (a) and (b), and – 2A(1)(f) consults parents of registered pupils at the school before making or revising a statement under sub-paragraph (e).  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

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Part 1. Quality of education provided

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 taught; – 3(f) utilises effectively classroom resources of a good quality, quantity and range; and – 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.  9 The standard in this paragraph is met if the proprietor promotes good behaviour amongst pupils by ensuring that– – 9(b) the policy is implemented effectively; and – 9(c) a record is kept of the sanctions imposed upon pupils for serious misbehaviour.  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.  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.

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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 4. Suitability of staff, supply staff, and proprietors

 18(2) The standard in this paragraph is met if- – 18(2)(b) no such person carries out work, or intends to carry out work, at the school in contravention of a prohibition order, an interim prohibition order, or any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act, or any disqualification, prohibition or restriction which takes effect as if contained in either such direction.  21(1) The standard in this paragraph is met if the proprietor keeps a register which shows such of the information referred to in sub-paragraphs (3) to (7) as is applicable to the school in question.  21(3) The information referred to in this sub-paragraph is– – 21(3)(a) in relation to each member of staff ("S") appointed on or after 1st May 2007, whether- – 21(3)(a)(iii) a check was made to establish whether S is subject to any direction made under section 128 of the 2008 Act or section 142 of the 2002 Act or any

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Part 4. Suitability of staff, supply staff, and proprietors

disqualification, prohibition or restriction which takes effect as if contained in such a direction.

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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)(a) suitable toilet and washing facilities are provided for the sole use of pupils; and – 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 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 32(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(3) The information specified in this sub-paragraph is– – 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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Part 8. Quality of leadership in and management of schools

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

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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Part 8. Quality of leadership in and management of schools

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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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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