Chances Mentoring

School pre-registration inspection report

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Chances Mentoring Unit 3 Whitegate Business Centre, Jardine Way, Oldham OL9 9JT

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Main inspection findings

Part 1. Quality of education provided Paragraph 2, 2(1)–2(1)(b)(ii), 2(2), 2(2)(a)–2(2)(d)(ii), 2(2)(h), 2(2)(i)  The proprietor has prepared an appropriate curriculum policy. The policy emphasises the contribution that each subject will make to pupils’ spiritual, moral, social, and cultural (SMSC) education. The information set out in the policy also shows that the active promotion of fundamental British values is at the core of leaders’ work. This includes values such as tolerance and respect, together with the development of pupils’ knowledge and understanding of being a British citizen.  The curriculum policy is supported by plans and schemes of work for each subject. The curriculum design and schemes of work are appropriate. Leaders have thought carefully about what they want pupils to learn during their time at the school. Leaders’ curriculum design considers the specific and individual needs of pupils, some of whom

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Main inspection findings

will be pupils with special educational needs and/or disabilities (SEND).  There is suitable importance placed on speaking and listening, reading, writing and mathematics in the curriculum. Additionally, there will be an emphasis on pupils studying subjects such as science, information and communication technology, religious education, history, and geography. The subjects offered will also include art and design and physical education (PE).  Pupils’ personal, social, health and economic (PSHE) education will be taught through timetabled lessons. Aspects of PSHE education will also be woven into the whole school curriculum, including careers education. The development of pupils’ life skills and also their emotional and well-being skills are considered an essential part of the curriculum by leaders. The topics to be covered are suitably wide-ranging. Leaders’ plans pay particular regard to the protected characteristics as set out in the Equality

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Main inspection findings

Act 2010. Paragraph 2A(1)–2A(1)(b), 2A(1)(d)–2A(1)(g), 2A(2), 2A(3)  The PSHE education curriculum will include the development of pupils’ understanding of relationships, sex, and health education. Leaders have taken into consideration the relevant statutory guidance. They have drafted a policy statement, and they have considered how they will consult with parents and carers about the policy. Leaders are aware that this statement will need to be placed on the school’s website. Paragraph 3, 3(a)–3(j)  The proprietor has already recruited some staff and is in the process of recruiting others. There is a clear idea of the calibre and expertise that the school is looking for in new teachers and other staff.  The school has created templates for short-term curriculum design. Leaders will ask teachers to set out the content of lessons in these templates should the school be approved to open. Teachers will be expected to consider the needs of the pupils when

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Main inspection findings

designing lesson activities. The school is well resourced with a range of appropriate educational books and equipment. These are relevant to the age range of pupils who the school proposes to admit.  The proprietor is committed to providing a good-quality education for pupils. The headteacher has already been appointed and has the knowledge, skills, and experience to guide and support teachers. This should enable teachers to provide a suitable quality of education if the school opens. Paragraph 4  Leaders have a suitable assessment policy in place.  Leaders will assess pupils’ attainment and personal needs when they start at the school. Pupils’ progress and attainment will be assessed routinely. Pupils’ progress will be communicated regularly with parents and those responsible for governance. Teachers will use these assessments to inform their teaching.  Where appropriate, pupils will complete national end-of-key-stage assessments.

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Main inspection findings

 All of the independent school standards (’the standards’) in this part are likely to be met if the proposed school opens. Part 2. Spiritual, moral, social, and cultural development of pupils Paragraph 5, 5(a), 5(b)–5(b)(vii), 5(c), 5(d)–5(d)(iii)  Pupils’ SMSC development is a thread that runs through the curriculum for the proposed provision. Pupils’ SMSC development is central to the school’s aims, policies, and plans for enrichment activities.  Aspects of SMSC development are threaded through the PSHE scheme of work. For example, pupils will learn about democracy and different faiths. Enrichment activities will be offered to all pupils to ensure that they experience a diverse range of social and cultural activities and traditions. For instance, plans are in place to help pupils to be involved in charity work and local community events.  Leaders have plans to provide opportunities for pupils to discuss local and national

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Main inspection findings

issues in an impartial way. Pupils will be encouraged to put into practice the values that are fundamental to living in modern Britain.  The school’s policies include appropriate references to all the protected characteristics set out in legislation.  The standard in this part is likely to be met if the proposed school opens. Part 3. Welfare, health, and safety of pupils Paragraph 7, 7(a), 7(b)  The proprietor has paid attention to the current statutory guidance for safeguarding pupils. A suitable and up-to-date safeguarding policy is in place. Leaders have introduced all the necessary arrangements to keep pupils safe and to promote their welfare at the school.  The headteacher is already appointed as a designated safeguarding leader (DSL). It is likely that other senior staff will also be trained to DSL level. All new staff will receive appropriate induction training, safeguarding training, and regular updates on areas

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Main inspection findings

such as radicalisation and extremism, sexual exploitation, sexting, and e-safety. Paragraphs 9, 9(a)–9(c), 10  The proprietor has detailed and suitable behaviour and exclusion policies in place. There is also an appropriate anti-bullying policy. Any incidents of poor behaviour will be recorded. Leaders intend to cross-reference these with any other concerns so that they can gain a full picture of an individual pupil’s behaviour and respond quickly to any additional needs that arise. The policy includes appropriate and proportionate sanctions. Paragraphs 11, 12, 13, 16, 16(a), 16(b)  The proprietor has a health and safety policy that is tailored to the proposed school. It complies with all relevant laws. Regular fire-safety checks of the building are planned. The proprietor intends to ensure the school’s compliance with the Regulatory Reform (Fire Safety) Order 2005.  The proprietor has an appropriate first-aid policy in place. The staff already appointed

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Main inspection findings

have undergone first-aid training. It is intended that all new staff will also have first- aid training.  A written risk assessment policy is in place. The risk assessments that have already been completed show that leaders plan to take appropriate actions to minimise risks to pupils. This includes risk assessments for the school buildings, staff, events, and individual pupils.  Leaders have made appropriate arrangements to ensure that the school’s computer network has appropriate monitoring and filtering systems in place. This is to assure pupils’ safety when they are working online. Paragraph 14  Pupils will be supervised appropriately by the deployment of sufficient staff, including at breaktimes, when arriving at school and on leaving the school premises. Paragraph 15  Leaders have appropriate systems in place to register pupils’ attendance and to allow them to monitor pupils’ absences effectively. Leaders will report on pupils’ attendance

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Main inspection findings

on a regular basis through the governance arrangements at the school.  The proprietor has published a suitable admissions policy for the school. Systems are in place to ensure that records of admissions will adhere to the Education (Pupil Registration) Regulations 2006.  All of the standards in this part are likely to be met if the proposed school opens. Part 4. Suitability of staff, supply staff, and proprietors Paragraphs 18(2), 18(2)(a), 18(2)(b), 18(2)(c)–18(2)(c)(iv), 18(2)(d), 18(2)(e), 18(3), 19(2), 19(2)(a), 19(2)(a)(i), 19(2)(a)(i)(aa)–19(2)(a)(i)(cc), 19(2)(a)(ii), 19(2)(b)– 19(2)(d), 19(2)(d)(i), 19(2)(d)(ii), 19(3), 20(6), 20(6)(a)–20(6)(a)(ii), 20(6)(b), 20(6)(b)(i)–20(6)(b)(iii), 20(6)(c), 21(1)–21(3), 21(3)(a), 21(3)(a)(i)–21(3)(a)(viii), 21(3)(b), 21(4), 21(5), 21(5)(a), 21(5)(a)(i), 21(5)(a)(ii), 21(5)(b), 21(5)(c), 21(6), 21(7)–21(7)(b)  The single central record (SCR) is in place and meets the requirements for the

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Main inspection findings

information that it must contain. Leaders understand the need to complete all the required checks on the suitability of staff before they take up an appointment.  Records relating to the proprietor are included on the school’s SCR. All of the suitability checks, including those relating to the leadership and management of a school, have also been carried out.  The proprietor and headteacher have completed appropriate training to support the appointment of suitable staff to work in a school. Some teaching staff have already been appointed. Plans to recruit additional teachers and support staff are in place. The induction documentation for new staff makes it clear that they will undergo a full suite of safeguarding, and other appropriate training, on appointment.  Leaders are aware of the procedures that they should follow in the event of employing agency staff to ensure that they are suitable to work with pupils.

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Main inspection findings

 Leaders do not intend to engage volunteers. However, they are clear about their responsibility for checking the suitability of volunteers who may work with pupils if this does occur.  All of the standards in this part are likely to be met if the proposed school opens. Part 5. Premises of and accommodation at schools Paragraphs 23(1), 23(1)(a)–23(1)(c), 28(1)–28(1)(d), 28(2)–28(2)(b)  The proposed school is housed in a unit on a small industrial estate. The good-sized building has been refurbished to a high standard. The accommodation comprises of several teaching rooms, a communal space, a gymnasium, breakout areas and a kitchen. There is also a medical room and office space. There is a small outdoor area.  There are appropriate toilet and washing facilities. All toilets can be secured from the inside. There is hot and cold running water. The hot water is set at an appropriate temperature. There are signs indicating that the water is not suitable for drinking.

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Main inspection findings

Pupils will have access to drinking-water throughout the day.  There are no separate changing facilities for boys and girls and there are no shower facilities. However, the rugby club that the school will use for their weekly PE sessions has suitable, separate changing and shower facilities. The inspector saw evidence to confirm that the school will have access to and sole use of these facilities when visiting this club. Paragraph 24(1), 24(1)(a), 24(1)(b), 24(2)  A medical room has been set aside. The room has a sink. There is easy access to a toilet. A bed and first-aid kit were in the medical room at the time of the inspection. Paragraphs 25, 26, 27, 27(a), 27(b)  The accommodation throughout is of an appropriate standard and it meets all requirements for the health, safety, and welfare of pupils. This includes suitable acoustics and lighting. Teaching rooms have a suitable source of natural light. The

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Main inspection findings

exterior and interior lighting is of an appropriate standard. Access through main doorways and gates will be via keypads and coded locks. Paragraph 29(1), 29(1)(a), 29(1)(b)  The proposed pupils will have access to a small outdoor area that is safe. It will be an appropriate space in which pupils can relax and play when not in lessons. PE activities will be regularly timetabled in accordance with the school’s curriculum requirements. PE sessions for pupils will be conducted at a local rugby club. Leaders have risk assessments in place to ensure pupils’ safety when travelling to and from the club, and when using this facility. During the day, the facility will be for the sole use of the proposed school.  All of the standards in this part are likely to be met if the proposed school opens. Part 6. Provision of information Paragraph 32(1)–32(1)(k), 32(2)–32(2)(d), 32(3)–32(3)(g)  The proprietor has set up a school website that contains all of the required

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Main inspection findings

information. The proprietor is fully aware of the requirements for the information that a school should publish on its website.  There is a suitable range of information available for parents and pupils when they join the school. This includes information on admissions, behaviour, the curriculum, and safeguarding. All key documents will be made available for parents on request from the school office, as well as being published on the school’s website.  Leaders intend to provide termly and annual reports on pupils’ progress and attainment to parents. Reports will be detailed and provide a holistic picture of a pupil’s progress. Leaders will also report on pupils’ personal development and emotional health and well-being. They are aware that any inspection reports and examination results need to be made available on the school’s website once released.  The standard in this part is likely to be met if the proposed school opens.

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Main inspection findings

Part 7. Manner in which complaints are handled Paragraph 33, 33(a)-33(k)  The complaints policy is appropriate. It outlines all of the required stages for dealing with a complaint. It includes appropriate timescales and information about the storage and sharing of written records. The policy is suitably detailed. It ensures that the school’s intended complaints procedures are transparent.  The standard in this part is likely to be met if the proposed school opens. Part 8. Quality of leadership in and management of schools Paragraph 34(1)–34(1)(c)  The proprietor has an appropriate understanding of the standards. The proprietor has plans in place to monitor compliance with the standards regularly.  Leaders demonstrate the knowledge required to set up and run this independent school successfully. They have experience of, and a commitment to, providing an effective quality of education for pupils. They are likely to fulfil their responsibilities to

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Main inspection findings

promote the well-being of pupils.  The standard in this part is likely to be met if the proposed school opens. Schedule 10 of the Equality Act 2010  The school’s accessibility plan fully reflects statutory requirements.

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Compliance with regulatory requirements

The school is likely to meet the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 ('the independent school standards') and associated requirements.

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Proposed school details

This inspection was carried out under section 99 of the Education and Skills Act 2008, the purpose of which is to advise the Secretary of State for Education about the school's likely compliance with the independent school standards that are required for registration as an independent school.

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Proposed school details

Type of school Other independent special school

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Proposed school details

Annual fees (day pupils) £40,000 to £55,000

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Proposed school details

Email address callum@chancesmentoring.com

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Provider already operating

Number of pupils of compulsory school age 26 Number of pupils of compulsory school age who have an education, health, and care plan, or who are looked after by a local authority Total hours operating as a school per week 16

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Provider already operating

Total hours of teaching provided per week 16

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n

Age range of pupils 11 to 16 11 to 16 11 to 16 Number of pupils on the school roll 26 40 40

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School's current position School's proposal

Gender of pupils Mixed Mixed Number of full-time pupils of compulsory school age 0 40

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School's current position School's proposal

Number of pupils with special educational needs and/or disabilities 26 40

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School's current position School's proposal

Of which, number of pupils with an education, health, and care plan 7 Not known

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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 2 Not known

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School's current position School's proposal

Number of full-time equivalent teaching staff 2 4

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School's current position School's proposal

Number of staff in the welfare provision 5 10

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Information about this proposed school

 This proposed independent school is located in Oldham. It is housed in an industrial unit. The proposed school is located at Unit 3 Whitegate Business Centre, Jardine Way, Oldham OL9 9JT.  It is proposed that the school will provide full-time education for up to 40 mixed-gender pupils aged between 11 and 16 years. It is intended that the school will cater for pupils who are struggling to cope with mainstream education by providing them with a small, nurturing environment. It is likely that places will be commissioned by local authorities and schools.  The school aims to re-engage pupils who are struggling with traditional education pathways. They aim to do this by engaging pupils in personalised educational and vocational courses.  All pupils will have social, emotional, and mental health needs. It is anticipated that some pupils will have an education, health, and care (EHC) plan.  The proprietor is Chances Mentoring Limited. There is one director. This director will

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Information about this proposed school

have oversight and governance responsibilities for the proposed school if it opens. A headteacher has already been appointed.

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Information about this inspection

 This inspection was commissioned by the Department for Education (DfE) to determine whether the school is likely to meet the standards prior if the DfE approves the application.  This was the school’s first pre-registration inspection.  The inspector held discussions with the proprietor and the headteacher, who is also the DSL.  The inspector made a tour of the school to check the suitability of the proposed premises against the relevant standards. She also looked at a wide range of documents and policies, including those relating to the curriculum, behaviour, health, and safety. She also checked documents relating to safeguarding.  At the time of the inspection, the school was operating as an unregistered alternative provision for 26 pupils. This alternative provision admitted its first pupils in February 2023. All of these pupils attend part time, for less than 16 hours per week. Two of these pupils had an EHC plan. None of the pupils were looked after by the local

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Information about this inspection

authority. There were no pupils in school during this inspection.

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Inspection team

Sue Eastwood, lead inspector His Majesty's Inspector guidance 'Raising concerns and making a complaint about Ofsted', which is available from Ofsted's website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Inspection team

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Inspection team

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Inspection team

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

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Inspection team

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Inspection team

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Inspection team

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